[Advisory] IWBs - An Australian perspective
Ian Lynch
ianrlynch@googlemail.com
Sat, 14 Nov 2009 22:15:51 +0000
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On Sat, Nov 14, 2009 at 10:29 AM, Mike Bostock
<mike@new-media-learning.org>wrote:
> We have learnt over many years that just giving hardware to schools rarel=
y
> achieves a broad spectrum impact. John Davitt refers to the =91CD ROM dr=
ives
> into Cupboards=92 scheme of some years ago.
>
Ah good olf JD. I remember teaching at the same school with him in the earl=
y
1980s. The most striking example of a government initiative gathering dust
on shelves from that era was VELA data loggers. Great innovation for scienc=
e
teaching. We used ours to build an "intelligent seismometer" in 6th Form
Physics lessons. I was quite surprised when I found out later how few of
them had even been taken out of the box when every school got one for =A380=
.
There is an element of this here.
>
> I recall on an inspection I was involved with seeing a breathtakingly goo=
d
> use of an IWB by a geography teacher in a secondary school =96 and he cou=
ld
> repeat the brilliance one lesson after another. His personal resources
> alone would have transformed geography teaching. But here was a man who h=
ad
> stayed up every night producing IWB materials to improve his position as =
a
> teacher.
>
Only to find they were totally incompatible with any of the software on any
competing board ;-). My main inspection experience was inspectors saying
come and look at this brilliant IWB lesson only to find the teacher clickin=
g
through Powerpoint slides and didn't need the board at all.
> We know that we can see this happening in many primary schools up and dow=
n
> the land.
>
Somehow I think this is still a minority. I would be glad to be proved
wrong. We are just not good at spreading the good practice that undoubtedly
does exist.
> It is the secondary school teachers that needed the support most of all.
> It could have been organised: e.g. local champions given time to go and w=
ork
> with other teachers, endorsements from subject associations of excellent
> subject teaching using IWBs, soft targets and expectations from head
> teachers about the use of expensive resources. Obvious really, but it
> never happened.
>
But why doesn't it happen? In the end it has to come down to political will
to value CPD as much as symbolic technologies. We have all the rhetoric
about investors in people but is it really happening? You could also argue
that in the 21st C the people have a responsibility to keep themselves up t=
o
date. Change jobs and careers several times in a working career? Hm, maybe
just more rhetoric. Shift happens :-)
I don=92t believe for a single moment that IWBs are a bad thing. Even if o=
ur
> only measure is simply the total elimination of chalk from secondary
> schools, and the widespread use of projection screens, then that is progr=
ess
> of sorts. And there will still be the exceptional teacher who will make
> time to explore and develop the interactive potential of IWBs despite th=
e
> myriad other pressures on modern day teaching.
>
Actually there are some occasions where chalk - or maybe a marker pen - is
actually the appropriate technology to use. I don't understand this need to
have things polarised into exclusivity to one technology. Same argumet as w=
e
were having for a single VLE. The world just doesn't work like that.
> Teachers have the tools. Schools have the technology. No, they didn=92t g=
et a
> support programme to go with it. But school leaders could push the
> possibilities of these amazing new resources if they really have the beli=
ef
> and the inclination.
>
The question is motivation and prioritisation. What is the motivation to
prioritise resources? Is it learning? If so where is the under-pinning
objective research evidence to show X is more important than Y? We spend
millions on education research yet the political symbolism of an MP
photographed next to a spectacular technology seems to be more likely to
motivate a particular line of funding than any objective evidence of what
best supports learning. To me getting teachers to manage groups of children
working in teams to become self-sufficient in acquiring their information
(learning) from a free and open internet is the number one priority for
technology education. It really has the possibility of revolutionising
learning shifting from a production line model to a personalised learning
model. Technologies like IWBs might well be a help in this process but
while we are focused on procurement frameworks, incompatibilities between
proprietary applications, placatig the supply industry and the nuances of
MIS systems I think we are entirely missing the point.
>
> Mike Bostock
>
>
>
>
> *From:* advisory-admin@talk.naace.org [mailto:
> advisory-admin@talk.naace.org] *On Behalf Of *Allen,Margaret
> *Sent:* 13 November 2009 18:30
> *To:* Ray Tolley; advisory@talk.naace.org; secondary@talk.naace.org
>
> *Subject:* RE: [Advisory] IWBs - An Australian perspective
>
>
>
> Hi
>
>
>
> Obvious Commercial attachment, but a teacher nevertheless!! J
>
>
>
> I think it is very sad that decisions surrounding technology adoption and
> its potential impact have always been =93done to=94 teachers rather than
> =93offered=94.
>
>
> Teachers are naturally innovative and absolutely at the heart of their
> practice is ensuring sound, effective and suitable engagement. Primary
> teachers particularly need to offer a varied diet of content, not only in
> application and delivery, but also from a stimulation point of view. All
> teachers are faced with similar challenges which include, behaviour,
> attention span, league tables, inclusion, assessment, the list could go o=
n.
>
>
>
> IWBs were parachuted into the classroom as part of the BECTA =A350 millio=
n
> initiative, no formal training =93package=94 was ever offered as the prev=
ious 2
> years of NOF Training had already been spent all =A3230 million of it!! =
This
> NOF training had been forced down a =93Microsoft office=94 route as a lac=
k of
> suitable software applications made real ICT Training impossible. With t=
he
> introduction of ELCs (Electronic Learning Credits) this then drove shelve=
s
> and shelves of software being sold under the umbrella of ICT engagement.
> Whole suites of computers =96v- stand alone in the classroom whether =93s=
ingle=94
> or banks of four or five were explored and the more innovative/creative
> teachers were able to choose and adapt to this avalanche of support from =
the
> industry. BUT all of this adoption, was driven by external funding and s=
o
> inevitably the ownership or =93skin in the game=94 was inevitably in evid=
ence.
>
>
>
> I believe that a considerable number of applications and software package=
s
> were superb in what they offered teachers in order that they felt able to
> operate in this space. BUT for iwbs to be seen as some sort of white
> elephant because of the lack of training, because of the way in which the=
y
> appeared seems to me to be gently unfair. The UK Adoption of iwbs is
> obviously the most mature across the globe with between 70/75% classroom
> adoption but it would be very sad if these boards are judged and condemne=
d
> when their *true* potential is still relatively embryonic.
>
>
>
> Having a =93hub=94 for Technological application(s) in the classroom is a=
must
> and should be seen as a starting place. If activity is only ever seen as
> PowerPoint =93clicking through=94 or web browsing or annotation over pdfs=
/word
> docs then clearly this would be a poor exploitation of the significant
> investment.
>
>
>
> Classed as a =93vendor=94 J maybe it could be said that I would be promot=
ing
> their value, but there are some amazing examples of innovative and exciti=
ng
> adoption of iwbs in the classroom with additional benefits/peripherals be=
ing
> developed and deployed by a significant number of teachers.
>
>
>
> My colleagues in the US operate within a school culture where Prof.
> Development is seen as part of a teachers=92 package. A certain amount o=
f
> funding is attached to each teacher. We as a company are often involved =
in
> whole district workshop implementations where innovative and exciting
> content is the outcome. This reflects a real understanding of the need f=
or
> teachers to be supported and invited into what is not a natural space for
> some teachers whose training took place a number of years ago.
>
>
>
> In some countries across Europe the average teacher age is nearer 50 than
> 40 how will they will be feeling?
>
>
>
> The iwb can form the backdrop, as well as the =93hub=94 as mentioned abov=
e, to
> a comfortable level of engagement if it is positioned as part of a long t=
erm
> plan. Teachers have written on a board for centuries surely if we were t=
o
> start from this point then the overwhelming expectation of linking to mul=
ti
> media, moodles, VLEs, IP enabled environments, video conferencing, shared
> areas, downloading files, photos, images, flash embedded activity not to
> mention school network blocked Youtube video applications would seem far
> less onerous. The benefit of suitable software being used to save, edit,
> revisit, modify and share has thus far, in my opinion, been completely
> undervalued/understated.
