[Secondary] RE: [Advisory] IWBs - An Australian perspective

[Julie Cogill]

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My thesis is available at the web address below and may be of interest.

Julie

Dr Julie Cogill Tel: 020 8663 1501=3B 0771 461 1530. The content of this em=
ail is confidential to the person or people to whom it has been sent. www.j=
uliecogill.co.uk=20


=20


From: rjt@maximise-ict.co.uk
To: advisory@talk.naace.org=3B secondary@talk.naace.org
Subject: RE: [Secondary] RE: [Advisory] IWBs - An Australian perspective
Date: Fri=2C 13 Nov 2009 16:48:09 +0000







Graham=2C
=20
I=92d be the first to volunteer if some university could cough up some fund=
ing!
=20

Ray Tolley  FEIDCT=2C NAACE Fellow=2C MBILD
ICT Education Consultant
Maximise ICT Ltd
P:  http://raytolley.v2efolioworld.mnscu.edu/
B:  http://www.efoliointheuk.blogspot.com/
W:  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=2C
=20
You are quite right.
=20
I wish I had more time to properly research and evaluate the difference tha=
t 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




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=3B 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 fi=
re 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 m=
e several well written and pertinent books and also the usual Becta/Besa do=
cuments on line.  I list some of them here:
=20
Becta. (2007). Harnessing technology review 2007: Progress and impact of te=
chnology in education: Summary report. Retrieved July 16=2C 2008=2C from ht=
tp://publications.becta.org.uk/display.cfm?resID=3D33980
Betcher=2C C. and Lee=2C M. (2009) The interactive whiteboard revolution Me=
lbourne ACER Press
Cuban=2C L. (1986). Teachers and machines: The classroom use of technology =
since 1920. New York: Teachers College Press
Friedman=2C T. (2006). The world is flat (2nd Ed.). New York: Farrar=2C Str=
aus Giroux.
Lee M.=2C & Winzenried=2C A. (2006)=2C Interactive whiteboards: Achieving t=
otal teacher usage. Australian Educational Leader=2C 28(3)=2C 22-25
Lee=2C M.=2C & Gaffney=2C M. (Eds.). (2008). Leading a digital school. Melb=
ourne: ACER Press.
Lee=2C M. and Winzenried=2C A. (2009) The use of instructional technology i=
n schools. Melbourne ACER Press
Lee=2C M. and Finger=2C G.(Eds) (2010 in press) Developing the networked sc=
hool community Melbourne ACER Press (one chapter by me!)
Saettler=2C P. (1990). The evolution of American educational technology. Co=
nnecticut: 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-reform
=20
Mal Lee writes=2C =91Within less than a decade this technology has had a pr=
ofound impact across the developed world on teachers=92 preparedness to mov=
e from the traditional paper based teaching materials to those that are pre=
dominantly digital=2C to normalize the use of the digital in their everyday=
 teaching and in turn to move schooling from its traditional paper based op=
erational 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 diff=
erently.
=20
He continues his argument concerning the adoption of all digital technologi=
es=2C =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 w=
as already revealing the profound impact this technology had had upon teach=
er=2C student and whole of school normalization of digital technologies in =
general=92.  It is interesting that he sees the IWB as being the possible k=
ick-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 expecte=
d to introduce IWB technology without really understanding the implications=
 of how it could be exploited.  Inevitably=2C many were presented with a to=
ol without any realisation of its potential pedagogical applications.  Rath=
er like staring at the first Model =91T=92 Ford and wondering where the hor=
se would go.  Other countries=2C as =91late starters=92 or =91second genera=
tion=92=2C appear to have overcome some of these issues probably by introdu=
cing the advantages of the IWB in pedagogical terms.
=20
We should remember that=2C apart from the OHP=2C the IWB is the only techno=
logy specifically developed for schools.  Other digital technologies have e=
scalated due to popular advertising=2C peer pressure at all ages and sector=
s of society and=2C in turn=2C prices have tumbled and these devices have e=
ased 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 m=
assive take-up as exemplified by the explosion in takeup of  iPhones and th=
eir alternatives=2C 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 someth=
ing 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 yo=
ur 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 be=
tter that you read the books yourselves!
=20
BW
=20

