[Secondary] RE: [Advisory] IWBs - An Australian perspective
Ray Tolley
rjt@maximise-ict.co.uk
Fri, 13 Nov 2009 16:48:09 -0000
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Graham,
=20
I=92d be the first to volunteer if some university could cough up some
funding!
=20
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: <http://raytolley.v2efolioworld.mnscu.edu/>
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/>
http://www.efoliointheuk.blogspot.com/
W: <http://www.maximise-ict.co.uk/eFolio-01.htm>
http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
=20
From: Graham Hastings [mailto:GHastings@sjcs.co.uk]=20
Sent: 13 November 2009 16:39
To: Ray Tolley
Subject: RE: [Secondary] RE: [Advisory] IWBs - An Australian perspective
=20
Ray,
=20
You are quite right.
=20
I wish I had more time to properly research and evaluate the difference =
that
the boards are making in my school =96 for better or for worse.
=20
There is a PhD in this for someone =96 any takers?
=20
Graham. =20
=20
_____ =20
From: secondary-admin@talk.naace.org =
[mailto:secondary-admin@talk.naace.org]
On Behalf Of Ray Tolley
Sent: 12 November 2009 22:33
To: advisory@talk.naace.org; secondary@talk.naace.org
Subject: [Secondary] RE: [Advisory] IWBs - An Australian perspective
=20
The trouble with the format of our conversations is such that we tend to
fire off heartfelt missives from our own micro experiences (apart from =
one
or two exceptions) whereas a more constructive approach may be a longer =
and
more collaborative work at the macro level. I have on my desk in front =
of me
several well written and pertinent books and also the usual Becta/Besa
documents on line. I list some of them here:
=20
Becta. (2007). Harnessing technology review 2007: Progress and impact of
technology in education: Summary report. Retrieved July 16, 2008, from
http://publications.becta.org.uk/display.cfm?resID=3D33980
Betcher, C. and Lee, M. (2009) The interactive whiteboard revolution
Melbourne ACER Press
Cuban, L. (1986). Teachers and machines: The classroom use of technology
since 1920. New York: Teachers College Press
Friedman, T. (2006). The world is flat (2nd Ed.). New York: Farrar, =
Straus
Giroux.
Lee M., & Winzenried, A. (2006), Interactive whiteboards: Achieving =
total
teacher usage. Australian Educational Leader, 28(3), 22-25
Lee, M., & Gaffney, M. (Eds.). (2008). Leading a digital school. =
Melbourne:
ACER Press.
Lee, M. and Winzenried, A. (2009) The use of instructional technology in
schools. Melbourne ACER Press
Lee, M. and Finger, G.(Eds) (2010 in press) Developing the networked =
school
community Melbourne ACER Press (one chapter by me!)
Saettler, P. (1990). The evolution of American educational technology.
Connecticut: Information Age Publishing
RITWIT (2009) http://www.educ.cam.ac.uk/events/conferences/ritwit
Also from Friday 13th proceedings will be available from the following:
http://www.futureofeducation.com/forum/topics/larry-cuban-on-school-refor=
m
=20
Mal Lee writes, =91Within less than a decade this technology has had a
profound impact across the developed world on teachers=92 preparedness =
to move
from the traditional paper based teaching materials to those that are
predominantly digital, to normalize the use of the digital in their =
everyday
teaching and in turn to move schooling from its traditional paper based
operational paradigm to one that is digital.=92 If this really is a =
=91world
view=92 then I wonder why there are so many in the UK who would argue
differently.
=20
He continues his argument concerning the adoption of all digital
technologies, =91In preparing the recent ACER Press publication with =
Chris
Betcher on the classroom use of IWBs the authors very consciously titled =
the
work =91The Interactive Whiteboard Revolution=92 (2009) conscious the =
research
was already revealing the profound impact this technology had had upon
teacher, student and whole of school normalization of digital =
technologies
in general=92. It is interesting that he sees the IWB as being the =
possible
kick-start to the accelerated adoption of all later digital =
technologies.
=20
Perhaps the most important conclusion I reach is that we in the UK =
probably
got off to a bad start as early adopters in that many schools were =
expected
to introduce IWB technology without really understanding the =
implications of
how it could be exploited. Inevitably, many were presented with a tool
without any realisation of its potential pedagogical applications. =
Rather
like staring at the first Model =91T=92 Ford and wondering where the =
horse would
go. Other countries, as =91late starters=92 or =91second generation=92, =
appear to
have overcome some of these issues probably by introducing the =
advantages of
the IWB in pedagogical terms.
=20
We should remember that, apart from the OHP, the IWB is the only =
technology
specifically developed for schools. Other digital technologies have
escalated due to popular advertising, peer pressure at all ages and =
sectors
of society and, in turn, prices have tumbled and these devices have =
eased
their way into schools. Never have I seen an advert on television for =
an
IWB and yet every other new gizmo upon initial advertising soon has a
massive take-up as exemplified by the explosion in takeup of iPhones =
and
their alternatives, sat-navs or giant domestic plasma screens.
=20
Although we have had only a handful of positive comments I just wonder =
how
many schools in the UK would be willing to open their doors and show
something of good practice? Perhaps I am talking myself into collating
exemplars of good IWB practice =96 please contact me directly if you =
wish to
tell your story.
=20
I could quote at length passages from =91Leading a Digital School=92 and =
=91The
use of Instructional Technology in Schools=92 but it=92s probably better =
that
you read the books yourselves!