>
>
>
> Lets go back to the whole objective of any activity in a classroom. It
> absolutely needs to be relevant and suitable, and in today=92s world of f=
ast
> paced technological adoption it is a student=92s right to expect an eleme=
nt of
> technology, but ultimately we should be supporting teachers in this space
> not dictating the methodology. If coercion is the technique for deployme=
nt
> then it wouldn=92t matter whether it is an iwb, camera or actually a text=
book
> it is doomed to failure.
>
>
>
> This image may be of interest..... Media Consumption by Students in
> Holland =96 but I think could well be levelled at any country.
>
>
>
>
>
>
> Source: Cisco Systems, Inc
>
>
>
>
>
> Obviously the above is written within the context of my work but clearly =
is
> my personal view as opposed to my employers=92!
>
>
>
> Best Wishes
>
>
>
> Margaret
>
>
>
> *From:* advisory-admin@talk.naace.org [mailto:
> advisory-admin@talk.naace.org] *On Behalf Of *Ray Tolley
> *Sent:* 12 November 2009 22:33
> *To:* advisory@talk.naace.org; secondary@talk.naace.org
> *Subject:* RE: [Advisory] IWBs - An Australian perspective
>
>
>
> 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 on=
e
> or two exceptions) whereas a more constructive approach may be a longer =
and
> more collaborative work at the macro level. I have on my desk in front of=
me
> several well written and pertinent books and also the usual Becta/Besa
> documents on line. I list some of them here:
>
>
>
> Becta. (2007). *Harnessing technology review 2007: Progress and impact of
> technology in education: Summary report*. Retrieved July 16, 2008, from
> http://publications.becta.org.uk/display.cfm?resID=3D33980
>
> Betcher, C. and Lee, M. (2009) *The interactive whiteboard revolution*Mel=
bourne ACER Press
>
> Cuban, L. (1986). *Teachers and machines: The classroom use of technology
> since 1920*. New York: Teachers College Press
>
> Friedman, T. (2006*). The world is flat* (2nd Ed.). New York: Farrar,
> Straus Giroux.
>
> Lee M., & Winzenried, A. (2006), Interactive whiteboards: Achieving total
> teacher usage. *Australian Educational Leader*, 28(3), 22-25
>
> Lee, M., & Gaffney, M. (Eds.). (2008). *Leading a digital school*.
> Melbourne: ACER Press.
>
> Lee, M. and Winzenried, A. (2009) *The use of instructional technology in
> schools. *Melbourne ACER Press
>
> Lee, M. and Finger, G.(Eds) (2010 in press)* Developing the networked
> school community* Melbourne ACER Press (one chapter by me!)
>
> Saettler, P. (1990). *The evolution of American educational technology*.
> Connecticut: Information Age Publishing
>
> RITWIT (2009) http://www.educ.cam.ac.uk/events/conferences/ritwit
>
> Also from Friday 13th proceedings will be available from the following:
>
> http://www.futureofeducation.com/forum/topics/larry-cuban-on-school-refor=
m
>
>
>
> Mal Lee writes, =91*Within less than a decade this technology has had a
> profound impact across the developed world on teachers=92 preparedness to=
move
> from the traditional paper based teaching materials to those that are
> predominantly digital, to normalize the use of the digital in their every=
day
> teaching and in turn to move schooling from its traditional paper based
> operational paradigm to one that is digital.*=92 If this really is a =91=
world
> view=92 then I wonder why there are so many in the UK who would argue
> differently.
>
>
>
> He continues his argument concerning the adoption of all digital
> technologies, *=91In preparing the recent ACER Press publication with Chr=
is
> Betcher on the classroom use of IWBs the authors very consciously titled =
the
> work =91*The Interactive Whiteboard Revolution=92* (2009) conscious the
> research was already revealing the profound impact this technology had ha=
d
> upon teacher, student and whole of school normalization of digital
> technologies in general=92. *It is interesting that he sees the IWB as
> being the possible kick-start to the accelerated adoption of all later
> digital technologies.
>
>
>
> Perhaps the most important conclusion I reach is that we in the UK probab=
ly
> got off to a bad start as early adopters in that many schools were expect=
ed
> to introduce IWB technology without really understanding the implications=
of
> how it could be exploited. Inevitably, many were presented with a tool
> without any realisation of its potential pedagogical applications. Rathe=
r
> like staring at the first Model =91T=92 Ford and wondering where the hors=
e would
> go. Other countries, as =91late starters=92 or =91second generation=92, =
appear to
> have overcome some of these issues probably by introducing the advantages=
of
> the IWB in pedagogical terms.
>
>
>
> We should remember that, apart from the OHP, the IWB is the only technolo=
gy
> specifically developed for schools. Other digital technologies have
> escalated due to popular advertising, peer pressure at all ages and secto=
rs
> of society and, in turn, prices have tumbled and these devices have eased
> their way into schools. Never have I seen an advert on television for an
> IWB and yet every other new gizmo upon initial advertising soon has a
> massive take-up as exemplified by the explosion in takeup of iPhones and
> their alternatives, sat-navs or giant domestic plasma screens.
>
>
>
> Although we have had only a handful of positive comments I just wonder ho=
w
> many schools in the UK would be willing to open their doors and show
> something of good practice? Perhaps I am talking myself into collating
> exemplars of good IWB practice =96 please contact me directly if you wish=
to
> tell your story.
>
>
>
> I could quote at length passages from =91*Leading a Digital School=92* an=
d =91*The
> use of Instructional Technology in Schools=92* but it=92s probably better=
that
> you read the books yourselves!
>
>
>
> BW
>
>
>
> Ray Tolley FEIDCT, NAACE Fellow, 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'
>
>
>
> *From:* Mike Cameron [mailto:Mike.Cameron@ssatrust.org.uk]
> *Sent:* 12 November 2009 17:22
> *To:* Ray Tolley
> *Subject:* RE: [Advisory] IWBs - An Australian perspective
>
>
>
> Hi Ray,
>
>
>
> I have made some specific comments below, but they really aren=92t the po=
int.
> The reality is, and even those who in the course of this discussion have
> been the most positive about IWBs will admit, the initial reaction of the
> average secondary teacher to an IWB will be to start assembling a list of
> barriers that they perceive to be true. And in many cases for that
> particular teacher in that particular school context, they will often be
> true. The right way to be able to over-ride those barriers is to have the
> body of research evidence that shows teachers in which circumstances IWBs
> are going to improve their practice and the learning outcomes of their
> students. Only when we have that body of evidence will we have the moral
> authority to =93impose=94 a technological/pedagogical change on a cohort =
of
> teachers.
>
>
>
> I think the blog post that you referenced gets it half right. The author
> talks about the perceived affordances of the IWB that can transform
> learning. It is these affordances that we should be concentrating on, whi=
ch
> I believe would unite everyone on the advisory/secondary forums. How a
> school then introduces them should then be their business. For some reaso=
n
> people do get a bit attached to their own particular technology focus. An=
d
> this I think is really Paul Hynes point. He is not against interactivity,=
or
> the use of digital resources (exactly the opposite as anyone who knows hi=
m
> understands) his argument is around the best way to enable it. And in thi=
s I
> understand his point. With most teachers an IWB reinforces the teacher at
> the front stance. This is not to say that it is good practice, or that it
> cannot be overcome by extensive coaching, but it is what happens. For me,
> this is exactly the kind of teaching that we need to move away from - in=
a
> sense we need to make KS3/4/5 more like KS1/2 in order to benefit from th=
e
> interactivity.
>
>
>
> So the question what will effect this change. Does the introduction of IW=
Bs
> alone enable/encourage the change. The evidence I have seen would suggest
> not, so the change to the pedagogy has to come first, or at least be
> explicitly understood to be a necessary complement to the successful
> introduction of IWBs (or any other technology).
>
>
>
>
>
> Regards
>
>
>
> *Mike *
>
>
>
> Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658
>
> Mobile: +44 (0)7866 747280
>
> Email: mike.cameron@ssatrust.org.uk
>
>
>
> *From:* Ray Tolley [mailto:rjt@maximise-ict.co.uk]
> *Sent:* 12 November 2009 11:23
> *To:* Mike Cameron
> *Subject:* RE: [Advisory] IWBs - An Australian perspective
> *Importance:* High
>
>
>
> Hi, Mike,
>
>
>
> I respond to your bulleted list:
>
> * *
>
> ? *Primary schools are smaller and it is therefore easier to
> effect system change within them (with 177,000 in the schools, it is hard=
er
> to teach without one than with one),*
>
> Perhaps, due to the lack of resident technicians, staff are more willing =
to
> talk to each other and share ideas?*[Mike Cameron] * I also think that a
> primary head has relatively more power than one in secondary =96 if the h=
ead
> says IWBs , then they have IWBs. Also the relative size is important here=
=96
> a primary school with 200 students may need 8 whiteboards, a secondary wi=
th
> 1000 students may need 60, =A324k vs =A3180,000, or =A3120 per student vs=
=A3180.