Ray Tolley  FEIDCT=2C NAACE Fellow=2C MBILD
ICT Education Consultant
Maximise ICT Ltd
P:  http://raytolley.v2efolioworld.mnscu.edu/
B:  http://www.efoliointheuk.blogspot.com/
W:  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=2C
=20
I have made some specific comments below=2C but they really aren=92t the po=
int. The reality is=2C and even those who in the course of this discussion =
have been the most positive about IWBs will admit=2C the initial reaction o=
f the average secondary teacher to an IWB will be to start assembling a lis=
t of barriers that they perceive to be true. And in many cases for that par=
ticular teacher in that particular school context=2C they will often be tru=
e. 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 g=
oing 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 t=
o =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 ta=
lks about the perceived affordances of the IWB that can transform learning.=
 It is these affordances that we should be concentrating on=2C which I beli=
eve would unite everyone on the advisory/secondary forums. How a school the=
n 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 thi=
nk is really Paul Hynes point. He is not against interactivity=2C or the us=
e of digital resources (exactly the opposite as anyone who knows him unders=
tands) his argument is around the best way to enable it. And in this I unde=
rstand his point. With most teachers an IWB reinforces the teacher at the f=
ront stance. This is not to say that it is good practice=2C or that it cann=
ot be overcome by extensive coaching=2C but it is what happens. For me=2C t=
his 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=2C so the change to the pedagogy has to come first=2C or at least be ex=
plicitly understood to be a necessary complement to the successful introduc=
tion 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:       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=2C Mike=2C
=20
I respond to your bulleted list:
=20
=B7         Primary schools are smaller and it is therefore easier to effec=
t system change within them (with 177=2C000 in the schools=2C it is harder =
to teach without one than with one)=2C
Perhaps=2C due to the lack of resident technicians=2C staff are more willin=
g 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 he=
ad says IWBs =2C then they have IWBs. Also the relative size is important h=
ere =96 a primary school with 200 students may need 8 whiteboards=2C a seco=
ndary with 1000 students may need 60=2C =A324k vs =A3180=2C000=2C or =A3120=
 per student vs =A3180.
=B7         The pedagogical approaches predominantly in place in secondary =
schools mitigate against the use of IWBs=2C
Yes=2C probably didactic styles are often still in place in Secondary schoo=
ls=2C whereas the benefits of experiential learning are built upon more rea=
dily in Primary schools.
=B7         And closely allied=2C the structure of the school day (and the =
constant movement of students) mitigates against the use of IWBs=2C
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=2C =91=
Turn to page nn and read the first paragraph.=92 Whilst hurriedly writing u=
p the lesson objectives/outcomes on the board.[Mike Cameron] Or as a teache=
r might argue=2C I have to move from class to class=2C log off of one machi=
ne=2C log onto another before I can start teaching.
=B7         Teenage children learn differently to younger children=2C
Accepted that SOME children are beginning to discover their preferences to =
learning styles=2C but right up to the end of KS3 many are still working in=
 a concrete/operational style where real activity and kinaesthetic experien=
ce still counts for much.=20
=B7         Secondary schools are more concerned about behaviour management=
 than the management of learning=2C
Possibly=2C but good teaching and learning styles overcome many of the beha=
viour management problems.[Mike Cameron] And I would agree that good use of=
 an interactive resource would help overcome those issues=2C but teachers n=
eed 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 agains=
t the use of IWBs=2C
Wow! How blind is this?  Benefits of the IWB include getting through work m=
ore quickly=2C ability to revise/review previous work covered=2C access mis=
sed (digital delivery) any time any place=2C consolidate understanding thro=
ugh dynamic plenaries etc.[Mike Cameron] It may be blind=2C but it is the r=
eality. If I change to using an IWB my performance (and from a heads perspe=
ctive 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)=2C
Yes=2C 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 activi=
ties seen could be delivered equally well with an ordinary projector withou=
t any interactivity.  But once teachers and pupils discover more and more h=
ow to use interactivity effectively the transformation will begin. (ie poss=
ibly raise the 10% observed interactivity to nearer 80%?)=20
=20
Perhaps=2C in the past=2C where IWBs have been foisted upon schools without=
 the sensitive mediation that is required=2C the instruction on the use of =
IWBs has been primarily about demonstrating the technical functionality wit=
hout actually helping staff to consider how a wide variety of interactive I=
WB 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 real=
ly adopted in a school.  I would suggest that 5 years is a more realistic r=
ecognition of =91total adoption=92 =96 and then only if you have an =91evan=
gelist=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 int=
eractivity stimulating classroom performance?
=20
But then=2C the problems cited do not only apply to Secondary schools.  Wha=
t about FE=2C HE and Adult Education?  Here are the real bastions of non-in=
teractivity!
=20

Ray Tolley  FEIDCT=2C NAACE Fellow=2C MBILD
ICT Education Consultant
Maximise ICT Ltd
P:  http://raytolley.v2efolioworld.mnscu.edu/
B:  http://www.efoliointheuk.blogspot.com/
W:  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=3B advisory@talk.naace.org
Subject: RE: [Advisory] IWBs - An Australian perspective
=20
So=2C generally=2C 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 incr=
easing to 39% from 31% in 2007 =96 whereas the similar figures for secondar=
y fell from 16% to 10%).
=20
Let us for the sake of discussion make a couple of assumptions. Firstly=2C =
lets accept=2C as Andy says=2C that IWBs are a powerful tool for learning. =
Secondly=2C let us also accept that secondary teachers are as intelligent a=
nd pedagogically perceptive as their primary counterparts. Then the questio=
n becomes=2C what is it about the nature of secondary education as opposed =
to primary that makes the same tool work in one=2C and apparently not work =
in the other (notwithstanding that in secondary there are some very=2C very=
 small pockets of excellent use)?
=20
Some hypotheses to work on (accountants hat off=2C statisticians hat on):
=20
-          Primary schools are smaller and it is therefore easier to effect=
 system change within them (with 177=2C000 in the schools=2C it is harder t=
o teach without one than with one)=2C
-          The pedagogical approaches predominantly in place in secondary s=
chools mitigates against the use of IWBs=2C
-          And closely allied=2C the structure of the school day (and the c=
onstant movement of students) mitigates against the use of IWBs=2C
-          Teenage children learn differently to younger children=2C
-          Secondary schools are more concerned about behaviour management =
than the management of learning=2C
-          The results driven agenda of secondary schools mitigates against=
 the use of IWBs=2C
-          Secondary teachers are more driven by their subject matter than =
by learning (controversial and not meant in any negative sense)=2C
-          And there are probably many more.
=20
I don=92t know if any of these are the reasons that IWBs don=92t work in se=
condary schools (and if anyone want to pick them off one by one please feel=
 free=2C but it won=92t solve the problem as there are many  more where the=
y came from). They are however all reasons that have been given to me by se=
condary school teachers as to why they don=92t work. They may just be barri=
ers=2C but some of them do=2C I think require further investigation before =
we just say that the reason IWBs haven=92t succeeded in 3500 secondary scho=
ols with 250=2C000 teachers in them is just down to the lack of CPD. This i=
s a quarter of a million intelligent people=2C and collectively they seem t=
o have decided that IWBs are not the answer. They may well be wrong=2C but =
in order to convince them of that we need evidence. We need longitudinal st=
udy 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 cl=
assroom that did not have an IWB. But my opinion is not enough to change th=
e direction that is the oil tanker of secondary education. And morally it d=
oes not even enable me to try. I could be wrong. Which is why we need a bod=
y 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:       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=2C normally down to=
 poor choice of position.

=20
I think one interesting measure of the importance and impact of IWBs on cla=
ssroom 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 ou=
t if you even suggested to our primary schools that you would take their bo=
ards from them.  I don't know where others are going wrong but the IWBs hav=
e been a significant driver of ICT development in nearly all our primary sc=
hools.  We are now encouraging teachers to put it in the hands of the pupil=
s as another resource for pupil use of ICT.  Again=2C some teachers have be=
ing 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 val=
ue 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 so=
ftware 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 seco=
ndary 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.  T=
hey 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 i=
mpression that it is all dire.. this is not the case.

