[Secondary] Re: [Advisory] IWBs - An Australian perspective
Graham Hastings
GHastings@sjcs.co.uk
Thu, 12 Nov 2009 00:27:08 -0000
This is a multi-part message in MIME format.
------_=_NextPart_001_01CA632E.DE630DBB
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Dear All=20
=20
I have been following this thread with interest. It is an extremely =
important one because it raises vital questions about a technology that =
has the power to transform teaching for better or for worse in almost =
every school in the developed world.=20
=20
As head of ICT I am responsible for the developing the use of IWBs in my =
school. From what I read it is difficult to understand the strength of =
feeling expressed. The money has been spent. The boars have been =
installed. There is no going back. Some teachers are using them =
extremely effectively to enrich their teaching and to improve their =
children's motivation and learning. Others report that the IWBs have =
been a waste of money and should be removed. Primary teachers, somehow =
appear to have been more successful in their use of the technology than =
secondary school teachers. What is going on here?
=20
I can only really comment on what I have observed in my school which =
spans the primary secondary divide. Andy is certainly right - if I =
tried to take the boards away I would have a real fight on my hands. =
That does not prove that they are being used effectively, only that the =
teachers have come to rely on them. We frequently ask the children for =
their views - their comments on the IWBs are generally very favourable. =
The children like to see clear diagrams, moving images, listen to =
sounds. They like to play games and interact with the software via the =
boards. The interactive element is used less by teachers of the older =
children and I have to admit that the boards are used more as a =
presentation tool. We could have installed projectors but presentations =
are much more watchable when the interface with the computer is an IWB.
=20
Having been against the introduction of IWBs (I was yet to be convinced =
of their value) I managed to hold out until about three years ago when =
we finally bit the bullet and got the first few to evaluate. After a =
year we decided that they did have something to offer and equipped half =
the teaching rooms in the school. We had substantial technical problems =
when the boards were first installed - a number of teachers became very =
disenchanted with the technology and very nearly gave up using them =
altogether. Others, through insufficient training, failed to make very =
good use of their boards. We reached a tipping point and might just as =
easily have found ourselves on either side of this argument. =20
=20
What we did was to listen to the teachers - if boards were in the wrong =
place or the wrong height we moved them. If they did not work properly =
we fixed them. We set up a prescribed structure for the storage and =
delivery of electronic teaching resources that made it much easier for =
the teachers to access and share their teaching content. If the =
teachers lacked confidence with the software we trained them. Lessons =
were observed and evaluations were written. If teachers were not using =
their boards effectively we trained them again. We met regularly to =
discuss our use of the boards and to share ideas. We fully supported the =
teachers through what was the biggest change to be forced on them and =
their style of teaching in their entire careers. =20
=20
I think this is what is really going on - In many schools the boards =
were bolted to the walls and the teachers were told to get on and use =
them (more characteristic of a secondary school approach?). This is =
inviting failure. Schools who have adopted the same approach as us are =
now beginning to report improvements in the quality of teaching and =
learning as a result of their introduction. I admit it took us time. =
For the first year we may even have gone backwards. My very rough rule =
of thumb is that it takes teachers, particularly those who are not =
confident with computers (and there are still many of these), three =
years of sensitive hand holding (more characteristic of a primary school =
approach?) before they will claim that they can teach more effectively =
with the IWB than they used to without it.
=20
We are stuck with the technology - it is up to us to make it work.
=20
=20
Graham Hastings
Hd ICT
St John's College School, Cambridge
________________________________
From: secondary-admin@talk.naace.org on behalf of Paul Springford
Sent: Wed 11/11/2009 23:01
To: beyond@talk.naace.org; primary@talk.naace.org; =
secondary@talk.naace.org; Advisory talk
Subject: [Secondary] Re: [Advisory] IWBs - An Australian perspective
Thanks Emma
You've reminded me why I think infant schools are great! This is just =
the kind of example I had in mind when replying to Andy Bird.
I suspect a large proportion of our members would benefit from a day in =
an infant classroom like yours, and not just to learn about using IWBs =
effectively!