=20
BW
=20
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: <http://raytolley.v2efolioworld.mnscu.edu/>
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/>
http://www.efoliointheuk.blogspot.com/
W: <http://www.maximise-ict.co.uk/eFolio-01.htm>
http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
=20
From: Mike Cameron [mailto:Mike.Cameron@ssatrust.org.uk]=20
Sent: 12 November 2009 17:22
To: Ray Tolley
Subject: RE: [Advisory] IWBs - An Australian perspective
=20
Hi Ray,
=20
I have made some specific comments below, but they really aren=92t the =
point.
The reality is, and even those who in the course of this discussion have
been the most positive about IWBs will admit, the initial reaction of =
the
average secondary teacher to an IWB will be to start assembling a list =
of
barriers that they perceive to be true. And in many cases for that
particular teacher in that particular school context, they will often be
true. The right way to be able to over-ride those barriers is to have =
the
body of research evidence that shows teachers in which circumstances =
IWBs
are going to improve their practice and the learning outcomes of their
students. Only when we have that body of evidence will we have the moral
authority to =93impose=94 a technological/pedagogical change on a cohort =
of
teachers.
=20
I think the blog post that you referenced gets it half right. The author
talks about the perceived affordances of the IWB that can transform
learning. It is these affordances that we should be concentrating on, =
which
I believe would unite everyone on the advisory/secondary forums. How a
school then introduces them should then be their business. For some =
reason
people do get a bit attached to their own particular technology focus. =
And
this I think is really Paul Hynes point. He is not against =
interactivity, or
the use of digital resources (exactly the opposite as anyone who knows =
him
understands) his argument is around the best way to enable it. And in =
this I
understand his point. With most teachers an IWB reinforces the teacher =
at
the front stance. This is not to say that it is good practice, or that =
it
cannot be overcome by extensive coaching, but it is what happens. For =
me,
this is exactly the kind of teaching that we need to move away from - =
in a
sense we need to make KS3/4/5 more like KS1/2 in order to benefit from =
the
interactivity.=20
=20
So the question what will effect this change. Does the introduction of =
IWBs
alone enable/encourage the change. The evidence I have seen would =
suggest
not, so the change to the pedagogy has to come first, or at least be
explicitly understood to be a necessary complement to the successful
introduction of IWBs (or any other technology).
=20
=20
Regards
=20
Mike=20
=20
Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658
Mobile: +44 (0)7866 747280
Email: <mailto:mike.cameron@ssatrust.org.uk>
mike.cameron@ssatrust.org.uk
=20
From: Ray Tolley [mailto:rjt@maximise-ict.co.uk]=20
Sent: 12 November 2009 11:23
To: Mike Cameron
Subject: RE: [Advisory] IWBs - An Australian perspective
Importance: High
=20
Hi, Mike,
=20
I respond to your bulleted list:
=20
=B7 Primary schools are smaller and it is therefore easier to =
effect
system change within them (with 177,000 in the schools, it is harder to
teach without one than with one),
Perhaps, due to the lack of resident technicians, staff are more willing =
to
talk to each other and share ideas?[Mike Cameron] I also think that a
primary head has relatively more power than one in secondary =96 if the =
head
says IWBs , then they have IWBs. Also the relative size is important =
here =96
a primary school with 200 students may need 8 whiteboards, a secondary =
with
1000 students may need 60, =A324k vs =A3180,000, or =A3120 per student =
vs =A3180.
=B7 The pedagogical approaches predominantly in place in =
secondary
schools mitigate against the use of IWBs,
Yes, probably didactic styles are often still in place in Secondary =
schools,
whereas the benefits of experiential learning are built upon more =
readily in
Primary schools.
=B7 And closely allied, the structure of the school day (and the
constant movement of students) mitigates against the use of IWBs,
Exactly the opposite =96 the IWB is easily set up as the class arrives =
=96 far
more effective than dishing out books with the usual instruction, =
=91Turn to
page nn and read the first paragraph.=92 Whilst hurriedly writing up the
lesson objectives/outcomes on the board.[Mike Cameron] Or as a teacher =
might
argue, I have to move from class to class, log off of one machine, log =
onto
another before I can start teaching.
=B7 Teenage children learn differently to younger children,
Accepted that SOME children are beginning to discover their preferences =
to
learning styles, but right up to the end of KS3 many are still working =
in a
concrete/operational style where real activity and kinaesthetic =
experience
still counts for much.=20
=B7 Secondary schools are more concerned about behaviour =
management
than the management of learning,
Possibly, but good teaching and learning styles overcome many of the
behaviour management problems.[Mike Cameron] And I would agree that good =
use
of an interactive resource would help overcome those issues, but =
teachers
need evidence of this to be confident to try it (and fail at first) and =
keep
trying it until they succeed.
=B7 The results driven agenda of secondary schools mitigates =
against
the use of IWBs,
Wow! How blind is this? Benefits of the IWB include getting through =
work
more quickly, ability to revise/review previous work covered, access =
missed
(digital delivery) any time any place, consolidate understanding through
dynamic plenaries etc.[Mike Cameron] It may be blind, but it is the =
reality.
If I change to using an IWB my performance (and from a heads perspective =
the
schools performance) may fall at the outset =96 as you say it can take =
up to 5
years to develop good IWB practice. Can my results take that dip? Is it
ethical to impose that dip on a cohort of students?
=B7 Secondary teachers are more driven by their subject matter =
than by
learning (controversial and not meant in any negative sense),
Yes, and how proud the teachers can be of the distinct and effective =
ways
that the IWB can be uniquely used for each individual subject area.