=20

andy

=20

=20

=20

=20

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My thesis is available at the web address below and may be of interest.<BR>
Julie<BR><BR>Dr Julie Cogill Tel: 020 8663 1501=3B 0771 461 1530.&nbsp=3BTh=
e content of this email is confidential to the person or people to whom it =
has been sent. <A href=3D"http://www.juliecogill.co.uk">www.juliecogill.co.=
uk</A> <BR><BR><BR>&nbsp=3B<BR>
<HR id=3DstopSpelling>
From: rjt@maximise-ict.co.uk<BR>To: advisory@talk.naace.org=3B secondary@ta=
lk.naace.org<BR>Subject: RE: [Secondary] RE: [Advisory] IWBs - An Australia=
n perspective<BR>Date: Fri=2C 13 Nov 2009 16:48:09 +0000<BR><BR>
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<DIV class=3DecxSection1>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Graham=2C</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">I=92d be the first to volunteer if =
some university could cough up some funding!</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<DIV>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B COLOR: #1f497d=3B FONT-SIZE: 10pt">Ray Tolley&nbsp=3B FEIDCT=2C NAACE F=
ellow=2C MBILD<BR>ICT Education Consultant<BR>Maximise ICT Ltd<BR>P:&nbsp=
=3B </SPAN><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #=
1f497d=3B FONT-SIZE: 11pt"><A href=3D"http://raytolley.v2efolioworld.mnscu.=
edu/"><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B FONT-SIZE: 10pt=
">http://raytolley.v2efolioworld.mnscu.edu/</SPAN></A></SPAN><SPAN style=3D=
"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 10pt">=
</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B COLOR: #1f497d=3B FONT-SIZE: 10pt">B:&nbsp=3B </SPAN><SPAN style=3D"FON=
T-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"><A=
 href=3D"http://www.efoliointheuk.blogspot.com/"><SPAN style=3D"FONT-FAMILY=
: 'Arial'=2C'sans-serif'=3B FONT-SIZE: 10pt">http://www.efoliointheuk.blogs=
pot.com/</SPAN></A></SPAN><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 10pt"><BR>W:&nbsp=3B </SPAN><SPAN style=
=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 1=
1pt"><A href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><SPAN style=3D=
"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B FONT-SIZE: 10pt">http://www.maximis=
e-ict.co.uk/eFolio-01.htm</SPAN></A></SPAN><SPAN style=3D"FONT-FAMILY: 'Ari=
al'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 10pt"><BR></SPAN><SPAN s=
tyle=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B COLOR: #c00000=3B FONT-SIZE:=
 10pt">Winner of the IMS 'Leadership Regional Award 2009'</SPAN><SPAN style=
=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 1=
1pt"></SPAN></P></DIV>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<DIV>
<DIV style=3D"BORDER-BOTTOM: medium none=3B BORDER-LEFT: medium none=3B PAD=
DING-BOTTOM: 0cm=3B PADDING-LEFT: 0cm=3B PADDING-RIGHT: 0cm=3B BORDER-TOP: =
#b5c4df 1pt solid=3B BORDER-RIGHT: medium none=3B PADDING-TOP: 3pt">
<P class=3DecxMsoNormal><B><SPAN style=3D"FONT-FAMILY: 'Tahoma'=2C'sans-ser=
if'=3B FONT-SIZE: 10pt" lang=3DEN-US>From:</SPAN></B><SPAN style=3D"FONT-FA=
MILY: 'Tahoma'=2C'sans-serif'=3B FONT-SIZE: 10pt" lang=3DEN-US> Graham Hast=
ings [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</SPAN></P></DIV></DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B FONT-SIZE: 10pt">Ray=2C</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B FONT-SIZE: 10pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B FONT-SIZE: 10pt">You are quite right.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B FONT-SIZE: 10pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B FONT-SIZE: 10pt">I wish I had more time to properly research and evalua=
te the difference that the boards are making in my school =96 for better or=
 for worse.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B FONT-SIZE: 10pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B FONT-SIZE: 10pt">There is a PhD in this for someone =96 any takers?</SP=
AN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B FONT-SIZE: 10pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B FONT-SIZE: 10pt">Graham.&nbsp=3B </SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B COLOR: navy=3B FONT-SIZE: 10pt" lang=3DEN-US>&nbsp=3B</SPAN></P>
<DIV>
<DIV style=3D"TEXT-ALIGN: center" class=3DecxMsoNormal align=3Dcenter><SPAN=
 lang=3DEN-US>
<HR align=3Dcenter SIZE=3D2 width=3D"100%">
</SPAN></DIV>
<P class=3DecxMsoNormal><B><SPAN style=3D"FONT-FAMILY: 'Tahoma'=2C'sans-ser=
if'=3B FONT-SIZE: 10pt" lang=3DEN-US>From:</SPAN></B><SPAN style=3D"FONT-FA=
MILY: 'Tahoma'=2C'sans-serif'=3B FONT-SIZE: 10pt" lang=3DEN-US> secondary-a=
dmin@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> adviso=
ry@talk.naace.org=3B secondary@talk.naace.org<BR><B>Subject:</B> [Secondary=
] RE: [Advisory] IWBs - An Australian perspective</SPAN><SPAN lang=3DEN-US>=
</SPAN></P></DIV>
<P class=3DecxMsoNormal><SPAN lang=3DEN-US>&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">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)&nbsp=3B whereas a =
more constructive approach may be a longer and more collaborative work at t=
he macro level. I have on my desk in front of me several well written and p=
ertinent books and also the usual Becta/Besa documents on line.&nbsp=3B I l=
ist some of them here:</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: Palatino=3B COLOR: blac=
k=3B FONT-SIZE: 11pt">Becta. (2007). <I>Harnessing technology review 2007: =
Progress and impact of technology in education: Summary report</I>. Retriev=
ed July 16=2C 2008=2C from http://publications.becta.org.uk/display.cfm?res=
ID=3D33980</SPAN><SPAN style=3D"FONT-FAMILY: Palatino=3B FONT-SIZE: 11pt"><=
/SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: Palatino=3B FONT-SIZE: =
11pt">Betcher=2C C. and Lee=2C M. (2009) <I>The interactive whiteboard revo=
lution</I> Melbourne ACER Press</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: Palatino=3B COLOR: blac=
k=3B FONT-SIZE: 11pt">Cuban=2C L. (1986). <I>Teachers and machines: The cla=
ssroom use of technology since 1920</I>. New York: Teachers College Press</=
SPAN><SPAN style=3D"FONT-FAMILY: Palatino=3B FONT-SIZE: 11pt"></SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: Palatino=3B COLOR: blac=
k=3B FONT-SIZE: 11pt">Friedman=2C T. (2006<I>). The world is flat</I> (2nd =
Ed.). New York: Farrar=2C Straus Giroux.</SPAN><SPAN style=3D"FONT-FAMILY: =
Palatino=3B FONT-SIZE: 11pt"></SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: Palatino=3B COLOR: blac=
k=3B FONT-SIZE: 11pt">Lee M.=2C &amp=3B Winzenried=2C A. (2006)=2C Interact=
ive whiteboards: Achieving total teacher usage. <I>Australian Educational L=
eader</I>=2C 28(3)=2C 22-25</SPAN><SPAN style=3D"FONT-FAMILY: Palatino=3B F=
ONT-SIZE: 11pt"></SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: Palatino=3B COLOR: blac=