>
> ? *The pedagogical approaches predominantly in place in secondary
> schools mitigate against the use of IWBs,*
>
> Yes, probably didactic styles are often still in place in Secondary
> schools, whereas the benefits of experiential learning are built upon mor=
e
> readily in Primary schools.
>
> ? *And closely allied, the structure of the school day (and the
> constant movement of students) mitigates against the use of IWBs,*
>
> Exactly the opposite =96 the IWB is easily set up as the class arrives =
=96 far
> more effective than dishing out books with the usual instruction, =91Turn=
to
> page *nn* and read the first paragraph.=92 Whilst hurriedly writing up th=
e
> lesson objectives/outcomes on the board.*[Mike Cameron] *Or as a teacher
> might argue, I have to move from class to class, log off of one machine, =
log
> onto another before I can start teaching.
>
> ? *Teenage children learn differently to younger children,*
>
> Accepted that SOME children are beginning to discover their preferences t=
o
> learning styles, but right up to the end of KS3 many are still working in=
a
> concrete/operational style where real activity and kinaesthetic experienc=
e
> still counts for much.
>
> ? *Secondary schools are more concerned about behaviour managemen=
t
> than the management of learning,*
>
> Possibly, but good teaching and learning styles overcome many of the
> behaviour management problems.*[Mike Cameron] *And I would agree that goo=
d
> use of an interactive resource would help overcome those issues, but
> teachers need evidence of this to be confident to try it (and fail at fir=
st)
> and keep trying it until they succeed.
>
> ? *The results driven agenda of secondary schools mitigates
> against the use of IWBs,*
>
> Wow! How blind is this? Benefits of the IWB include getting through work
> more quickly, ability to revise/review previous work covered, access miss=
ed
> (digital delivery) any time any place, consolidate understanding through
> dynamic plenaries etc.*[Mike Cameron**] *It may be blind, but it is the
> reality. If I change to using an IWB my performance (and from a heads
> perspective the schools performance) may fall at the outset =96 as you sa=
y 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?
>
> ? *Secondary teachers are more driven by their subject matter tha=
n
> by learning (controversial and not meant in any negative sense),*
>
> Yes, and how proud the teachers can be of the distinct and effective ways
> that the IWB can be uniquely used for each individual subject area.
>
> One of the arguments most commonly used against the IWB is that many
> activities seen could be delivered equally well with an ordinary projecto=
r
> without any interactivity. But once teachers and pupils discover more an=
d
> more how to use interactivity effectively the transformation will begin. =
(ie
> possibly raise the 10% observed interactivity to nearer 80%?)
>
>
>
> Perhaps, in the past, where IWBs have been foisted upon schools without t=
he
> sensitive mediation that is required, the instruction on the use of IWBs =
has
> been primarily about demonstrating the technical functionality without
> actually helping staff to consider how a wide variety of interactive IWB
> tools can be used effectively in their own subject areas.
>
>
>
> One comment was made that it takes at least 3 years for IWBs to become
> really adopted in a school. I would suggest that 5 years is a more
> realistic recognition of =91total adoption=92 =96 and then only if you ha=
ve an
> =91evangelist=92 on site who is able to equally encourage every subject a=
rea.
> The quoted **reduction** in confidence in Secondary schools is possibly
> more to do with a realisation that IWBs are not about just projection but
> about interactivity stimulating classroom performance?
>
>
>
> But then, the problems cited do not only apply to Secondary schools. Wha=
t
> about FE, HE and Adult Education? Here are the real bastions of
> non-interactivity!
>
>
>
> Ray Tolley FEIDCT, NAACE Fellow, 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'
>
>
>
> *From:* advisory-admin@talk.naace.org [mailto:
> advisory-admin@talk.naace.org] *On Behalf Of *Mike Cameron
> *Sent:* 12 November 2009 10:03
> *To:* Andy Bird; advisory@talk.naace.org
> *Subject:* RE: [Advisory] IWBs - An Australian perspective
>
>
>
> So, generally, IWBs seem to be well-adopted and producing the goods in
> terms of learning outcomes in Primary (the BESA figures appear to bear th=
is
> out with teachers who fell confident and competent in the use of IBWs
> increasing to 39% from 31% in 2007 =96 whereas the similar figures for
> secondary fell from 16% to 10%).
>
>
>
> Let us for the sake of discussion make a couple of assumptions. Firstly,
> lets accept, as Andy says, that IWBs are a powerful tool for learning.
> Secondly, let us also accept that secondary teachers are as intelligent a=
nd
> pedagogically perceptive as their primary counterparts. Then the question
> becomes, what is it about the nature of secondary education as opposed to
> primary that makes the same tool work in one, and apparently not work in =
the
> other (notwithstanding that in secondary there are some very, very small
> pockets of excellent use)?
>
>
>
> Some hypotheses to work on (accountants hat off, statisticians hat on):
>
>
>
> - Primary schools are smaller and it is therefore easier to
> effect system change within them (with 177,000 in the schools, it is hard=
er
> to teach without one than with one),
>
> - The pedagogical approaches predominantly in place in secondary
> schools mitigates against the use of IWBs,
>
> - And closely allied, the structure of the school day (and the
> constant movement of students) mitigates against the use of IWBs,
>
> - Teenage children learn differently to younger children,
>
> - Secondary schools are more concerned about behaviour managemen=
t
> than the management of learning,
>
> - The results driven agenda of secondary schools mitigates
> against the use of IWBs,
>
> - Secondary teachers are more driven by their subject matter tha=
n
> by learning (controversial and not meant in any negative sense),
>
> - And there are probably many more.
>
>
>
> I don=92t know if any of these are the reasons that IWBs don=92t work in
> secondary schools (and if anyone want to pick them off one by one please
> feel free, but it won=92t solve the problem as there are many more where=
they
> came from). They are however all reasons that have been given to me by
> secondary school teachers as to why they don=92t work. They may just be
> barriers, but some of them do, I think require further investigation befo=
re
> we just say that the reason IWBs haven=92t succeeded in 3500 secondary sc=
hools
> with 250,000 teachers in them is just down to the lack of CPD. This is a
> quarter of a million intelligent people, and collectively they seem to ha=
ve
> decided that IWBs are not the answer. They may well be wrong, but in orde=
r
> to convince them of that we need evidence. We need longitudinal study tha=
t
> shows across different subjects and different institutions (and in the
> appropriate age range) that IWBs produce better learning outcomes.
>
>
>
> I write the above from the persoanl position that I would not teach in a
> classroom that did not have an IWB. But my opinion is not enough to chang=
e
> the direction that is the oil tanker of secondary education. And morally =
it
> does not even enable me to try. I could be wrong. Which is why we need a
> body of evidence that is stronger that what we have so far.
>
>
>
> Regards
>
>
>
> *Mike *
>
>
>
> Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658
>
> Mobile: +44 (0)7866 747280
>
> Email: mike.cameron@ssatrust.org.uk
>
>
>
> *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
>
>
>
> Our experience could not be further from the examples given here. I don'=
t
> think you would find one of our primary practitioner who would state that=
a
> penny was wasted on their boards with a few exceptions, normally down to
> poor choice of position.
>
>
>
> I think one interesting measure of the importance and impact of IWBs on
> classroom practise must be the reaction of teachers if you tried to take
> them away. I can assure you that the flaming brands and pitch forks woul=
d
> be out if you even suggested to our primary schools that you would take
> their boards from them. I don't know where others are going wrong but th=
e
> IWBs have been a significant driver of ICT development in nearly all our
> primary schools. We are now encouraging teachers to put it in the hands =
of
> the pupils as another resource for pupil use of ICT. Again, some teacher=
s
> have being doing this all along.