One of the arguments most commonly used against the IWB is that many
activities seen could be delivered equally well with an ordinary =
projector
without any interactivity. But once teachers and pupils discover more =
and
more how to use interactivity effectively the transformation will begin. =
(ie
possibly raise the 10% observed interactivity to nearer 80%?)=20
=20
Perhaps, in the past, where IWBs have been foisted upon schools without =
the
sensitive mediation that is required, the instruction on the use of IWBs =
has
been primarily about demonstrating the technical functionality without
actually helping staff to consider how a wide variety of interactive IWB
tools can be used effectively in their own subject areas.
=20
One comment was made that it takes at least 3 years for IWBs to become
really adopted in a school. I would suggest that 5 years is a more
realistic recognition of =91total adoption=92 =96 and then only if you =
have an
=91evangelist=92 on site who is able to equally encourage every subject =
area.
The quoted *reduction* in confidence in Secondary schools is possibly =
more
to do with a realisation that IWBs are not about just projection but =
about
interactivity stimulating classroom performance?
=20
But then, the problems cited do not only apply to Secondary schools. =
What
about FE, HE and Adult Education? Here are the real bastions of
non-interactivity!
=20
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: <http://raytolley.v2efolioworld.mnscu.edu/>
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/>
http://www.efoliointheuk.blogspot.com/
W: <http://www.maximise-ict.co.uk/eFolio-01.htm>
http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
=20
From: advisory-admin@talk.naace.org =
[mailto:advisory-admin@talk.naace.org]
On Behalf Of Mike Cameron
Sent: 12 November 2009 10:03
To: Andy Bird; advisory@talk.naace.org
Subject: RE: [Advisory] IWBs - An Australian perspective
=20
So, generally, IWBs seem to be well-adopted and producing the goods in =
terms
of learning outcomes in Primary (the BESA figures appear to bear this =
out
with teachers who fell confident and competent in the use of IBWs =
increasing
to 39% from 31% in 2007 =96 whereas the similar figures for secondary =
fell
from 16% to 10%).
=20
Let us for the sake of discussion make a couple of assumptions. Firstly,
lets accept, as Andy says, that IWBs are a powerful tool for learning.
Secondly, let us also accept that secondary teachers are as intelligent =
and
pedagogically perceptive as their primary counterparts. Then the =
question
becomes, what is it about the nature of secondary education as opposed =
to
primary that makes the same tool work in one, and apparently not work in =
the
other (notwithstanding that in secondary there are some very, very small
pockets of excellent use)?
=20
Some hypotheses to work on (accountants hat off, statisticians hat on):
=20
- Primary schools are smaller and it is therefore easier to =
effect
system change within them (with 177,000 in the schools, it is harder to
teach without one than with one),
- The pedagogical approaches predominantly in place in =
secondary
schools mitigates against the use of IWBs,
- And closely allied, the structure of the school day (and the
constant movement of students) mitigates against the use of IWBs,
- Teenage children learn differently to younger children,
- Secondary schools are more concerned about behaviour =
management
than the management of learning,
- The results driven agenda of secondary schools mitigates =
against
the use of IWBs,
- Secondary teachers are more driven by their subject matter =
than
by learning (controversial and not meant in any negative sense),
- And there are probably many more.
=20
I don=92t know if any of these are the reasons that IWBs don=92t work in
secondary schools (and if anyone want to pick them off one by one please
feel free, but it won=92t solve the problem as there are many more =
where they
came from). They are however all reasons that have been given to me by
secondary school teachers as to why they don=92t work. They may just be
barriers, but some of them do, I think require further investigation =
before
we just say that the reason IWBs haven=92t succeeded in 3500 secondary =
schools
with 250,000 teachers in them is just down to the lack of CPD. This is a
quarter of a million intelligent people, and collectively they seem to =
have
decided that IWBs are not the answer. They may well be wrong, but in =
order
to convince them of that we need evidence. We need longitudinal study =
that
shows across different subjects and different institutions (and in the
appropriate age range) that IWBs produce better learning outcomes.=20
=20
I write the above from the persoanl position that I would not teach in a
classroom that did not have an IWB. But my opinion is not enough to =
change
the direction that is the oil tanker of secondary education. And morally =
it
does not even enable me to try. I could be wrong. Which is why we need a
body of evidence that is stronger that what we have so far.=20
=20
Regards
=20
Mike=20
=20
Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658
Mobile: +44 (0)7866 747280
Email: <mailto:mike.cameron@ssatrust.org.uk>
mike.cameron@ssatrust.org.uk
=20
From: advisory-admin@talk.naace.org =
[mailto:advisory-admin@talk.naace.org]
On Behalf Of Andy Bird
Sent: 11 November 2009 14:21
To: advisory@talk.naace.org
Subject: Re: [Advisory] IWBs - An Australian perspective
=20
Our experience could not be further from the examples given here. I =
don't
think you would find one of our primary practitioner who would state =
that a
penny was wasted on their boards with a few exceptions, normally down to
poor choice of position.
=20
I think one interesting measure of the importance and impact of IWBs on
classroom practise must be the reaction of teachers if you tried to take
them away. I can assure you that the flaming brands and pitch forks =
would
be out if you even suggested to our primary schools that you would take
their boards from them. I don't know where others are going wrong but =
the
IWBs have been a significant driver of ICT development in nearly all our
primary schools. We are now encouraging teachers to put it in the hands =
of
the pupils as another resource for pupil use of ICT. Again, some =
teachers
have being doing this all along.