k=3B FONT-SIZE: 11pt">Lee=2C M.=2C &amp=3B Gaffney=2C M. (Eds.). (2008). <I=
>Leading a digital school</I>. Melbourne: ACER Press.</SPAN><SPAN style=3D"=
FONT-FAMILY: Palatino=3B FONT-SIZE: 11pt"></SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: Palatino=3B FONT-SIZE: =
11pt">Lee=2C M. and Winzenried=2C A. (2009) <I>The use of instructional tec=
hnology in schools. </I>Melbourne ACER Press</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: Palatino=3B FONT-SIZE: =
11pt">Lee=2C M. and Finger=2C G.(Eds) (2010 in press)<I> Developing the net=
worked school community</I> Melbourne ACER Press (one chapter by me!)</SPAN=
></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: Palatino=3B COLOR: blac=
k=3B FONT-SIZE: 11pt">Saettler=2C P. (1990). <I>The evolution of American e=
ducational technology</I>. Connecticut: Information Age Publishing</SPAN><S=
PAN style=3D"FONT-FAMILY: Palatino=3B FONT-SIZE: 11pt"></SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: Palatino=3B FONT-SIZE: =
11pt">RITWIT (2009) <A href=3D"http://www.educ.cam.ac.uk/events/conferences=
/ritwit">http://www.educ.cam.ac.uk/events/conferences/ritwit</A></SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: Palatino=3B FONT-SIZE: =
11pt">Also from Friday 13<SUP>th</SUP> proceedings will be available from t=
he following:</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: Palatino=3B FONT-SIZE: =
11pt"><A href=3D"http://www.futureofeducation.com/forum/topics/larry-cuban-=
on-school-reform">http://www.futureofeducation.com/forum/topics/larry-cuban=
-on-school-reform</A></SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Mal Lee writes=2C =91<I>Within less=
 than a decade this technology has had a profound impact across the develop=
ed world on teachers=92 preparedness to move from the traditional paper bas=
ed teaching materials to those that are predominantly digital=2C to normali=
ze the use of the digital in their everyday teaching and in turn to move sc=
hooling from its traditional paper based operational paradigm to one that i=
s digital.</I>=92&nbsp=3B If this really is a =91world view=92 then I wonde=
r why there are so many in the UK who would argue differently.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">He continues his argument concernin=
g the adoption of all digital technologies=2C <I>=91In preparing the recent=
 ACER Press publication with Chris Betcher on the classroom use of IWBs the=
 authors very consciously titled the work =91</I>The Interactive Whiteboard=
 Revolution=92<I> (2009) conscious the research was already revealing the p=
rofound impact this technology had had upon teacher=2C student and whole of=
 school normalization of digital technologies in general=92.&nbsp=3B </I>It=
 is interesting that he sees the IWB as being the possible kick-start to th=
e accelerated adoption of all later digital technologies.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Perhaps the most important conclusi=
on I reach is that we in the UK probably got off to a bad start as early ad=
opters in that many schools were expected to introduce IWB technology witho=
ut really understanding the implications of how it could be exploited.&nbsp=
=3B Inevitably=2C many were presented with a tool without any realisation o=
f its potential pedagogical applications. &nbsp=3BRather like staring at th=
e first Model =91T=92 Ford and wondering where the horse would go. &nbsp=3B=
Other countries=2C as =91late starters=92 or =91second generation=92=2C app=
ear to have overcome some of these issues probably by introducing the advan=
tages of the IWB in pedagogical terms.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">We should remember that=2C apart fr=
om the OHP=2C the IWB is the only technology specifically developed for sch=
ools.&nbsp=3B Other digital technologies have escalated due to popular adve=
rtising=2C peer pressure at all ages and sectors of society and=2C in turn=
=2C prices have tumbled and these devices have eased their way into schools=
.&nbsp=3B Never have I seen an advert on television for an IWB and yet ever=
y other new gizmo upon initial advertising soon has a massive take-up as ex=
emplified by the explosion in takeup of &nbsp=3BiPhones and their alternati=
ves=2C sat-navs or giant domestic plasma screens.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Although we have had only a handful=
 of positive comments I just wonder how many schools in the UK would be wil=
ling to open their doors and show something of good practice?&nbsp=3B Perha=
ps I am talking myself into collating exemplars of good IWB practice =96 pl=
ease contact me directly if you wish to tell your story.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">I could quote at length passages fr=
om =91<I>Leading a Digital School=92</I> and =91<I>The use of Instructional=
 Technology in Schools=92</I> but it=92s probably better that you read the =
books yourselves!</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">BW</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<DIV>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B COLOR: #1f497d=3B FONT-SIZE: 10pt">Ray Tolley&nbsp=3B FEIDCT=2C NAACE F=
ellow=2C MBILD<BR>ICT Education Consultant<BR>Maximise ICT Ltd<BR>P:&nbsp=
=3B </SPAN><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #=
1f497d=3B FONT-SIZE: 11pt"><A href=3D"http://raytolley.v2efolioworld.mnscu.=
edu/"><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B FONT-SIZE: 10pt=
">http://raytolley.v2efolioworld.mnscu.edu/</SPAN></A></SPAN><SPAN style=3D=
"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 10pt">=
</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B COLOR: #1f497d=3B FONT-SIZE: 10pt">B:&nbsp=3B </SPAN><SPAN style=3D"FON=
T-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"><A=
 href=3D"http://www.efoliointheuk.blogspot.com/"><SPAN style=3D"FONT-FAMILY=
: 'Arial'=2C'sans-serif'=3B FONT-SIZE: 10pt">http://www.efoliointheuk.blogs=
pot.com/</SPAN></A></SPAN><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 10pt"><BR>W:&nbsp=3B </SPAN><SPAN style=
=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 1=
1pt"><A href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><SPAN style=3D=
"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B FONT-SIZE: 10pt">http://www.maximis=
e-ict.co.uk/eFolio-01.htm</SPAN></A></SPAN><SPAN style=3D"FONT-FAMILY: 'Ari=
al'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 10pt"><BR></SPAN><SPAN s=
tyle=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B COLOR: #c00000=3B FONT-SIZE:=
 10pt">Winner of the IMS 'Leadership Regional Award 2009'</SPAN><SPAN style=
=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 1=
1pt"></SPAN></P></DIV>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<DIV>
<DIV style=3D"BORDER-BOTTOM: medium none=3B BORDER-LEFT: medium none=3B PAD=
DING-BOTTOM: 0cm=3B PADDING-LEFT: 0cm=3B PADDING-RIGHT: 0cm=3B BORDER-TOP: =