>
>
>
> This is a development process and an ongoing one at that. I struggle to s=
ee
> how people can state that the boards were installed and they were a waste=
..
> why has CPD stopped? This is an ongoing process of continual development.=
I
> can understand a argument that states "we are not presently getting value
> out of our boards" and the answer of course is "do something about it". =
The
> boards in the hands of a good practitioner are astounding (it's the softw=
are
> stupid).. the problem is a lack of sharing and CPD not the hardware.
>
>
>
> You will note that all the above refers to primary.. our experience
> in secondary is a different matter but the same solution.. they never cam=
e
> out for training and never will and will never experience the power of th=
e
> IWB. They just don't understand that the boards are a powerful tool for
> learning and not a presentation method
>
>
>
> I am most concerned that anyone reading this thread will be left with the
> impression that it is all dire.. this is not the case.
>
>
>
> andy
>
>
>
>
>
>
>
>
>
>
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--0015174757d88b9a9e04785c1e26
Content-Type: text/html; charset=windows-1252
Content-Transfer-Encoding: quoted-printable
<br><br><div class=3D"gmail_quote">On Sat, Nov 14, 2009 at 10:29 AM, Mike B=
ostock <span dir=3D"ltr"><<a href=3D"mailto:mike@new-media-learning.org"=
>mike@new-media-learning.org</a>></span> wrote:
<br><blockquote class=3D"gmail_quote" style=3D"border-left: 1px solid rgb(2=
04, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;"><div link=3D"=
blue" vlink=3D"purple" lang=3D"EN-GB"><div><p class=3D"MsoNormal"><span sty=
le=3D"font-size: 11pt; color: rgb(31, 73, 125);">
We have learnt over many years that just giving hardware to schools rarely
achieves a broad spectrum impact. =A0John Davitt refers to the =91CD ROM
drives into Cupboards=92 scheme of some years ago. </span></p></div></div><=
/blockquote><div><br>Ah good olf JD. I remember teaching at the same school=
with him in the early 1980s. The most striking example of a government ini=
tiative gathering dust on shelves from that era was VELA data loggers. Grea=
t innovation for science teaching. We used ours to build an "intellige=
nt seismometer" in 6th Form Physics lessons. I was quite surprised whe=
n I found out later how few of them had even been taken out of the box when=
every school got one for =A380.<br>
<br></div><blockquote class=3D"gmail_quote" style=3D"border-left: 1px solid=
rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;"><div li=
nk=3D"blue" vlink=3D"purple" lang=3D"EN-GB"><div><p class=3D"MsoNormal"><sp=
an style=3D"font-size: 11pt; color: rgb(31, 73, 125);">There is an element =
of
this here.<br>
<br>
I recall on an inspection I was involved with seeing a breathtakingly good =
use
of an IWB by a geography teacher in a secondary school =96 and he could rep=
eat
the brilliance one lesson after another.=A0 His personal resources alone wo=
uld
have transformed geography teaching. But here was a man who had stayed up e=
very
night producing IWB materials to improve his position as a teacher.<br></sp=
an></p></div></div></blockquote><div><br>Only to find they were totally inc=
ompatible with any of the software on any competing board ;-). My main insp=
ection experience was inspectors saying come and look at this brilliant IWB=
lesson only to find the teacher clicking through Powerpoint slides and did=
n't need the board at all. <br>
=A0<br></div><blockquote class=3D"gmail_quote" style=3D"border-left: 1px so=
lid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;"><div=
link=3D"blue" vlink=3D"purple" lang=3D"EN-GB"><div><p class=3D"MsoNormal">=
<span style=3D"font-size: 11pt; color: rgb(31, 73, 125);">
We know that we can see this happening in many primary schools up and down =
the
land.</span></p></div></div></blockquote><div><br>Somehow I think this is s=
till a minority. I would be glad to be proved wrong. We are just not good a=
t spreading the good practice that undoubtedly does exist. <br>=A0</div>
<blockquote class=3D"gmail_quote" style=3D"border-left: 1px solid rgb(204, =
204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;"><div link=3D"blue=
" vlink=3D"purple" lang=3D"EN-GB"><div><p class=3D"MsoNormal"><span style=
=3D"font-size: 11pt; color: rgb(31, 73, 125);"> =A0It is the secondary scho=
ol teachers that needed the support most of all.=A0
It could have been organised: e.g. local champions given time to go and wor=
k
with other teachers, endorsements from subject associations of excellent
subject teaching using IWBs, soft targets and expectations from head teache=
rs
about the use of expensive resources.=A0=A0 Obvious really, but it never ha=
ppened.<br></span></p></div></div></blockquote><div>But why doesn't it =
happen? In the end it has to come down to political will to value CPD as mu=
ch as symbolic technologies. We have all the rhetoric about investors in pe=
ople but is it really happening? You could also argue that in the 21st C th=
e people have a responsibility to keep themselves up to date. Change jobs a=
nd careers several times in a working career? Hm, maybe just more rhetoric.=
Shift happens :-)<br>
<br></div><blockquote class=3D"gmail_quote" style=3D"border-left: 1px solid=
rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;"><div li=
nk=3D"blue" vlink=3D"purple" lang=3D"EN-GB"><div><p class=3D"MsoNormal"><sp=
an style=3D"font-size: 11pt; color: rgb(31, 73, 125);">
I don=92t believe for a single moment that IWBs are a bad thing. =A0Even if
our only measure is simply the total elimination of chalk from secondary sc=
hools,
and the widespread use of projection screens, then that is progress of sort=
s.=A0
And there will still be the exceptional teacher who will make time to explo=
re
and develop =A0the interactive potential of IWBs despite the myriad other p=
ressures
on modern day teaching. =A0<br></span></p></div></div></blockquote><div>Act=
ually there are some occasions where chalk - or maybe a marker pen - is act=
ually the appropriate technology to use. I don't understand this need t=
o have things polarised into exclusivity to one technology. Same argumet as=
we were having for a single VLE. The world just doesn't work like that=
.<br>
</div><blockquote class=3D"gmail_quote" style=3D"border-left: 1px solid rgb=
(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;"><div link=
=3D"blue" vlink=3D"purple" lang=3D"EN-GB"><div><p class=3D"MsoNormal"><span=
style=3D"font-size: 11pt; color: rgb(31, 73, 125);">
Teachers have the tools. Schools have the technology. No, they didn=92t get
a support programme to go with it. =A0But school leaders could push the
possibilities of these amazing new resources if they really have the belief=
and
the inclination. <br></span></p></div></div></blockquote><div>The question =
is motivation and prioritisation. What is the motivation to prioritise reso=
urces? Is it learning? If so where is the under-pinning objective research =
evidence to show X is more important than Y? We spend millions on education=
research yet the political symbolism of an MP photographed next to a spect=
acular technology seems to be more likely to motivate a particular line of =
funding than any objective evidence of what best supports learning. To me g=
etting teachers to manage groups of children working in teams to become sel=
f-sufficient in acquiring their information (learning) from a free and open=
internet is the number one priority for technology education. It really ha=
s the possibility of revolutionising learning shifting from a production li=
ne model to a personalised learning model.=A0 Technologies like IWBs might =
well be a help in this process but while we are focused on procurement fram=
eworks, incompatibilities between proprietary applications, placatig the su=
pply industry and the nuances of MIS systems I think we are entirely missin=
g the point. <br>
<br><br><br>=A0</div><blockquote class=3D"gmail_quote" style=3D"border-left=
: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1e=
x;"><div link=3D"blue" vlink=3D"purple" lang=3D"EN-GB"><div><p class=3D"Mso=
Normal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 125);">
<br>
Mike Bostock<br>
<br>
<br>
</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<div>
<div style=3D"border-style: solid none none; border-color: rgb(181, 196, 22=
3) -moz-use-text-color -moz-use-text-color; border-width: 1pt medium medium=
; padding: 3pt 0cm 0cm;">
<p class=3D"MsoNormal"><b><span style=3D"font-size: 10pt;" lang=3D"EN-US">F=
rom:</span></b><span style=3D"font-size: 10pt;" lang=3D"EN-US"> <a href=3D"=
mailto:advisory-admin@talk.naace.org" target=3D"_blank">advisory-admin@talk=
.naace.org</a>
[mailto:<a href=3D"mailto:advisory-admin@talk.naace.org" target=3D"_blank">=
advisory-admin@talk.naace.org</a>] <b>On Behalf Of </b>Allen,Margaret<br>
<b>Sent:</b> 13 November 2009 18:30<br>
<b>To:</b> Ray Tolley; <a href=3D"mailto:advisory@talk.naace.org" target=3D=
"_blank">advisory@talk.naace.org</a>; <a href=3D"mailto:secondary@talk.naac=
e.org" target=3D"_blank">secondary@talk.naace.org</a><div><div></div><div c=
lass=3D"h5">
<br>
<b>Subject:</b> RE: [Advisory] IWBs - An Australian perspective</div></div>=
</span></p>
</div>
</div><div><div></div><div class=3D"h5">
<p class=3D"MsoNormal">=A0</p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">Hi</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">Obvious Commercial attachment=
, but a teacher
nevertheless!!=A0 </span><span style=3D"font-size: 10pt; font-family: Wingd=
ings; color: rgb(31, 73, 125);">J</span><span style=3D"font-size: 10pt; fon=