=20
This is a development process and an ongoing one at that. I struggle to =
see
how people can state that the boards were installed and they were a =
waste..
why has CPD stopped? This is an ongoing process of continual =
development. I
can understand a argument that states "we are not presently getting =
value
out of our boards" and the answer of course is "do something about it". =
The
boards in the hands of a good practitioner are astounding (it's the =
software
stupid).. the problem is a lack of sharing and CPD not the hardware.
=20
You will note that all the above refers to primary.. our experience in
secondary is a different matter but the same solution.. they never came =
out
for training and never will and will never experience the power of the =
IWB.
They just don't understand that the boards are a powerful tool for =
learning
and not a presentation method
=20
I am most concerned that anyone reading this thread will be left with =
the
impression that it is all dire.. this is not the case.
=20
andy
=20
=20
=20
=20
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<div class=3DSection1>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Graham,<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I’d be the first to volunteer if some university =
could cough up
some funding!<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://raytol=
ley.v2efolioworld.mnscu.edu/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>B: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a href=3D"http://www.efoliointheuk.blogspot.com/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ef=
oliointheuk.blogspot.com/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
W: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ma=
ximise-ict.co.uk/eFolio-01.htm</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
</span><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award =
2009'</span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> Graham Hastings
[mailto:GHastings@sjcs.co.uk] <br>
<b>Sent:</b> 13 November 2009 16:39<br>
<b>To:</b> Ray Tolley<br>
<b>Subject:</b> RE: [Secondary] RE: [Advisory] IWBs - An Australian =
perspective<o:p></o:p></span></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>Ray,<o:p></o:=
p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'><o:p> </=
o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>You
are quite right.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'><o:p> </=
o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>I
wish I had more time to properly research and evaluate the difference =
that the
boards are making in my school – for better or for =
worse.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'><o:p> </=
o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>There
is a PhD in this for someone – any takers?<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'><o:p> </=
o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>Graham. =
<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'><o:p> </o:p></span></p>
<div>
<div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'><span =
lang=3DEN-US>
<hr size=3D2 width=3D"100%" align=3Dcenter>
</span></div>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> secondary-admin@talk.naace.org
[mailto:secondary-admin@talk.naace.org] <b>On Behalf Of </b>Ray =
Tolley<br>
<b>Sent:</b> 12 November 2009 22:33<br>
<b>To:</b> advisory@talk.naace.org; secondary@talk.naace.org<br>
<b>Subject:</b> [Secondary] RE: [Advisory] IWBs - An Australian =
perspective</span><span
lang=3DEN-US><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><span lang=3DEN-US><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>The trouble with the format of our conversations is such =
that we
tend to fire off heartfelt missives from our own micro experiences =
(apart from
one or two exceptions) whereas a more constructive approach may be =
a
longer and more collaborative work at the macro level. I have on my desk =
in
front of me several well written and pertinent books and also the usual
Becta/Besa documents on line. I list some of them =
here:<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:Palatino;
color:black'>Becta. (2007). <i>Harnessing technology review 2007: =
Progress and impact
of technology in education: Summary report</i>. Retrieved July 16, 2008, =
from
http://publications.becta.org.uk/display.cfm?resID=3D33980</span><span
style=3D'font-size:11.0pt;font-family:Palatino'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:Palatino'>Betcher,
C. and Lee, M. (2009) <i>The interactive whiteboard revolution</i> =
Melbourne
ACER Press<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:Palatino;
color:black'>Cuban, L. (1986). <i>Teachers and machines: The classroom =
use of
technology since 1920</i>. New York: Teachers College Press</span><span
style=3D'font-size:11.0pt;font-family:Palatino'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:Palatino;
color:black'>Friedman, T. (2006<i>). The world is flat</i> (2nd Ed.). =
New York:
Farrar, Straus Giroux.</span><span =
style=3D'font-size:11.0pt;font-family:Palatino'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:Palatino;
color:black'>Lee M., & Winzenried, A. (2006), Interactive =
whiteboards:
Achieving total teacher usage. <i>Australian Educational Leader</i>, =
28(3),
22-25</span><span =
style=3D'font-size:11.0pt;font-family:Palatino'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:Palatino;
color:black'>Lee, M., & Gaffney, M. (Eds.). (2008). <i>Leading a =
digital
school</i>. Melbourne: ACER Press.</span><span =
style=3D'font-size:11.0pt;
font-family:Palatino'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:Palatino'>Lee, M.
and Winzenried, A. (2009) <i>The use of instructional technology in =
schools. </i>Melbourne
ACER Press<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:Palatino'>Lee, M.