#b5c4df 1pt solid=3B BORDER-RIGHT: medium none=3B PADDING-TOP: 3pt">
<P class=3DecxMsoNormal><B><SPAN style=3D"FONT-FAMILY: 'Tahoma'=2C'sans-ser=
if'=3B FONT-SIZE: 10pt" lang=3DEN-US>From:</SPAN></B><SPAN style=3D"FONT-FA=
MILY: 'Tahoma'=2C'sans-serif'=3B FONT-SIZE: 10pt" lang=3DEN-US> Mike Camero=
n [mailto:Mike.Cameron@ssatrust.org.uk] <BR><B>Sent:</B> 12 November 2009 1=
7:22<BR><B>To:</B> Ray Tolley<BR><B>Subject:</B> RE: [Advisory] IWBs - An A=
ustralian perspective</SPAN></P></DIV></DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P>
<P class=3DecxMsoNormal><A name=3D_MailEndCompose><SPAN style=3D"FONT-FAMIL=
Y: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Hi Ray=2C=
</SPAN></A><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #=
1f497d=3B FONT-SIZE: 11pt"></SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">I have made some specific comments =
below=2C but they really aren=92t the point. The reality is=2C and even tho=
se who in the course of this discussion have been the most positive about I=
WBs will admit=2C 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=2C 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 te=
achers in which circumstances IWBs are going to improve their practice and =
the learning outcomes of their students. Only when we have that body of evi=
dence will we have the moral authority to =93impose=94 a technological/peda=
gogical change on a cohort of teachers.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">I think the blog post that you refe=
renced gets it half right. The author talks about the perceived affordances=
 of the IWB that can transform learning. It is these affordances that we sh=
ould be concentrating on=2C which I believe would unite everyone on the adv=
isory/secondary forums. How a school then introduces them should then be th=
eir business. For some reason people do get a bit attached to their own par=
ticular technology focus. And this I think is really Paul Hynes point. He i=
s not against interactivity=2C or the use of digital resources (exactly the=
 opposite as anyone who knows him understands) his argument is around the b=
est way to enable it. And in this I understand his point. With most teacher=
s an IWB reinforces the teacher at the front stance. This is not to say tha=
t it is good practice=2C or that it cannot be overcome by extensive coachin=
g=2C but it is what happens. For me=2C this is exactly the kind of teaching=
 that we need to move away from&nbsp=3B - in a sense we need to make KS3/4/=
5 more like KS1/2 in order to benefit from the interactivity. </SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">So the question what will effect th=
is change. Does the introduction of IWBs alone enable/encourage the change.=
 The evidence I have seen would suggest not=2C so the change to the pedagog=
y has to come first=2C or at least be explicitly understood to be a necessa=
ry complement to the successful introduction of IWBs (or any other technolo=
gy).</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<DIV>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: blue=3B FONT-SIZE: 11pt">Regards</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><B><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-se=
rif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Mike </SPAN></B><SPAN style=3D"F=
ONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">=
</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Telephone: +44 (0)</SPAN><SPAN styl=
e=3D"FONT-FAMILY: 'Helvetica'=2C'sans-serif'=3B COLOR: black=3B FONT-SIZE: =
10pt">20&nbsp=3B7802 0658</SPAN><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sa=
ns-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"> </SPAN><SPAN style=3D"FONT=
-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: white=3B FONT-SIZE: 11pt">+44 (=
0)20 7802 0658</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Mobile:&nbsp=3B&nbsp=3B&nbsp=3B&nbs=
p=3B&nbsp=3B +44 (0)7866 747280</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Email:&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=
=3B&nbsp=3B &nbsp=3B</SPAN><A href=3D"mailto:mike.cameron@ssatrust.org.uk">=
<SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B FONT-SIZE: 11pt">mi=
ke.cameron@ssatrust.org.uk</SPAN></A><SPAN style=3D"FONT-FAMILY: 'Calibri'=
=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"></SPAN></P></DIV>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<DIV>
<DIV style=3D"BORDER-BOTTOM: medium none=3B BORDER-LEFT: medium none=3B PAD=
DING-BOTTOM: 0cm=3B PADDING-LEFT: 0cm=3B PADDING-RIGHT: 0cm=3B BORDER-TOP: =
#b5c4df 1pt solid=3B BORDER-RIGHT: medium none=3B PADDING-TOP: 3pt">
<P class=3DecxMsoNormal><B><SPAN style=3D"FONT-FAMILY: 'Tahoma'=2C'sans-ser=
if'=3B FONT-SIZE: 10pt" lang=3DEN-US>From:</SPAN></B><SPAN style=3D"FONT-FA=
MILY: 'Tahoma'=2C'sans-serif'=3B FONT-SIZE: 10pt" lang=3DEN-US> 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 Austral=
ian perspective<BR><B>Importance:</B> High</SPAN></P></DIV></DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Hi=2C Mike=2C</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">I respond to your bulleted list:</S=
PAN></P>
<P class=3DecxMsoNormal><I><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-se=
rif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></I></P>
<P style=3D"TEXT-INDENT: -18pt=3B MARGIN-LEFT: 18pt" class=3DecxMsoListPara=
graph><SPAN style=3D"FONT-FAMILY: Symbol=3B COLOR: #1f497d=3B FONT-SIZE: 11=
pt"><SPAN>=B7<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&n=
bsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><I><SPA=
N style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-=
SIZE: 11pt">Primary schools are smaller and it is therefore easier to effec=
t system change within them (with 177=2C000 in the schools=2C it is harder =
to teach without one than with one)=2C</SPAN></I></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DecxMsoNormal><SPAN style=3D"FONT-F=
AMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Perha=
ps=2C due to the lack of resident technicians=2C staff are more willing to =
talk to each other and share ideas?<B><I>[Mike Cameron] </I></B>&nbsp=3B</S=
PAN><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: red=3B F=
ONT-SIZE: 11pt">I also think that a primary head has relatively more power =
than one in secondary =96 if the head says IWBs =2C then they have IWBs. Al=
so the relative size is important here =96 a primary school with 200 studen=
ts may need 8 whiteboards=2C a secondary with 1000 students may need 60=2C =
=A324k vs =A3180=2C000=2C or =A3120 per student vs =A3180.</SPAN></P>
<P style=3D"TEXT-INDENT: -18pt=3B MARGIN-LEFT: 18pt" class=3DecxMsoListPara=
graph><SPAN style=3D"FONT-FAMILY: Symbol=3B COLOR: #1f497d=3B FONT-SIZE: 11=
pt"><SPAN>=B7<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&n=
bsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><I><SPA=
N style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-=
SIZE: 11pt">The pedagogical approaches predominantly in place in secondary =
schools mitigate against the use of IWBs=2C</SPAN></I></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DecxMsoNormal><SPAN style=3D"FONT-F=
AMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Yes=
=2C probably didactic styles are often still in place in Secondary schools=
=2C whereas the benefits of experiential learning are built upon more readi=
ly in Primary schools.</SPAN></P>
<P style=3D"TEXT-INDENT: -18pt=3B MARGIN-LEFT: 18pt" class=3DecxMsoListPara=
graph><SPAN style=3D"FONT-FAMILY: Symbol=3B COLOR: #1f497d=3B FONT-SIZE: 11=
pt"><SPAN>=B7<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&n=
bsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><I><SPA=
N style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-=
SIZE: 11pt">And closely allied=2C the structure of the school day (and the =
constant movement of students) mitigates against the use of IWBs=2C</SPAN><=
/I></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DecxMsoNormal><SPAN style=3D"FONT-F=
AMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Exact=
ly the opposite =96 the IWB is easily set up as the class arrives =96 far m=
ore effective than dishing out books with the usual instruction=2C =91Turn =
to page <I>nn</I> and read the first paragraph.=92 Whilst hurriedly writing=
 up the lesson objectives/outcomes on the board.<B><I>[Mike Cameron] </I></=
B></SPAN><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: red=
=3B FONT-SIZE: 11pt">Or as a teacher might argue=2C I have to move from cla=
ss to class=2C log off of one machine=2C log onto another before I can star=
t teaching.</SPAN></P>
<P style=3D"TEXT-INDENT: -18pt=3B MARGIN-LEFT: 18pt" class=3DecxMsoListPara=
graph><SPAN style=3D"FONT-FAMILY: Symbol=3B COLOR: #1f497d=3B FONT-SIZE: 11=
pt"><SPAN>=B7<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&n=
bsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><I><SPA=
N style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-=
SIZE: 11pt">Teenage children learn differently to younger children=2C</SPAN=
></I></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DecxMsoNormal><SPAN style=3D"FONT-F=
AMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Accep=
ted that SOME children are beginning to discover their preferences to learn=
ing styles=2C but right up to the end of KS3 many are still working in a co=
ncrete/operational style where real activity and kinaesthetic experience st=
ill counts for much. </SPAN></P>
<P style=3D"TEXT-INDENT: -18pt=3B MARGIN-LEFT: 18pt" class=3DecxMsoListPara=
graph><SPAN style=3D"FONT-FAMILY: Symbol=3B COLOR: #1f497d=3B FONT-SIZE: 11=
pt"><SPAN>=B7<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&n=
bsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><I><SPA=
N style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-=
SIZE: 11pt">Secondary schools are more concerned about behaviour management=
 than the management of learning=2C</SPAN></I></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DecxMsoNormal><SPAN style=3D"FONT-F=
AMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Possi=
bly=2C but good teaching and learning styles overcome many of the behaviour=
 management problems.<B><I>[Mike Cameron] </I></B></SPAN><SPAN style=3D"FON=
T-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: red=3B FONT-SIZE: 11pt">And I =
would agree that good use of an interactive resource would help overcome th=
ose issues=2C but teachers need evidence of this to be confident to try it =
(and fail at first) and keep trying it until they succeed.</SPAN></P>
<P style=3D"TEXT-INDENT: -18pt=3B MARGIN-LEFT: 18pt" class=3DecxMsoListPara=
graph><SPAN style=3D"FONT-FAMILY: Symbol=3B COLOR: #1f497d=3B FONT-SIZE: 11=
pt"><SPAN>=B7<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&n=
bsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><I><SPA=
N style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-=
SIZE: 11pt">The results driven agenda of secondary schools mitigates agains=
t the use of IWBs=2C</SPAN></I></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DecxMsoNormal><SPAN style=3D"FONT-F=
AMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Wow! =
How blind is this?&nbsp=3B Benefits of the IWB include getting through work=
 more quickly=2C ability to revise/review previous work covered=2C access m=
issed (digital delivery) any time any place=2C consolidate understanding th=
rough dynamic plenaries etc.<B><I>[Mike Cameron</I></B></SPAN><B><I><SPAN s=
tyle=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: red=3B FONT-SIZE: 1=
1pt">] </SPAN></I></B><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=
=3B COLOR: red=3B FONT-SIZE: 11pt">It may be blind=2C 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? I=
s it ethical to impose that dip on a cohort of students?</SPAN></P>
<P style=3D"TEXT-INDENT: -18pt=3B MARGIN-LEFT: 18pt" class=3DecxMsoListPara=
graph><SPAN style=3D"FONT-FAMILY: Symbol=3B COLOR: #1f497d=3B FONT-SIZE: 11=
pt"><SPAN>=B7<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&n=
bsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><I><SPA=
N style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-=
SIZE: 11pt">Secondary teachers are more driven by their subject matter than=
 by learning (controversial and not meant in any negative sense)=2C</SPAN><=
/I></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DecxMsoNormal><SPAN style=3D"FONT-F=
AMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Yes=
=2C and how proud the teachers can be of the distinct and effective ways th=
at the IWB can be uniquely used for each individual subject area.</SPAN></P=
>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">One of the arguments most commonly =
used against the IWB is that many activities seen could be delivered equall=
y well with an ordinary projector without any interactivity.&nbsp=3B But on=
ce teachers and pupils discover more and more how to use interactivity effe=
ctively the transformation will begin. (ie possibly raise the 10% observed =
interactivity to nearer 80%?) </SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Perhaps=2C in the past=2C where IWB=
s have been foisted upon schools without the sensitive mediation that is re=
quired=2C the instruction on the use of IWBs has been primarily about demon=
strating the technical functionality without actually helping staff to cons=
ider how a wide variety of interactive IWB tools can be used effectively in=
 their own subject areas.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">One comment was made that it takes =
at least 3 years for IWBs to become really adopted in a school.&nbsp=3B I w=