Paul Springford
Professional Officer
Naace
2009/11/9 Goto, Emma (EdICT) <Emma.Goto@hants.gov.uk>
Hi Paul,
As a lurker on this list I have finally been motivated to contribute =
for the first time because I am so saddened by what you have written. I =
am an Early Years / Key Stage 1 practitioner and an Advanced Skills =
teacher for ICT. I have seen the power the IWB has had in the classrooms =
in our three form entry Infant School and in other schools around the =
county. I think the important thing is that at our level we try to put =
the children in control as eluded to in the video with discussions of =
kindergarten practice in Australia. I have seen the Reception children =
collaborate in small groups to complete a task using the interactive =
whiteboard. The language observed whilst talking each other through the =
problem and social skills displayed whilst turn-taking on a task that =
engages them have been a real joy to watch. I have worked with groups of =
children throughout the school who have used the IWB to develop =
interactive stories and talking books using the IWB software and other =
age ap!
propriate software. The use of the IWB has helped develop children's =
fine motor control by allowing them to do large scale movements such as =
in drawing. When teaching a class of year two children I have observed =
them researching a topic through a variety of media, both electronic and =
otherwise, and when they have learned something new they have gone and =
added that information in some form (sound clip recorded via microphone, =
picture they have drawn, text) to a collaborative mindmap on the =
whiteboard which has then been used by children to plan writing. These =
are just a few examples of how the IWB can have a real effect upon =
children's learning. It has not been a chalk and talk culture, because I =
do not allow that in my classroom.
As an AST I have had the great privilege to work with a wide range of =
teachers within the primary phase. I have, of course, seen many examples =
of IWB use that could have been replicated by other cheaper means (sugar =
paper and a felt tip, a TV and video etc) however I have also seen many =
examples of great practice from wonderful teachers. I think where =
school's have invested in staff development alongside the investment in =
hardware good practice has been enhanced and extended by the technology.
Sadly I have been seconded from the classroom to an advisory role for =
the immediate future otherwise I would invite you to spend the day in my =
classroom to show you the potential.
Best Wishes,
Emma Goto
AST for primary ICT, Hiltingbury Infant School (Hampshire)
=09
From: Paul Hynes [mailto:Paul.Hynes@ssatrust.org.uk]
Sent: 09 November 2009 17:37
To: Ray Tolley; advisory@talk.naace.org; =
secondary@talk.naace.org
=09
Subject: RE: [Advisory] IWBs - An Australian perspective
Interesting but still nothing new. 10 years on in the UK =
classroom and still hardly any effective ELECTRONIC whiteboard practice =
to talk about - they are the biggest and most costly mistake UK =
education has made and we need to get away from the mentality that just =
because a lot of money has been spent on them that we need to continue =
down that path (rough pr=E9cis of Chris's reasoning in the video) The =
best thing I have seen so far with a whiteboard is take it off the wall, =
put it on a table, twist the projector so it points downwards and let =
people share it (if it allows multi-point access of course) 20th century =
technology. 19th century teacher-centric pedagogy - one user and a class =
of mere watchers. Get a L50 cordless bluetooth keyboard and mouse, step =
away from the front of the classroom and share the power! You won't look =
back.(feel free to send me the money you have saved if you want!) =
CheersPaul =
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3DPaul HynesProgramme !
Leader - Leading Edge Partnership Programme (Partnerships and =
Performance Networks)Specialist Schools & Academies Truste: =
paul.hynes@ssatrust.org.ukm: 07793 469 628
=09
______________________________________________________________________
This email has been scanned by the MessageLabs Email Security System.