t-family: "Comic Sans MS"; color: rgb(31, 73, 125);"></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">I think it is very sad that d=
ecisions surrounding technology
adoption and its potential impact have always been =93done to=94
teachers rather than =93offered=94.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);"><br>
Teachers are naturally innovative and absolutely at the heart of their prac=
tice
is ensuring sound, effective and suitable engagement.=A0 Primary teachers
particularly need to offer a varied diet of content, not only in applicatio=
n
and delivery, but also from a stimulation point of view.=A0 All teachers ar=
e
faced with similar challenges which include, behaviour, attention span, lea=
gue
tables, inclusion, assessment, the list could go on. </span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">IWBs were parachuted into the=
classroom as part of the BECTA =A350
million initiative, no formal training =93package=94 was ever offered
as the previous 2 years of NOF Training had already been spent all =A3230 m=
illion
of it!!=A0 This NOF training had been forced down a =93Microsoft
office=94 route as a lack of suitable software applications made real ICT
Training impossible.=A0 With the introduction of ELCs (Electronic Learning
Credits) this then drove shelves and shelves of software being sold under t=
he
umbrella of ICT engagement.=A0 Whole suites of computers =96v- stand
alone in the classroom whether =93single=94 or banks of four or five
were explored and the more innovative/creative teachers were able to choose=
and
adapt to this avalanche of support from the industry.=A0 BUT all of this
adoption, was driven by external funding and so inevitably the ownership or
=93skin in the game=94 was inevitably in evidence.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">I believe that a considerable=
number of applications and
software packages were superb in what they offered teachers in order that t=
hey
felt able to operate in this space.=A0 BUT for iwbs to be seen as some sort
of white elephant because of the lack of training, because of the way in wh=
ich
they appeared seems to me to be gently unfair.=A0 The UK Adoption of iwbs i=
s
obviously the most mature across the globe with between 70/75% classroom
adoption but it would be very sad if these boards are judged and condemned =
when
their <b>true</b> potential is still relatively embryonic.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">Having a =93hub=94 for Techno=
logical application(s) in
the classroom is a must and should be seen as a starting place.=A0 If
activity is only ever seen as PowerPoint =93clicking through=94 or web
browsing or annotation over pdfs/word docs then clearly this would be a poo=
r
exploitation of the significant investment.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">Classed as a =93vendor=94 </s=
pan><span style=3D"font-size: 10pt; font-family: Wingdings; color: rgb(31, =
73, 125);">J</span><span style=3D"font-size: 10pt; font-family: "Comic=
Sans MS"; color: rgb(31, 73, 125);"> maybe it could be said that
I would be promoting their value, but there are some amazing examples of
innovative and exciting adoption of iwbs in the classroom with additional
benefits/peripherals being developed and deployed by a significant number o=
f
teachers.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">My colleagues in the US opera=
te within a school culture where
Prof. Development is seen as part of a teachers=92 package.=A0 A certain
amount of funding is attached to each teacher.=A0 We as a company are often
involved in whole district workshop implementations where innovative and
exciting content is the outcome.=A0 This reflects a real understanding of
the need for teachers to be supported and invited into what is not a natura=
l
space for some teachers whose training took place a number of years ago.</s=
pan></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">In some countries across Euro=
pe the average teacher age is
nearer 50 than 40 how will they will be feeling?</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">The iwb can form the backdrop=
, as well as the =93hub=94
as mentioned above, to a comfortable level of engagement if it is positione=
d as
part of a long term plan.=A0 Teachers have written on a board for centuries
surely if we were to start from this point then the overwhelming expectatio=
n of
linking to multi media, moodles, VLEs, IP enabled environments, video
conferencing, shared areas, downloading files, photos, images, flash embedd=
ed
activity not to mention school network blocked Youtube video applications w=
ould
seem far less onerous.=A0 The benefit of suitable software being used to
save, edit, revisit, modify and share has thus far, in my opinion, been
completely undervalued/understated.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">Lets go back to the whole obj=
ective of any activity in a
classroom.=A0 It absolutely needs to be relevant and suitable, and in
today=92s world of fast paced technological adoption it is a
student=92s right to expect an element of technology, but ultimately we
should be supporting teachers in this space not dictating the
methodology.=A0 If coercion is the technique for deployment then it
wouldn=92t matter whether it is an iwb, camera or actually a text book it
is doomed to failure.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">This image may be of interest=
.....=A0 Media Consumption by
Students in Holland =96 but I think could well be levelled at any country.<=
/span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);"><img src=3D"" height=3D"292" =
width=3D"624"></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);"><img src=3D"" height=3D"23" w=
idth=3D"624"></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);"><img src=3D"" height=3D"61" w=
idth=3D"624"></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0=A0=A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=
=A0=A0=A0=A0=A0=A0=A0=A0=A0
</span><span style=3D"font-size: 10pt; font-family: "Comic Sans MS&quo=
t;; color: rgb(31, 73, 125);" lang=3D"EN-US">Source: Cisco Systems, Inc</sp=
an><span style=3D"font-size: 10pt; font-family: "Comic Sans MS"; =
color: rgb(31, 73, 125);"></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">Obviously the above is writte=
n within the context of my work but
clearly is my personal view as opposed to my employers=92!</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">Best Wishes </span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">Margaret</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; font-family: "C=
omic Sans MS"; color: rgb(31, 73, 125);">=A0</span></p>
<div>
<div style=3D"border-style: solid none none; border-color: rgb(181, 196, 22=
3) -moz-use-text-color -moz-use-text-color; border-width: 1pt medium medium=
; padding: 3pt 0cm 0cm;">
<p class=3D"MsoNormal"><b><span style=3D"font-size: 10pt;" lang=3D"EN-US">F=
rom:</span></b><span style=3D"font-size: 10pt;" lang=3D"EN-US"> <a href=3D"=
mailto:advisory-admin@talk.naace.org" target=3D"_blank">advisory-admin@talk=
.naace.org</a>
[mailto:<a href=3D"mailto:advisory-admin@talk.naace.org" target=3D"_blank">=
advisory-admin@talk.naace.org</a>] <b>On Behalf Of </b>Ray Tolley<br>
<b>Sent:</b> 12 November 2009 22:33<br>
<b>To:</b> <a href=3D"mailto:advisory@talk.naace.org" target=3D"_blank">adv=
isory@talk.naace.org</a>; <a href=3D"mailto:secondary@talk.naace.org" targe=
t=3D"_blank">secondary@talk.naace.org</a><br>
<b>Subject:</b> RE: [Advisory] IWBs - An Australian perspective</span></p>
</div>
</div>
<p class=3D"MsoNormal">=A0</p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">The trouble with the format of our conversations is such that we
tend to fire off heartfelt missives from our own micro experiences (apart f=
rom
one or two exceptions)=A0 whereas a more constructive approach may be a
longer and more collaborative work at the macro level. I have on my desk in
front of me several well written and pertinent books and also the usual
Becta/Besa documents on line.=A0 I list some of them here:</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; font-family: Palatin=
o; color: black;">Becta. (2007). <i>Harnessing technology review 2007: Prog=
ress and
impact of technology in education: Summary report</i>. Retrieved July 16, 2=
008,
from <a href=3D"http://publications.becta.org.uk/display.cfm?resID=3D33980"=
target=3D"_blank">http://publications.becta.org.uk/display.cfm?resID=3D339=
80</a></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; font-family: Palatin=
o;">Betcher,
C. and Lee, M. (2009) <i>The interactive whiteboard revolution</i> Melbourn=
e
ACER Press</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; font-family: Palatin=
o; color: black;">Cuban, L. (1986). <i>Teachers and machines: The classroom=
use of
technology since 1920</i>. New York: Teachers College Press</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; font-family: Palatin=
o; color: black;">Friedman, T. (2006<i>). The world is flat</i> (2nd Ed.). =
New York:
Farrar, Straus Giroux.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; font-family: Palatin=
o; color: black;">Lee M., & Winzenried, A. (2006), Interactive whiteboa=
rds:
Achieving total teacher usage. <i>Australian Educational Leader</i>, 28(3),
22-25</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; font-family: Palatin=
o; color: black;">Lee, M., & Gaffney, M. (Eds.). (2008). <i>Leading a d=
igital
school</i>. Melbourne: ACER Press.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; font-family: Palatin=
o;">Lee, M.