ould suggest that 5 years is a more realistic recognition of =91total adopt=
ion=92 =96 and then only if you have an =91evangelist=92 on site who is abl=
e to equally encourage every subject area.&nbsp=3B The quoted *<B>reduction=
</B>* in confidence in Secondary schools is possibly more to do with a real=
isation that IWBs are not about just projection but about interactivity sti=
mulating classroom performance?</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">But then=2C the problems cited do n=
ot only apply to Secondary schools.&nbsp=3B What about FE=2C HE and Adult E=
ducation?&nbsp=3B Here are the real bastions of non-interactivity!</SPAN></=
P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<DIV>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B COLOR: #1f497d=3B FONT-SIZE: 10pt">Ray Tolley&nbsp=3B FEIDCT=2C NAACE F=
ellow=2C MBILD<BR>ICT Education Consultant<BR>Maximise ICT Ltd<BR>P:&nbsp=
=3B </SPAN><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #=
1f497d=3B FONT-SIZE: 11pt"><A href=3D"http://raytolley.v2efolioworld.mnscu.=
edu/"><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B FONT-SIZE: 10pt=
">http://raytolley.v2efolioworld.mnscu.edu/</SPAN></A></SPAN><SPAN style=3D=
"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 10pt">=
</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B COLOR: #1f497d=3B FONT-SIZE: 10pt">B:&nbsp=3B </SPAN><SPAN style=3D"FON=
T-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"><A=
 href=3D"http://www.efoliointheuk.blogspot.com/"><SPAN style=3D"FONT-FAMILY=
: 'Arial'=2C'sans-serif'=3B FONT-SIZE: 10pt">http://www.efoliointheuk.blogs=
pot.com/</SPAN></A></SPAN><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 10pt"><BR>W:&nbsp=3B </SPAN><SPAN style=
=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 1=
1pt"><A href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><SPAN style=3D=
"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B FONT-SIZE: 10pt">http://www.maximis=
e-ict.co.uk/eFolio-01.htm</SPAN></A></SPAN><SPAN style=3D"FONT-FAMILY: 'Ari=
al'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 10pt"><BR></SPAN><SPAN s=
tyle=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B COLOR: #c00000=3B FONT-SIZE:=
 10pt">Winner of the IMS 'Leadership Regional Award 2009'</SPAN><SPAN style=
=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 1=
1pt"></SPAN></P></DIV>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<DIV>
<DIV style=3D"BORDER-BOTTOM: medium none=3B BORDER-LEFT: medium none=3B PAD=
DING-BOTTOM: 0cm=3B PADDING-LEFT: 0cm=3B PADDING-RIGHT: 0cm=3B BORDER-TOP: =
#b5c4df 1pt solid=3B BORDER-RIGHT: medium none=3B PADDING-TOP: 3pt">
<P class=3DecxMsoNormal><B><SPAN style=3D"FONT-FAMILY: 'Tahoma'=2C'sans-ser=
if'=3B FONT-SIZE: 10pt" lang=3DEN-US>From:</SPAN></B><SPAN style=3D"FONT-FA=
MILY: 'Tahoma'=2C'sans-serif'=3B FONT-SIZE: 10pt" lang=3DEN-US> advisory-ad=
min@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 B=
ird=3B advisory@talk.naace.org<BR><B>Subject:</B> RE: [Advisory] IWBs - An =
Australian perspective</SPAN></P></DIV></DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">So=2C generally=2C IWBs seem to be =
well-adopted and producing the goods in terms of learning outcomes in Prima=
ry (the BESA figures appear to bear this out with teachers who fell confide=
nt 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%).</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Let us for the sake of discussion m=
ake a couple of assumptions. Firstly=2C lets accept=2C as Andy says=2C that=
 IWBs are a powerful tool for learning. Secondly=2C let us also accept that=
 secondary teachers are as intelligent and pedagogically perceptive as thei=
r primary counterparts. Then the question becomes=2C what is it about the n=
ature of secondary education as opposed to primary that makes the same tool=
 work in one=2C and apparently not work in the other (notwithstanding that =
in secondary there are some very=2C very small pockets of excellent use)?</=
SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Some hypotheses to work on (account=
ants hat off=2C statisticians hat on):</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P style=3D"TEXT-INDENT: -18pt" class=3DecxMsoListParagraph><SPAN style=3D"=
FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"=
><SPAN>-<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&nbsp=
=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><S=
PAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FON=
T-SIZE: 11pt">Primary schools are smaller and it is therefore easier to eff=
ect system change within them (with 177=2C000 in the schools=2C it is harde=
r to teach without one than with one)=2C</SPAN></P>
<P style=3D"TEXT-INDENT: -18pt" class=3DecxMsoListParagraph><SPAN style=3D"=
FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"=
><SPAN>-<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&nbsp=
=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><S=
PAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FON=
T-SIZE: 11pt">The pedagogical approaches predominantly in place in secondar=
y schools mitigates against the use of IWBs=2C</SPAN></P>
<P style=3D"TEXT-INDENT: -18pt" class=3DecxMsoListParagraph><SPAN style=3D"=
FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"=
><SPAN>-<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&nbsp=
=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><S=
PAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FON=
T-SIZE: 11pt">And closely allied=2C the structure of the school day (and th=
e constant movement of students) mitigates against the use of IWBs=2C</SPAN=
></P>
<P style=3D"TEXT-INDENT: -18pt" class=3DecxMsoListParagraph><SPAN style=3D"=
FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"=
><SPAN>-<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&nbsp=
=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><S=
PAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FON=
T-SIZE: 11pt">Teenage children learn differently to younger children=2C</SP=
AN></P>
<P style=3D"TEXT-INDENT: -18pt" class=3DecxMsoListParagraph><SPAN style=3D"=
FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"=
><SPAN>-<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&nbsp=
=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><S=
PAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FON=
T-SIZE: 11pt">Secondary schools are more concerned about behaviour manageme=
nt than the management of learning=2C</SPAN></P>
<P style=3D"TEXT-INDENT: -18pt" class=3DecxMsoListParagraph><SPAN style=3D"=
FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"=
><SPAN>-<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&nbsp=
=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><S=
PAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FON=
T-SIZE: 11pt">The results driven agenda of secondary schools mitigates agai=