and Finger, G.(Eds) (2010 in press)<i> Developing the networked school
community</i> Melbourne ACER Press (one chapter by =
me!)<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:Palatino;
color:black'>Saettler, P. (1990). <i>The evolution of American =
educational
technology</i>. Connecticut: Information Age Publishing</span><span
style=3D'font-size:11.0pt;font-family:Palatino'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:Palatino'>RITWIT
(2009) <a =
href=3D"http://www.educ.cam.ac.uk/events/conferences/ritwit">http://www.e=
duc.cam.ac.uk/events/conferences/ritwit</a><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:Palatino'>Also
from Friday 13<sup>th</sup> proceedings will be available from the =
following:<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:Palatino'><a
href=3D"http://www.futureofeducation.com/forum/topics/larry-cuban-on-scho=
ol-reform">http://www.futureofeducation.com/forum/topics/larry-cuban-on-s=
chool-reform</a><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Mal Lee writes, ‘<i>Within less than a decade this =
technology
has had a profound impact across the developed world on teachers’ =
preparedness
to move from the traditional paper based teaching materials to those =
that are
predominantly digital, to normalize the use of the digital in their =
everyday
teaching and in turn to move schooling from its traditional paper based
operational paradigm to one that is digital.</i>’ If this =
really is a
‘world view’ then I wonder why there are so many in the UK =
who would argue
differently.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>He continues his argument concerning the adoption of all =
digital
technologies, <i>‘In preparing the recent ACER Press publication =
with Chris
Betcher on the classroom use of IWBs the authors very consciously titled =
the
work ‘</i>The Interactive Whiteboard Revolution’<i> (2009) =
conscious the
research was already revealing the profound impact this technology had =
had upon
teacher, student and whole of school normalization of digital =
technologies in
general’. </i>It is interesting that he sees the IWB as =
being the
possible kick-start to the accelerated adoption of all later digital
technologies.</span><o:p></o:p></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Perhaps the most important conclusion I reach is that we =
in the
UK probably got off to a bad start as early adopters in that many =
schools were
expected to introduce IWB technology without really understanding the
implications of how it could be exploited. Inevitably, many were
presented with a tool without any realisation of its potential =
pedagogical
applications. Rather like staring at the first Model =
‘T’ Ford and
wondering where the horse would go. Other countries, as =
‘late starters’
or ‘second generation’, appear to have overcome some of =
these issues probably by
introducing the advantages of the IWB in pedagogical =
terms.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>We should remember that, apart from the OHP, the IWB is =
the only
technology specifically developed for schools. Other digital =
technologies
have escalated due to popular advertising, peer pressure at all ages and
sectors of society and, in turn, prices have tumbled and these devices =
have
eased their way into schools. Never have I seen an advert on =
television
for an IWB and yet every other new gizmo upon initial advertising soon =
has a
massive take-up as exemplified by the explosion in takeup of =
iPhones and
their alternatives, sat-navs or giant domestic plasma =
screens.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Although we have had only a handful of positive comments =
I just
wonder how many schools in the UK would be willing to open their doors =
and show
something of good practice? Perhaps I am talking myself into =
collating
exemplars of good IWB practice – please contact me directly if you =
wish to tell
your story.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I could quote at length passages from ‘<i>Leading a =
Digital
School’</i> and ‘<i>The use of Instructional Technology in =
Schools’</i> but
it’s probably better that you read the books =
yourselves!<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>BW<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://raytol=
ley.v2efolioworld.mnscu.edu/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>B: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a href=3D"http://www.efoliointheuk.blogspot.com/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ef=
oliointheuk.blogspot.com/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
W: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ma=
ximise-ict.co.uk/eFolio-01.htm</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
</span><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award =
2009'</span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> Mike Cameron
[mailto:Mike.Cameron@ssatrust.org.uk] <br>
<b>Sent:</b> 12 November 2009 17:22<br>
<b>To:</b> Ray Tolley<br>
<b>Subject:</b> RE: [Advisory] IWBs - An Australian =
perspective<o:p></o:p></span></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><a name=3D"_MailEndCompose"><span =
style=3D'font-size:11.0pt;
font-family:"Calibri","sans-serif";color:#1F497D'>Hi =
Ray,</span></a><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I have made some specific comments below, but they really =
aren’t
the point. The reality is, and even those who in the course of this =
discussion
have been the most positive about IWBs will admit, the initial reaction =
of the
average secondary teacher to an IWB will be to start assembling a list =
of barriers
that they perceive to be true. And in many cases for that particular =
teacher in
that particular school context, they will often be true. The right way =
to be
able to over-ride those barriers is to have the body of research =
evidence that
shows teachers in which circumstances IWBs are going to improve their =
practice
and the learning outcomes of their students. Only when we have that body =
of
evidence will we have the moral authority to “impose” a
technological/pedagogical change on a cohort of =
teachers.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I think the blog post that you referenced gets it half =
right.
The author talks about the perceived affordances of the IWB that can =
transform
learning. It is these affordances that we should be concentrating on, =
which I
believe would unite everyone on the advisory/secondary forums. How a =
school
then introduces them should then be their business. For some reason =
people do
get a bit attached to their own particular technology focus. And this I =
think
is really Paul Hynes point. He is not against interactivity, or the use =
of
digital resources (exactly the opposite as anyone who knows him =
understands)
his argument is around the best way to enable it. And in this I =
understand his
point. With most teachers an IWB reinforces the teacher at the front =
stance.