and Winzenried, A. (2009) <i>The use of instructional technology in schools=
. </i>Melbourne
ACER Press</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; font-family: Palatin=
o;">Lee, M.
and Finger, G.(Eds) (2010 in press)<i> Developing the networked school
community</i> Melbourne ACER Press (one chapter by me!)</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; font-family: Palatin=
o; color: black;">Saettler, P. (1990). <i>The evolution of American educati=
onal
technology</i>. Connecticut: Information Age Publishing</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; font-family: Palatin=
o;">RITWIT
(2009) <a href=3D"http://www.educ.cam.ac.uk/events/conferences/ritwit" targ=
et=3D"_blank">http://www.educ.cam.ac.uk/events/conferences/ritwit</a></span=
></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; font-family: Palatin=
o;">Also
from Friday 13<sup>th</sup> proceedings will be available from the followin=
g:</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; font-family: Palatin=
o;"><a href=3D"http://www.futureofeducation.com/forum/topics/larry-cuban-on=
-school-reform" target=3D"_blank">http://www.futureofeducation.com/forum/to=
pics/larry-cuban-on-school-reform</a></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt;">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">Mal Lee writes, =91<i>Within less than a decade this technology
has had a profound impact across the developed world on teachers=92
preparedness to move from the traditional paper based teaching materials to
those that are predominantly digital, to normalize the use of the digital i=
n
their everyday teaching and in turn to move schooling from its traditional
paper based operational paradigm to one that is digital.</i>=92=A0 If
this really is a =91world view=92 then I wonder why there are so many
in the UK who would argue differently.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">He continues his argument concerning the adoption of all digital
technologies, <i>=91In preparing the recent ACER Press publication with
Chris Betcher on the classroom use of IWBs the authors very consciously tit=
led
the work =91</i>The Interactive Whiteboard Revolution=92<i> (2009)
conscious the research was already revealing the profound impact this
technology had had upon teacher, student and whole of school normalization =
of
digital technologies in general=92.=A0 </i>It is interesting that he
sees the IWB as being the possible kick-start to the accelerated adoption o=
f
all later digital technologies.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">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 w=
ere
expected to introduce IWB technology without really understanding the
implications of how it could be exploited.=A0 Inevitably, many were
presented with a tool without any realisation of its potential pedagogical
applications. =A0Rather like staring at the first Model =91T=92 Ford
and wondering where the horse would go. =A0Other countries, as =91late
starters=92 or =91second generation=92, appear to have overcome
some of these issues probably by introducing the advantages of the IWB in
pedagogical terms.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">We should remember that, apart from the OHP, the IWB is the only
technology specifically developed for schools.=A0 Other digital technologie=
s
have escalated due to popular advertising, peer pressure at all ages and
sectors of society and, in turn, prices have tumbled and these devices have
eased their way into schools.=A0 Never have I seen an advert on television
for an IWB and yet every other new gizmo upon initial advertising soon has =
a
massive take-up as exemplified by the explosion in takeup of =A0iPhones and
their alternatives, sat-navs or giant domestic plasma screens.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">Although we have had only a handful of positive comments I just
wonder how many schools in the UK would be willing to open their doors and =
show
something of good practice?=A0 Perhaps I am talking myself into collating
exemplars of good IWB practice =96 please contact me directly if you wish
to tell your story.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">I could quote at length passages from =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=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">BW</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<div>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: rgb(31, 73, 1=
25);">Ray Tolley=A0 FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P:=A0 </span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125);"><a h=
ref=3D"http://raytolley.v2efolioworld.mnscu.edu/" target=3D"_blank"><span s=
tyle=3D"font-size: 10pt;">http://raytolley.v2efolioworld.mnscu.edu/</span><=
/a></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: rgb(31, 73, 1=
25);">B:=A0 </span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125);=
"><a href=3D"http://www.efoliointheuk.blogspot.com/" target=3D"_blank"><spa=
n style=3D"font-size: 10pt;">http://www.efoliointheuk.blogspot.com/</span><=
/a></span><span style=3D"font-size: 10pt; color: rgb(31, 73, 125);"><br>
W:=A0 </span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125);"><a h=
ref=3D"http://www.maximise-ict.co.uk/eFolio-01.htm" target=3D"_blank"><span=
style=3D"font-size: 10pt;">http://www.maximise-ict.co.uk/eFolio-01.htm</sp=
an></a></span><span style=3D"font-size: 10pt; color: rgb(31, 73, 125);"><br=
>
</span><span style=3D"font-size: 10pt; color: rgb(192, 0, 0);">Winner of th=
e IMS 'Leadership Regional Award 2009'</span></p>
</div>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<div>
<div style=3D"border-style: solid none none; border-color: rgb(181, 196, 22=
3) -moz-use-text-color -moz-use-text-color; border-width: 1pt medium medium=
; padding: 3pt 0cm 0cm;">
<p class=3D"MsoNormal"><b><span style=3D"font-size: 10pt;">From:</span></b>=
<span style=3D"font-size: 10pt;"> Mike Cameron
[mailto:<a href=3D"mailto:Mike.Cameron@ssatrust.org.uk" target=3D"_blank">M=
ike.Cameron@ssatrust.org.uk</a>] <br>
<b>Sent:</b> 12 November 2009 17:22<br>
<b>To:</b> Ray Tolley<br>
<b>Subject:</b> RE: [Advisory] IWBs - An Australian perspective</span></p>
</div>
</div>
<p class=3D"MsoNormal">=A0</p>
<p class=3D"MsoNormal"><a name=3D"124f250e42bb621f__MailEndCompose"><span s=
tyle=3D"font-size: 11pt; color: rgb(31, 73, 125);">Hi Ray,</span></a></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">I have made some specific comments below, but they really
aren=92t the point. The reality is, and even those who in the course of
this discussion have been the most positive about IWBs will admit, the init=
ial
reaction of the average secondary teacher to an IWB will be to start assemb=
ling
a list of barriers that they perceive to be true. And in many cases for tha=
t
particular teacher in that particular school context, they will often be tr=
ue.
The right way to be able to over-ride those barriers is to have the body of
research evidence that shows teachers in which circumstances IWBs are going=
to
improve their practice and the learning outcomes of their students. Only wh=
en
we have that body of evidence will we have the moral authority to
=93impose=94 a technological/pedagogical change on a cohort of
teachers.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">I think the blog post that you referenced gets it half right.
The author talks about the perceived affordances of the IWB that can transf=
orm
learning. It is these affordances that we should be concentrating on, which=
I
believe would unite everyone on the advisory/secondary forums. How a school
then introduces them should then be their business. For some reason people =
do
get a bit attached to their own particular technology focus. And this I thi=
nk
is really Paul Hynes point. He is not against interactivity, or the use of
digital resources (exactly the opposite as anyone who knows him understands=
)
his argument is around the best way to enable it. And in this I understand =
his
point. With most teachers an IWB reinforces the teacher at the front stance=
.