nst the use of IWBs=2C</SPAN></P>
<P style=3D"TEXT-INDENT: -18pt" class=3DecxMsoListParagraph><SPAN style=3D"=
FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"=
><SPAN>-<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&nbsp=
=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><S=
PAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FON=
T-SIZE: 11pt">Secondary teachers are more driven by their subject matter th=
an by learning (controversial and not meant in any negative sense)=2C</SPAN=
></P>
<P style=3D"TEXT-INDENT: -18pt" class=3DecxMsoListParagraph><SPAN style=3D"=
FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"=
><SPAN>-<SPAN style=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&nbsp=
=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><S=
PAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FON=
T-SIZE: 11pt">And there are probably many more.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">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=2C but it won=92t solve the p=
roblem as there are many &nbsp=3Bmore where they came from). They are howev=
er all reasons that have been given to me by secondary school teachers as t=
o why they don=92t work. They may just be barriers=2C but some of them do=
=2C I think require further investigation before we just say that the reaso=
n IWBs haven=92t succeeded in 3500 secondary schools with 250=2C000 teacher=
s in them is just down to the lack of CPD. This is a quarter of a million i=
ntelligent people=2C and collectively they seem to have decided that IWBs a=
re not the answer. They may well be wrong=2C but in order to convince them =
of that we need evidence. We need longitudinal study that shows across diff=
erent subjects and different institutions (and in the appropriate age range=
) that IWBs produce better learning outcomes. </SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">I write the above from the persoanl=
 position that I would not teach in a classroom that did not have an IWB. B=
ut 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 co=
uld be wrong. Which is why we need a body of evidence that is stronger that=
 what we have so far. </SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: blue=3B FONT-SIZE: 11pt">Regards</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><B><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-se=
rif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Mike </SPAN></B><SPAN style=3D"F=
ONT-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">=
</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Telephone: +44 (0)</SPAN><SPAN styl=
e=3D"FONT-FAMILY: 'Helvetica'=2C'sans-serif'=3B COLOR: black=3B FONT-SIZE: =
10pt">20&nbsp=3B7802 0658</SPAN><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sa=
ns-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"> </SPAN><SPAN style=3D"FONT=
-FAMILY: 'Calibri'=2C'sans-serif'=3B COLOR: white=3B FONT-SIZE: 11pt">+44 (=
0)20 7802 0658</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Mobile:&nbsp=3B&nbsp=3B&nbsp=3B&nbs=
p=3B&nbsp=3B +44 (0)7866 747280</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">Email:&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=
=3B&nbsp=3B &nbsp=3B</SPAN><A href=3D"mailto:mike.cameron@ssatrust.org.uk">=
<SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif'=3B FONT-SIZE: 11pt">mi=
ke.cameron@ssatrust.org.uk</SPAN></A><SPAN style=3D"FONT-FAMILY: 'Calibri'=
=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt"></SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Calibri'=2C'sans-serif=
'=3B COLOR: #1f497d=3B FONT-SIZE: 11pt">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><B><SPAN style=3D"FONT-FAMILY: 'Tahoma'=2C'sans-ser=
if'=3B FONT-SIZE: 10pt" lang=3DEN-US>From:</SPAN></B><SPAN style=3D"FONT-FA=
MILY: 'Tahoma'=2C'sans-serif'=3B FONT-SIZE: 10pt" lang=3DEN-US> advisory-ad=
min@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 persp=
ective</SPAN></P>
<P class=3DecxMsoNormal>&nbsp=3B</P>
<DIV>
<P class=3DecxMsoNormal>Our experience could not be further from the exampl=
es given here. &nbsp=3BI don't think you would find one of our primary prac=
titioner who would state that a penny was wasted on their boards with a few=
&nbsp=3Bexceptions=2C normally down to poor choice of&nbsp=3Bposition.</P><=
/DIV>
<DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P></DIV>
<P class=3DecxMsoNormal>I think one interesting measure of the importance a=
nd impact of IWBs on classroom practise must be the&nbsp=3Breaction&nbsp=3B=
of teachers if you tried to take them away. &nbsp=3BI can assure you that t=
he flaming brands and pitch forks would be out if you even suggested to our=
 primary schools that you would take their boards from them. &nbsp=3BI don'=
t know where others are going wrong but the IWBs have been a significant dr=
iver of ICT development in nearly all our primary schools. &nbsp=3BWe are n=
ow encouraging teachers to put it in the hands of the pupils as another res=
ource for pupil use of ICT. &nbsp=3BAgain=2C some teachers have being doing=
 this all along.</P>
<DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P></DIV>
<DIV>
<P class=3DecxMsoNormal>This is a development process and an ongoing one at=
 that. I struggle to see how people can state that the boards were installe=
d and they were a waste.. why has CPD stopped? This is an ongoing process o=
f continual development. &nbsp=3BI can understand a argument that states "w=
e are not presently getting value out of our boards" and the answer of cour=
se is "do something about it". &nbsp=3BThe boards in the hands of a good&nb=
sp=3Bpractitioner are astounding (it's the software stupid).. the problem i=
s a lack of sharing and CPD not the hardware.</P></DIV>
<DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P></DIV>
<DIV>
<P class=3DecxMsoNormal>You will note that all the above refers to primary.=
. our experience in&nbsp=3Bsecondary&nbsp=3Bis a different matter but the s=
ame solution.. they never came out for training and never will and will nev=
er experience the power of the IWB. &nbsp=3BThey just don't understand that=
 the boards are a powerful tool for learning and not a presentation method<=
/P></DIV>
<DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P></DIV>
<DIV>
<P class=3DecxMsoNormal>I am most concerned that anyone reading this thread=
 will be left with the impression that it is all dire.. this is not the cas=
e.</P></DIV>
<DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P></DIV>
<DIV>
<P class=3DecxMsoNormal>andy</P></DIV>
<DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P></DIV>
<DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P>
<DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P></DIV>
<DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P></DIV></DIV>
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