For more information please visit http://www.messagelabs.com/email=20
______________________________________________________________________
------_=_NextPart_001_01CA632E.DE630DBB
Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
<HTML dir=3Dltr><HEAD>=0A=
<META http-equiv=3DContent-Type content=3D"text/html; charset=3Dunicode">=0A=
<META content=3D"MSHTML 6.00.2900.3429" name=3DGENERATOR></HEAD>=0A=
<BODY>=0A=
<DIV id=3DidOWAReplyText23196 dir=3Dltr>=0A=
<DIV dir=3Dltr><FONT face=3DArial color=3D#000000 size=3D2>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><?xml:namespace =
prefix =3D o ns =3D "urn:schemas-microsoft-com:office:office" =
/><o:p><FONT size=3D5><FONT size=3D3>Dear =
All</FONT> </FONT></o:p></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><o:p><FONT =
size=3D5> </FONT></o:p></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><FONT size=3D3>I have =
been following this thread with interest.<SPAN style=3D"mso-spacerun: =
yes"> It is an extremely important one because it raises vital =
questions about a technology that has the power to transform =
teaching for better or for worse in almost every school in the developed =
world. </SPAN></FONT></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><FONT size=3D3><SPAN =
style=3D"mso-spacerun: yes"></SPAN></FONT> </P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><FONT size=3D3><SPAN =
style=3D"mso-spacerun: yes"></SPAN>As head of ICT I am responsible for =
the developing the use of IWBs in my school. </FONT><FONT =
size=3D3>From what I read it is difficult to understand the strength of =
feeling expressed.<SPAN style=3D"mso-spacerun: yes"> </SPAN>The =
money has been spent. The boars have been installed.<SPAN =
style=3D"mso-spacerun: yes"> There is no going back. =
</SPAN>Some teachers are using them extremely effectively to enrich =
their teaching and to improve their children’s motivation and =
learning.<SPAN style=3D"mso-spacerun: yes"> </SPAN>Others report =
that the IWBs have been a waste of money and should be removed.<SPAN =
style=3D"mso-spacerun: yes"> </SPAN>Primary teachers, somehow =
appear to have been more successful in their use of the technology than =
secondary school teachers.<SPAN style=3D"mso-spacerun: yes"> =
</SPAN>What is going on here?</FONT></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><o:p><FONT =
size=3D3> </FONT></o:p></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><FONT size=3D3>I can =
only really comment on what I have observed in my school which spans the =
primary secondary divide.<SPAN style=3D"mso-spacerun: yes"> =
</SPAN>Andy is certainly right – if I tried to take the boards =
away I would have a real fight on my hands.<SPAN style=3D"mso-spacerun: =
yes"> </SPAN>That does not prove that they are being used =
effectively, only that the teachers have come to rely on them.<SPAN =
style=3D"mso-spacerun: yes"> </SPAN>We frequently ask the children =
for their views - their comments on the IWBs are generally very =
favourable.<SPAN style=3D"mso-spacerun: yes"> </SPAN>The children =
like to see clear diagrams, moving images, listen to sounds.<SPAN =
style=3D"mso-spacerun: yes"> </SPAN>They like to play games and =
interact with the software via the boards.<SPAN style=3D"mso-spacerun: =
yes"> </SPAN>The interactive element is used less by teachers of =
the older children and I have to admit that the boards are used more as =
a presentation tool.<SPAN style=3D"mso-spacerun: yes"> </SPAN>We =
could have installed projectors but presentations are much more =
watchable when the interface with the computer is an IWB.</FONT></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><o:p><FONT =
size=3D3> </FONT></o:p></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><FONT size=3D3>Having =
been against the introduction of IWBs (I was yet to be convinced of =
their value) I managed to hold out until about three years ago when we =
finally bit the bullet and got the first few to evaluate. After a year =
we decided that they did have something to offer and equipped half the =
teaching rooms in the school.<SPAN style=3D"mso-spacerun: yes"> =
</SPAN>We had substantial technical problems when the boards were first =
installed – a number of teachers became very disenchanted with the =
technology and very nearly gave up using them altogether.<SPAN =
style=3D"mso-spacerun: yes"> </SPAN>Others, through insufficient =
training, failed to make very good use of their boards.<SPAN =
style=3D"mso-spacerun: yes"> </SPAN>We reached a tipping point and =