This is not to say that it is good practice, or that it cannot be =
overcome by
extensive coaching, but it is what happens. For me, this is exactly the =
kind of
teaching that we need to move away from - in a sense we need to =
make
KS3/4/5 more like KS1/2 in order to benefit from the interactivity. =
<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>So the question what will effect this change. Does the
introduction of IWBs alone enable/encourage the change. The evidence I =
have
seen would suggest not, so the change to the pedagogy has to come first, =
or at
least be explicitly understood to be a necessary complement to the =
successful
introduction of IWBs (or any other technology).<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:blue'>Regards<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'> <o:p></o:p></span></p>
<p class=3DMsoNormal><b><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Mike </span></b><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Telephone: +44 (0)</span><span style=3D'font-size:10.0pt;
font-family:"Helvetica","sans-serif";color:black'>20 7802 =
0658</span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:white'=
>+44
(0)20 7802 0658<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Mobile: +44 (0)7866 =
747280<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Email: </span><a
href=3D"mailto:mike.cameron@ssatrust.org.uk"><span =
style=3D'font-size:11.0pt;
font-family:"Calibri","sans-serif"'>mike.cameron@ssatrust.org.uk</span></=
a><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> Ray Tolley =
[mailto:rjt@maximise-ict.co.uk] <br>
<b>Sent:</b> 12 November 2009 11:23<br>
<b>To:</b> Mike Cameron<br>
<b>Subject:</b> RE: [Advisory] IWBs - An Australian perspective<br>
<b>Importance:</b> High<o:p></o:p></span></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Hi, Mike,<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I respond to your bulleted list:<o:p></o:p></span></p>
<p class=3DMsoNormal><i><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></i></p>
<p class=3DMsoListParagraph =
style=3D'margin-left:18.0pt;text-indent:-18.0pt;
mso-list:l0 level1 lfo2'><![if !supportLists]><span =
style=3D'font-size:11.0pt;
font-family:Symbol;color:#1F497D'><span =
style=3D'mso-list:Ignore'>=B7<span
style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><i><span =
style=3D'font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#1F497D'>Primary schools are smaller and it =
is
therefore easier to effect system change within them (with 177,000 in =
the
schools, it is harder to teach without one than with =
one),<o:p></o:p></span></i></p>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><span =
style=3D'font-size:11.0pt;
font-family:"Calibri","sans-serif";color:#1F497D'>Perhaps, due to the =
lack of
resident technicians, staff are more willing to talk to each other and =
share
ideas?<b><i>[Mike Cameron] </i></b> </span><span =
style=3D'font-size:11.0pt;
font-family:"Calibri","sans-serif";color:red'>I also think that a =
primary head
has relatively more power than one in secondary – if the head says =
IWBs , then
they have IWBs. Also the relative size is important here – a =
primary school
with 200 students may need 8 whiteboards, a secondary with 1000 students =
may
need 60, =A324k vs =A3180,000, or =A3120 per student vs =
=A3180.<o:p></o:p></span></p>
<p class=3DMsoListParagraph =
style=3D'margin-left:18.0pt;text-indent:-18.0pt;
mso-list:l0 level1 lfo2'><![if !supportLists]><span =
style=3D'font-size:11.0pt;
font-family:Symbol;color:#1F497D'><span =
style=3D'mso-list:Ignore'>=B7<span
style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><i><span =
style=3D'font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#1F497D'>The pedagogical approaches =
predominantly
in place in secondary schools mitigate against the use of =
IWBs,<o:p></o:p></span></i></p>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><span =
style=3D'font-size:11.0pt;
font-family:"Calibri","sans-serif";color:#1F497D'>Yes, probably didactic =
styles
are often still in place in Secondary schools, whereas the benefits of
experiential learning are built upon more readily in Primary =
schools.<o:p></o:p></span></p>
<p class=3DMsoListParagraph =
style=3D'margin-left:18.0pt;text-indent:-18.0pt;
mso-list:l0 level1 lfo2'><![if !supportLists]><span =
style=3D'font-size:11.0pt;
font-family:Symbol;color:#1F497D'><span =
style=3D'mso-list:Ignore'>=B7<span
style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><i><span =
style=3D'font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#1F497D'>And closely allied, the structure =
of the
school day (and the constant movement of students) mitigates against the =
use of
IWBs,<o:p></o:p></span></i></p>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><span =
style=3D'font-size:11.0pt;
font-family:"Calibri","sans-serif";color:#1F497D'>Exactly the opposite =
– the
IWB is easily set up as the class arrives – far more effective =
than dishing out
books with the usual instruction, ‘Turn to page <i>nn</i> and read =
the first
paragraph.’ Whilst hurriedly writing up the lesson =
objectives/outcomes on the
board.<b><i>[Mike Cameron] </i></b></span><span =
style=3D'font-size:11.0pt;
font-family:"Calibri","sans-serif";color:red'>Or as a teacher might =
argue, I
have to move from class to class, log off of one machine, log onto =
another
before I can start teaching.<o:p></o:p></span></p>
<p class=3DMsoListParagraph =
style=3D'margin-left:18.0pt;text-indent:-18.0pt;
mso-list:l0 level1 lfo2'><![if !supportLists]><span =
style=3D'font-size:11.0pt;
font-family:Symbol;color:#1F497D'><span =
style=3D'mso-list:Ignore'>=B7<span
style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><i><span =
style=3D'font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#1F497D'>Teenage children learn differently =
to
younger children,<o:p></o:p></span></i></p>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><span =
style=3D'font-size:11.0pt;
font-family:"Calibri","sans-serif";color:#1F497D'>Accepted that SOME =
children
are beginning to discover their preferences to learning styles, but =
right up to
the end of KS3 many are still working in a concrete/operational style =
where
real activity and kinaesthetic experience still counts for much. =
<o:p></o:p></span></p>
<p class=3DMsoListParagraph =
style=3D'margin-left:18.0pt;text-indent:-18.0pt;
mso-list:l0 level1 lfo2'><![if !supportLists]><span =
style=3D'font-size:11.0pt;
font-family:Symbol;color:#1F497D'><span =
style=3D'mso-list:Ignore'>=B7<span
style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><i><span =
style=3D'font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#1F497D'>Secondary schools are more =
concerned
about behaviour management than the management of =
learning,<o:p></o:p></span></i></p>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><span =
style=3D'font-size:11.0pt;
font-family:"Calibri","sans-serif";color:#1F497D'>Possibly, but good =
teaching
and learning styles overcome many of the behaviour management =
problems.<b><i>[Mike
Cameron] </i></b></span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:red'>And I would agree that good use of an interactive resource =
would
help overcome those issues, but teachers need evidence of this to be =
confident
to try it (and fail at first) and keep trying it until they =
succeed.<o:p></o:p></span></p>
<p class=3DMsoListParagraph =
style=3D'margin-left:18.0pt;text-indent:-18.0pt;
mso-list:l0 level1 lfo2'><![if !supportLists]><span =
style=3D'font-size:11.0pt;
font-family:Symbol;color:#1F497D'><span =
style=3D'mso-list:Ignore'>=B7<span
style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><i><span =
style=3D'font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#1F497D'>The results driven agenda of =
secondary
schools mitigates against the use of IWBs,<o:p></o:p></span></i></p>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><span =
style=3D'font-size:11.0pt;
font-family:"Calibri","sans-serif";color:#1F497D'>Wow! How blind is =
this?