This is not to say that it is good practice, or that it cannot be overcome =
by
extensive coaching, but it is what happens. For me, this is exactly the kin=
d of
teaching that we need to move away from=A0 - 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=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">So the question what will effect this change. Does the
introduction of IWBs alone enable/encourage the change. The evidence I have
seen would suggest not, so the change to the pedagogy has to come first, or=
at
least be explicitly understood to be a necessary complement to the successf=
ul
introduction of IWBs (or any other technology).</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<div>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: blue;">Regard=
s</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><b><span style=3D"font-size: 11pt; color: rgb(31, 73=
, 125);">Mike </span></b></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">Telephone: +44 (0)</span><span style=3D"font-size: 10pt; color: black=
;">20=A07802 0658</span><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);"> </span><span style=3D"font-size: 11pt; color: white;">+44
(0)20 7802 0658</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">Mobile:=A0=A0=A0=A0=A0 +44 (0)7866 747280</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">Email:=A0=A0=A0=A0=A0 =A0</span><a href=3D"mailto:mike.cameron@ssatru=
st.org.uk" target=3D"_blank"><span style=3D"font-size: 11pt;">mike.cameron@=
ssatrust.org.uk</span></a></p>
</div>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<div>
<div style=3D"border-style: solid none none; border-color: rgb(181, 196, 22=
3) -moz-use-text-color -moz-use-text-color; border-width: 1pt medium medium=
; padding: 3pt 0cm 0cm;">
<p class=3D"MsoNormal"><b><span style=3D"font-size: 10pt;">From:</span></b>=
<span style=3D"font-size: 10pt;"> Ray Tolley
[mailto:<a href=3D"mailto:rjt@maximise-ict.co.uk" target=3D"_blank">rjt@max=
imise-ict.co.uk</a>] <br>
<b>Sent:</b> 12 November 2009 11:23<br>
<b>To:</b> Mike Cameron<br>
<b>Subject:</b> RE: [Advisory] IWBs - An Australian perspective<br>
<b>Importance:</b> High</span></p>
</div>
</div>
<p class=3D"MsoNormal">=A0</p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">Hi, Mike,</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">I respond to your bulleted list:</span></p>
<p class=3D"MsoNormal"><i><span style=3D"font-size: 11pt; color: rgb(31, 73=
, 125);">=A0</span></i></p>
<p style=3D"margin-left: 18pt;"><span style=3D"font-family: Symbol;"><span>=
?<span style=3D"font-family: "Times New Roman"; font-style: norma=
l; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: =
normal; font-size-adjust: none; font-stretch: normal;">=A0=A0=A0=A0=A0=A0=
=A0=A0
</span></span></span><i><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);">Primary schools are smaller and it is
therefore easier to effect system change within them (with 177,000 in the
schools, it is harder to teach without one than with one),</span></i></p>
<p class=3D"MsoNormal" style=3D"margin-bottom: 12pt;"><span style=3D"font-s=
ize: 11pt; color: rgb(31, 73, 125);">Perhaps, due to the lack of
resident technicians, staff are more willing to talk to each other and shar=
e
ideas?<b><i>[Mike Cameron] </i></b>=A0</span><span style=3D"font-size: 11pt=
; color: red;">I also think that a primary head
has relatively more power than one in secondary =96 if the head says IWBs ,
then they have IWBs. Also the relative size is important here =96 a primary
school with 200 students may need 8 whiteboards, a secondary with 1000 stud=
ents
may need 60, =A324k vs =A3180,000, or =A3120 per student vs =A3180.</span><=
/p>
<p style=3D"margin-left: 18pt;"><span style=3D"font-family: Symbol;"><span>=
?<span style=3D"font-family: "Times New Roman"; font-style: norma=
l; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: =
normal; font-size-adjust: none; font-stretch: normal;">=A0=A0=A0=A0=A0=A0=
=A0=A0
</span></span></span><i><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);">The pedagogical approaches predominantly
in place in secondary schools mitigate against the use of IWBs,</span></i><=
/p>
<p class=3D"MsoNormal" style=3D"margin-bottom: 12pt;"><span style=3D"font-s=
ize: 11pt; color: rgb(31, 73, 125);">Yes, probably didactic styles
are often still in place in Secondary schools, whereas the benefits of expe=
riential
learning are built upon more readily in Primary schools.</span></p>
<p style=3D"margin-left: 18pt;"><span style=3D"font-family: Symbol;"><span>=
?<span style=3D"font-family: "Times New Roman"; font-style: norma=
l; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: =
normal; font-size-adjust: none; font-stretch: normal;">=A0=A0=A0=A0=A0=A0=
=A0=A0
</span></span></span><i><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);">And closely allied, the structure of the
school day (and the constant movement of students) mitigates against the us=
e of
IWBs,</span></i></p>
<p class=3D"MsoNormal" style=3D"margin-bottom: 12pt;"><span style=3D"font-s=
ize: 11pt; color: rgb(31, 73, 125);">Exactly the opposite =96
the IWB is easily set up as the class arrives =96 far more effective than
dishing out books with the usual instruction, =91Turn to page <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-size: 11pt; color: red;">Or as a
teacher might argue, I have to move from class to class, log off of one
machine, log onto another before I can start teaching.</span></p>
<p style=3D"margin-left: 18pt;"><span style=3D"font-family: Symbol;"><span>=
?<span style=3D"font-family: "Times New Roman"; font-style: norma=
l; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: =
normal; font-size-adjust: none; font-stretch: normal;">=A0=A0=A0=A0=A0=A0=
=A0=A0
</span></span></span><i><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);">Teenage children learn differently to
younger children,</span></i></p>
<p class=3D"MsoNormal" style=3D"margin-bottom: 12pt;"><span style=3D"font-s=
ize: 11pt; color: rgb(31, 73, 125);">Accepted that SOME children
are beginning to discover their preferences to learning styles, but right u=
p to
the end of KS3 many are still working in a concrete/operational style where
real activity and kinaesthetic experience still counts for much. </span></p=
>
<p style=3D"margin-left: 18pt;"><span style=3D"font-family: Symbol;"><span>=
?<span style=3D"font-family: "Times New Roman"; font-style: norma=
l; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: =
normal; font-size-adjust: none; font-stretch: normal;">=A0=A0=A0=A0=A0=A0=
=A0=A0
</span></span></span><i><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);">Secondary schools are more concerned
about behaviour management than the management of learning,</span></i></p>
<p class=3D"MsoNormal" style=3D"margin-bottom: 12pt;"><span style=3D"font-s=
ize: 11pt; color: rgb(31, 73, 125);">Possibly, but good teaching
and learning styles overcome many of the behaviour management problems.<b><=
i>[Mike
Cameron] </i></b></span><span style=3D"font-size: 11pt; color: red;">And I =
would agree that good use of an interactive resource would
help overcome those issues, but teachers need evidence of this to be confid=
ent
to try it (and fail at first) and keep trying it until they succeed.</span>=
</p>
<p style=3D"margin-left: 18pt;"><span style=3D"font-family: Symbol;"><span>=
?<span style=3D"font-family: "Times New Roman"; font-style: norma=
l; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: =
normal; font-size-adjust: none; font-stretch: normal;">=A0=A0=A0=A0=A0=A0=
=A0=A0
</span></span></span><i><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);">The results driven agenda of secondary
schools mitigates against the use of IWBs,</span></i></p>
<p class=3D"MsoNormal" style=3D"margin-bottom: 12pt;"><span style=3D"font-s=
ize: 11pt; color: rgb(31, 73, 125);">Wow! How blind is this?=A0
Benefits of the IWB include getting through work more quickly, ability to
revise/review previous work covered, access missed (digital delivery) any t=
ime
any place, consolidate understanding through dynamic plenaries etc.<b><i>[M=
ike
Cameron</i></b></span><b><i><span style=3D"font-size: 11pt; color: red;">] =
</span></i></b><span style=3D"font-size: 11pt; color: red;">It may be blind=
, but it is the reality. If I change to using an IWB
my performance (and from a heads perspective the schools performance) may f=
all
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?</span></p>
<p style=3D"margin-left: 18pt;"><span style=3D"font-family: Symbol;"><span>=
?<span style=3D"font-family: "Times New Roman"; font-style: norma=
l; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: =
normal; font-size-adjust: none; font-stretch: normal;">=A0=A0=A0=A0=A0=A0=
=A0=A0
</span></span></span><i><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);">Secondary teachers are more driven by
their subject matter than by learning (controversial and not meant in any
negative sense),</span></i></p>
<p class=3D"MsoNormal" style=3D"margin-bottom: 12pt;"><span style=3D"font-s=
ize: 11pt; color: rgb(31, 73, 125);">Yes, and how proud the