might just as easily have found ourselves on either side of this =
argument.<SPAN style=3D"mso-spacerun: yes"> </SPAN></FONT></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><o:p><FONT =
size=3D3> </FONT></o:p></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><FONT size=3D3>What =
we did was to listen to the teachers – if boards were in the wrong =
place or the wrong height we moved them.<SPAN style=3D"mso-spacerun: =
yes"> </SPAN>If they did not work properly we fixed them.<SPAN =
style=3D"mso-spacerun: yes"> </SPAN>We set up a prescribed =
structure for the storage and delivery of electronic teaching resources =
that made it much easier for the teachers to access and share their =
teaching content.<SPAN style=3D"mso-spacerun: yes"> </SPAN>If the =
teachers lacked confidence with the software we trained them.<SPAN =
style=3D"mso-spacerun: yes"> </SPAN>Lessons were observed and =
evaluations were written.<SPAN style=3D"mso-spacerun: yes"> =
</SPAN>If teachers were not using their boards effectively we trained =
them again.<SPAN style=3D"mso-spacerun: yes"> </SPAN>We met =
regularly to discuss our use of the boards and to share ideas. We fully =
supported the teachers through what was the biggest change to be forced =
on them and their style of teaching in their entire careers.<SPAN =
style=3D"mso-spacerun: yes"> </SPAN></FONT></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><o:p><FONT =
size=3D3> </FONT></o:p></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><FONT size=3D3>I =
think this is what is really going on - In many schools the boards were =
bolted to the walls and the teachers were told to get on and use them =
(more characteristic of a secondary school approach?).<SPAN =
style=3D"mso-spacerun: yes"> </SPAN>This is inviting failure.<SPAN =
style=3D"mso-spacerun: yes"> </SPAN>Schools who have adopted the =
same approach as us are now beginning to report improvements in the =
quality of teaching and learning as a result of their introduction.<SPAN =
style=3D"mso-spacerun: yes"> </SPAN>I admit it took us time.<SPAN =
style=3D"mso-spacerun: yes"> </SPAN>For the first year we may even =
have gone backwards.<SPAN style=3D"mso-spacerun: yes"> </SPAN>My =
very rough rule of thumb is that it takes teachers, particularly those =
who are not confident with computers (and there are still many of =
these), three years of sensitive hand holding (more characteristic of a =
primary school approach?) before they will claim that they can teach =
more effectively with the IWB than they used to without it.</FONT></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><o:p><FONT =
size=3D3> </FONT></o:p></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><FONT size=3D3>We are =
stuck with the technology – it is up to us to make it =
work.</FONT></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><FONT =
size=3D3></FONT></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><o:p><FONT =
size=3D3> </FONT></o:p></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"><o:p><FONT =
size=3D3> </FONT></o:p></P>=0A=
<P class=3DMsoNormal style=3D"MARGIN: 0cm 0cm 0pt"></FONT><FONT =
face=3DArial color=3D#000000>Graham Hastings</FONT></P></DIV></DIV>=0A=
<DIV id=3DidSignature36408 dir=3Dltr>=0A=
<DIV><FONT face=3DArial>Hd ICT</FONT></DIV>=0A=
<DIV><FONT face=3DArial>St John's College School, =
Cambridge</FONT></DIV></DIV>=0A=
<DIV dir=3Dltr><BR>=0A=
<HR tabIndex=3D-1>=0A=
<FONT face=3DTahoma size=3D2><B>From:</B> secondary-admin@talk.naace.org =
on behalf of Paul Springford<BR><B>Sent:</B> Wed 11/11/2009 =
23:01<BR><B>To:</B> beyond@talk.naace.org; primary@talk.naace.org; =
secondary@talk.naace.org; Advisory talk<BR><B>Subject:</B> [Secondary] =
Re: [Advisory] IWBs - An Australian perspective<BR></FONT><BR></DIV>=0A=
<DIV>Thanks Emma<BR><BR>You've reminded me why I think infant schools =
are great! This is just the kind of example I had in mind when replying =
to Andy Bird.<BR><BR>I suspect a large proportion of our members would =
benefit from a day in an infant classroom like yours, and not just to =
learn about using IWBs effectively!<BR><BR>Paul =
Springford<BR>Professional Officer<BR>Naace<BR><BR>=0A=
<DIV class=3Dgmail_quote>2009/11/9 Goto, Emma (EdICT) <SPAN =
dir=3Dltr><<A =
href=3D"mailto:Emma.Goto@hants.gov.uk">Emma.Goto@hants.gov.uk</A>></SP=
AN><BR>=0A=
<BLOCKQUOTE class=3Dgmail_quote style=3D"PADDING-LEFT: 1ex; MARGIN: 0pt =
0pt 0pt 0.8ex; BORDER-LEFT: rgb(204,204,204) 1px solid">Hi Paul,<BR>As a =