Benefits of the IWB include getting through work more quickly, ability =
to
revise/review previous work covered, access missed (digital delivery) =
any time
any place, consolidate understanding through dynamic plenaries =
etc.<b><i>[Mike
Cameron</i></b></span><b><i><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:red'>] </span></i></b><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:red'>It may be blind, but it is the reality. If I change to using =
an IWB
my performance (and from a heads perspective the schools performance) =
may fall
at the outset – as you say it can take up to 5 years to develop =
good IWB
practice. Can my results take that dip? Is it ethical to impose that dip =
on a
cohort of students?<o:p></o:p></span></p>
<p class=3DMsoListParagraph =
style=3D'margin-left:18.0pt;text-indent:-18.0pt;
mso-list:l0 level1 lfo2'><![if !supportLists]><span =
style=3D'font-size:11.0pt;
font-family:Symbol;color:#1F497D'><span =
style=3D'mso-list:Ignore'>=B7<span
style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><i><span =
style=3D'font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#1F497D'>Secondary teachers are more driven =
by
their subject matter than by learning (controversial and not meant in =
any
negative sense),<o:p></o:p></span></i></p>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><span =
style=3D'font-size:11.0pt;
font-family:"Calibri","sans-serif";color:#1F497D'>Yes, and how proud the
teachers can be of the distinct and effective ways that the IWB can be =
uniquely
used for each individual subject area.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>One of the arguments most commonly used against the IWB =
is that
many activities seen could be delivered equally well with an ordinary =
projector
without any interactivity. But once teachers and pupils discover =
more and
more how to use interactivity effectively the transformation will begin. =
(ie
possibly raise the 10% observed interactivity to nearer 80%?) =
<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Perhaps, in the past, where IWBs have been foisted upon =
schools
without the sensitive mediation that is required, the instruction on the =
use of
IWBs has been primarily about demonstrating the technical functionality =
without
actually helping staff to consider how a wide variety of interactive IWB =
tools
can be used effectively in their own subject =
areas.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>One comment was made that it takes at least 3 years for =
IWBs to
become really adopted in a school. I would suggest that 5 years is =
a more
realistic recognition of ‘total adoption’ – and then =
only if you have an
‘evangelist’ on site who is able to equally encourage every =
subject area.
The quoted *<b>reduction</b>* in confidence in Secondary schools is =
possibly
more to do with a realisation that IWBs are not about just projection =
but about
interactivity stimulating classroom performance?<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>But then, the problems cited do not only apply to =
Secondary
schools. What about FE, HE and Adult Education? Here are the =
real
bastions of non-interactivity!<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://raytol=
ley.v2efolioworld.mnscu.edu/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>B: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a href=3D"http://www.efoliointheuk.blogspot.com/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ef=
oliointheuk.blogspot.com/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
W: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ma=
ximise-ict.co.uk/eFolio-01.htm</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
</span><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award =
2009'</span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> advisory-admin@talk.naace.org
[mailto:advisory-admin@talk.naace.org] <b>On Behalf Of </b>Mike =
Cameron<br>
<b>Sent:</b> 12 November 2009 10:03<br>
<b>To:</b> Andy Bird; advisory@talk.naace.org<br>
<b>Subject:</b> RE: [Advisory] IWBs - An Australian =
perspective<o:p></o:p></span></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>So, generally, IWBs seem to be well-adopted and producing =
the
goods in terms of learning outcomes in Primary (the BESA figures appear =
to bear
this out with teachers who fell confident and competent in the use of =
IBWs
increasing to 39% from 31% in 2007 – whereas the similar figures =
for secondary
fell from 16% to 10%).<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Let us for the sake of discussion make a couple of =
assumptions.
Firstly, lets accept, as Andy says, that IWBs are a powerful tool for =
learning.
Secondly, let us also accept that secondary teachers are as intelligent =
and
pedagogically perceptive as their primary counterparts. Then the =
question
becomes, what is it about the nature of secondary education as opposed =
to
primary that makes the same tool work in one, and apparently not work in =
the
other (notwithstanding that in secondary there are some very, very small
pockets of excellent use)?<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Some hypotheses to work on (accountants hat off, =
statisticians
hat on):<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l1 =
level1 lfo4'><![if !supportLists]><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><span
style=3D'mso-list:Ignore'>-<span style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Primary schools are smaller and it is therefore easier to =
effect
system change within them (with 177,000 in the schools, it is harder to =
teach
without one than with one),<o:p></o:p></span></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l1 =
level1 lfo4'><![if !supportLists]><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><span
style=3D'mso-list:Ignore'>-<span style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>The pedagogical approaches predominantly in place in =
secondary
schools mitigates against the use of IWBs,<o:p></o:p></span></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l1 =
level1 lfo4'><![if !supportLists]><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><span
style=3D'mso-list:Ignore'>-<span style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>And closely allied, the structure of the school day (and =
the
constant movement of students) mitigates against the use of =
IWBs,<o:p></o:p></span></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l1 =
level1 lfo4'><![if !supportLists]><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><span
style=3D'mso-list:Ignore'>-<span style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Teenage children learn differently to younger =
children,<o:p></o:p></span></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l1 =
level1 lfo4'><![if !supportLists]><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><span
style=3D'mso-list:Ignore'>-<span style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Secondary schools are more concerned about behaviour =
management
than the management of learning,<o:p></o:p></span></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l1 =
level1 lfo4'><![if !supportLists]><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><span
style=3D'mso-list:Ignore'>-<span style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>The results driven agenda of secondary schools mitigates =
against
the use of IWBs,<o:p></o:p></span></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l1 =
level1 lfo4'><![if !supportLists]><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><span
style=3D'mso-list:Ignore'>-<span style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Secondary teachers are more driven by their subject =
matter than
by learning (controversial and not meant in any negative =
sense),<o:p></o:p></span></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l1 =
level1 lfo4'><![if !supportLists]><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><span
style=3D'mso-list:Ignore'>-<span style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>And there are probably many more.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I don’t know if any of these are the reasons that =
IWBs don’t
work in secondary schools (and if anyone want to pick them off one by =
one
please feel free, but it won’t solve the problem as there are many =
more
where they came from). They are however all reasons that have been given =
to me
by secondary school teachers as to why they don’t work. They may =
just be
barriers, but some of them do, I think require further investigation =
before we
just say that the reason IWBs haven’t succeeded in 3500 secondary =
schools with
250,000 teachers in them is just down to the lack of CPD. This is a =
quarter of
a million intelligent people, and collectively they seem to have decided =
that
IWBs are not the answer. They may well be wrong, but in order to =
convince them
of that we need evidence. We need longitudinal study that shows across
different subjects and different institutions (and in the appropriate =
age
range) that IWBs produce better learning outcomes. =
<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I write the above from the persoanl position that I would =
not
teach in a classroom that did not have an IWB. But my opinion is not =
enough to
change the direction that is the oil tanker of secondary education. And =
morally
it does not even enable me to try. I could be wrong. Which is why we =
need a
body of evidence that is stronger that what we have so far. =
<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:blue'>Regards<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'> <o:p></o:p></span></p>
<p class=3DMsoNormal><b><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Mike </span></b><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Telephone: +44 (0)</span><span style=3D'font-size:10.0pt;
font-family:"Helvetica","sans-serif";color:black'>20 7802 =
0658</span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:white'=
>+44
(0)20 7802 0658<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Mobile: +44 (0)7866 =
747280<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Email: </span><a
href=3D"mailto:mike.cameron@ssatrust.org.uk"><span =
style=3D'font-size:11.0pt;
font-family:"Calibri","sans-serif"'>mike.cameron@ssatrust.org.uk</span></=
a><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> advisory-admin@talk.naace.org
[mailto:advisory-admin@talk.naace.org] <b>On Behalf Of </b>Andy Bird<br>
<b>Sent:</b> 11 November 2009 14:21<br>
<b>To:</b> advisory@talk.naace.org<br>
<b>Subject:</b> Re: [Advisory] IWBs - An Australian =
perspective<o:p></o:p></span></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<div>
<p class=3DMsoNormal>Our experience could not be further from the =
examples given
here. I don't think you would find one of our primary practitioner =
who
would state that a penny was wasted on their boards with a =
few exceptions,
normally down to poor choice of position.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal> <o:p></o:p></p>
</div>
<p class=3DMsoNormal>I think one interesting measure of the importance =
and impact
of IWBs on classroom practise must be the reaction of teachers =
if you
tried to take them away. I can assure you that the flaming brands =
and
pitch forks would be out if you even suggested to our primary schools =
that you
would take their boards from them. I don't know where others are =
going
wrong but the IWBs have been a significant driver of ICT development in =
nearly
all our primary schools. We are now encouraging teachers to put it =
in the
hands of the pupils as another resource for pupil use of ICT. =
Again, some
teachers have being doing this all along.<o:p></o:p></p>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>This is a development process and an ongoing one at =
that. I
struggle to see how people can state that the boards were installed and =
they
were a waste.. why has CPD stopped? This is an ongoing process of =
continual
development. I can understand a argument that states "we are =
not
presently getting value out of our boards" and the answer of course =
is
"do something about it". The boards in the hands of a
good practitioner are astounding (it's the software stupid).. the =
problem
is a lack of sharing and CPD not the hardware.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>You will note that all the above refers to =
primary.. our
experience in secondary is a different matter but the same =
solution..
they never came out for training and never will and will never =
experience the
power of the IWB. They just don't understand that the boards are a
powerful tool for learning and not a presentation method<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>I am most concerned that anyone reading this thread =
will be
left with the impression that it is all dire.. this is not the =
case.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>andy<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
</div>
<p class=3DMsoNormal><br>
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