lurker on this list I have finally been motivated to contribute for the =
first time because I am so saddened by what you have written. I am an =
Early Years / Key Stage 1 practitioner and an Advanced Skills teacher =
for ICT. I have seen the power the IWB has had in the classrooms in our =
three form entry Infant School and in other schools around the county. I =
think the important thing is that at our level we try to put the =
children in control as eluded to in the video with discussions of =
kindergarten practice in Australia. I have seen the Reception children =
collaborate in small groups to complete a task using the interactive =
whiteboard. The language observed whilst talking each other through the =
problem and social skills displayed whilst turn-taking on a task that =
engages them have been a real joy to watch. I have worked with groups of =
children throughout the school who have used the IWB to develop =
interactive stories and talking books using the IWB software and other =
age ap!<BR> propriate software. The use of the IWB has helped =
develop children's fine motor control by allowing them to do large scale =
movements such as in drawing. When teaching a class of year two children =
I have observed them researching a topic through a variety of media, =
both electronic and otherwise, and when they have learned something new =
they have gone and added that information in some form (sound clip =
recorded via microphone, picture they have drawn, text) to a =
collaborative mindmap on the whiteboard which has then been used by =
children to plan writing. These are just a few examples of how the IWB =
can have a real effect upon children's learning. It has not been a chalk =
and talk culture, because I do not allow that in my classroom.<BR>As an =
AST I have had the great privilege to work with a wide range of teachers =
within the primary phase. I have, of course, seen many examples of IWB =
use that could have been replicated by other cheaper means (sugar paper =
and a felt tip, a TV and video etc) however I have also seen many =
examples of great practice from wonderful teachers. I think where =
school's have invested in staff development alongside the investment in =
hardware good practice has been enhanced and extended by the =
technology.<BR>Sadly I have been seconded from the classroom to an =
advisory role for the immediate future otherwise I would invite you to =
spend the day in my classroom to show you the potential.<BR>Best =
Wishes,<BR>Emma Goto<BR>AST for primary ICT, Hiltingbury Infant School =
(Hampshire)<BR>=0A=
<DIV class=3Dim><BR><BR><BR><BR> From: Paul =
Hynes [mailto:<A =
href=3D"mailto:Paul.Hynes@ssatrust.org.uk">Paul.Hynes@ssatrust.org.uk</A>=
]<BR> Sent: 09 November 2009 17:37<BR> =
To: Ray Tolley; <A =
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</A>; <A =
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</A><BR>=
</DIV> Subject: RE: [Advisory] IWBs - An =
Australian perspective<BR> Interesting but =
still nothing new. 10 years on in the UK classroom and still hardly any =
effective ELECTRONIC whiteboard practice to talk about - they are the =
biggest and most costly mistake UK education has made and we need to get =
away from the mentality that just because a lot of money has been spent =
on them that we need to continue down that path (rough pr=E9cis of =
Chris's reasoning in the video) The best thing I have seen so far with a =
whiteboard is take it off the wall, put it on a table, twist the =
projector so it points downwards and let people share it (if it allows =
multi-point access of course) 20th century technology. 19th century =
teacher-centric pedagogy - one user and a class of mere watchers. Get a =
Ł50 cordless bluetooth keyboard and mouse, step away from the front =
of the classroom and share the power! You won't look back.(feel free to =
send me the money you have saved if you want!) CheersPaul =
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3DPaul HynesProgramme !<BR> Leader - Leading Edge Partnership =
Programme (Partnerships and Performance Networks)Specialist Schools =
& Academies Truste: paul.hynes@ssatrust.org.ukm: 07793 469 =
628<BR></BLOCKQUOTE></DIV><BR>___________________________________________=
___________________________<BR>This email has been scanned by the =
MessageLabs Email Security System.<BR>For more information please visit =
http://www.messagelabs.com/email =
<BR>_____________________________________________________________________=
_<BR></DIV></BODY></HTML>
------_=_NextPart_001_01CA632E.DE630DBB--