teachers can be of the distinct and effective ways that the IWB can be uniq=
uely
used for each individual subject area.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">One of the arguments most commonly used against the IWB is that
many activities seen could be delivered equally well with an ordinary proje=
ctor
without any interactivity.=A0 But once teachers and pupils discover more an=
d
more how to use interactivity effectively the transformation will begin. (i=
e
possibly raise the 10% observed interactivity to nearer 80%?) </span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">Perhaps, in the past, where IWBs have been foisted upon schools
without the sensitive mediation that is required, the instruction on the us=
e of
IWBs has been primarily about demonstrating the technical functionality wit=
hout
actually helping staff to consider how a wide variety of interactive IWB to=
ols
can be used effectively in their own subject areas.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">One comment was made that it takes at least 3 years for IWBs to
become really adopted in a school.=A0 I would suggest that 5 years is a mor=
e
realistic recognition of =91total adoption=92 =96 and then only if
you have an =91evangelist=92 on site who is able to equally encourage
every subject area.=A0 The quoted *<b>reduction</b>* in confidence in
Secondary schools is possibly more to do with a realisation that IWBs are n=
ot
about just projection but about interactivity stimulating classroom
performance?</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">But then, the problems cited do not only apply to Secondary
schools.=A0 What about FE, HE and Adult Education?=A0 Here are the real
bastions of non-interactivity!</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<div>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: rgb(31, 73, 1=
25);">Ray Tolley=A0 FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P:=A0 </span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125);"><a h=
ref=3D"http://raytolley.v2efolioworld.mnscu.edu/" target=3D"_blank"><span s=
tyle=3D"font-size: 10pt;">http://raytolley.v2efolioworld.mnscu.edu/</span><=
/a></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: rgb(31, 73, 1=
25);">B:=A0 </span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125);=
"><a href=3D"http://www.efoliointheuk.blogspot.com/" target=3D"_blank"><spa=
n style=3D"font-size: 10pt;">http://www.efoliointheuk.blogspot.com/</span><=
/a></span><span style=3D"font-size: 10pt; color: rgb(31, 73, 125);"><br>
W:=A0 </span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125);"><a h=
ref=3D"http://www.maximise-ict.co.uk/eFolio-01.htm" target=3D"_blank"><span=
style=3D"font-size: 10pt;">http://www.maximise-ict.co.uk/eFolio-01.htm</sp=
an></a></span><span style=3D"font-size: 10pt; color: rgb(31, 73, 125);"><br=
>
</span><span style=3D"font-size: 10pt; color: rgb(192, 0, 0);">Winner of th=
e IMS 'Leadership Regional Award 2009'</span></p>
</div>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<div>
<div style=3D"border-style: solid none none; border-color: rgb(181, 196, 22=
3) -moz-use-text-color -moz-use-text-color; border-width: 1pt medium medium=
; padding: 3pt 0cm 0cm;">
<p class=3D"MsoNormal"><b><span style=3D"font-size: 10pt;">From:</span></b>=
<span style=3D"font-size: 10pt;">
<a href=3D"mailto:advisory-admin@talk.naace.org" target=3D"_blank">advisory=
-admin@talk.naace.org</a> [mailto:<a href=3D"mailto:advisory-admin@talk.naa=
ce.org" target=3D"_blank">advisory-admin@talk.naace.org</a>] <b>On
Behalf Of </b>Mike Cameron<br>
<b>Sent:</b> 12 November 2009 10:03<br>
<b>To:</b> Andy Bird; <a href=3D"mailto:advisory@talk.naace.org" target=3D"=
_blank">advisory@talk.naace.org</a><br>
<b>Subject:</b> RE: [Advisory] IWBs - An Australian perspective</span></p>
</div>
</div>
<p class=3D"MsoNormal">=A0</p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">So, generally, IWBs seem to be well-adopted and producing the
goods in terms of learning outcomes in Primary (the BESA figures appear to =
bear
this out with teachers who fell confident and competent in the use of IBWs
increasing to 39% from 31% in 2007 =96 whereas the similar figures for
secondary fell from 16% to 10%).</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">Let us for the sake of discussion make a couple of assumptions.
Firstly, lets accept, as Andy says, that IWBs are a powerful tool for learn=
ing.
Secondly, let us also accept that secondary teachers are as intelligent and
pedagogically perceptive as their primary counterparts. Then the question
becomes, what is it about the nature of secondary education as opposed to
primary that makes the same tool work in one, and apparently not work in th=
e
other (notwithstanding that in secondary there are some very, very small
pockets of excellent use)?</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">Some hypotheses to work on (accountants hat off, statisticians
hat on):</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p><span><span>-<span style=3D"font-family: "Times New Roman"; fo=
nt-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt=
; line-height: normal; font-size-adjust: none; font-stretch: normal;">=A0=
=A0=A0=A0=A0=A0=A0=A0=A0
</span></span></span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125=
);">Primary schools are smaller and it is therefore easier to effect
system change within them (with 177,000 in the schools, it is harder to tea=
ch
without one than with one),</span></p>
<p><span><span>-<span style=3D"font-family: "Times New Roman"; fo=
nt-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt=
; line-height: normal; font-size-adjust: none; font-stretch: normal;">=A0=
=A0=A0=A0=A0=A0=A0=A0=A0
</span></span></span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125=
);">The pedagogical approaches predominantly in place in secondary
schools mitigates against the use of IWBs,</span></p>
<p><span><span>-<span style=3D"font-family: "Times New Roman"; fo=
nt-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt=
; line-height: normal; font-size-adjust: none; font-stretch: normal;">=A0=
=A0=A0=A0=A0=A0=A0=A0=A0
</span></span></span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125=
);">And closely allied, the structure of the school day (and the
constant movement of students) mitigates against the use of IWBs,</span></p=
>
<p><span><span>-<span style=3D"font-family: "Times New Roman"; fo=
nt-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt=
; line-height: normal; font-size-adjust: none; font-stretch: normal;">=A0=
=A0=A0=A0=A0=A0=A0=A0=A0
</span></span></span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125=
);">Teenage children learn differently to younger children,</span></p>
<p><span><span>-<span style=3D"font-family: "Times New Roman"; fo=
nt-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt=
; line-height: normal; font-size-adjust: none; font-stretch: normal;">=A0=
=A0=A0=A0=A0=A0=A0=A0=A0
</span></span></span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125=
);">Secondary schools are more concerned about behaviour management
than the management of learning,</span></p>
<p><span><span>-<span style=3D"font-family: "Times New Roman"; fo=
nt-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt=
; line-height: normal; font-size-adjust: none; font-stretch: normal;">=A0=
=A0=A0=A0=A0=A0=A0=A0=A0
</span></span></span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125=
);">The results driven agenda of secondary schools mitigates against
the use of IWBs,</span></p>
<p><span><span>-<span style=3D"font-family: "Times New Roman"; fo=
nt-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt=
; line-height: normal; font-size-adjust: none; font-stretch: normal;">=A0=
=A0=A0=A0=A0=A0=A0=A0=A0
</span></span></span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125=
);">Secondary teachers are more driven by their subject matter than
by learning (controversial and not meant in any negative sense),</span></p>
<p><span><span>-<span style=3D"font-family: "Times New Roman"; fo=
nt-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt=
; line-height: normal; font-size-adjust: none; font-stretch: normal;">=A0=
=A0=A0=A0=A0=A0=A0=A0=A0
</span></span></span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125=
);">And there are probably many more.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">I don=92t know if any of these are the reasons that IWBs
don=92t work in secondary schools (and if anyone want to pick them off one
by one please feel free, but it won=92t solve the problem as there are many
=A0more where they came from). They are however all reasons that have been
given to me by secondary school teachers as to why they don=92t work. They
may just be barriers, but some of them do, I think require further
investigation before we just say that the reason IWBs haven=92t succeeded
in 3500 secondary schools with 250,000 teachers in them is just down to the
lack of CPD. This is a quarter of a million intelligent people, and
collectively they seem to have decided that IWBs are not the answer. They m=
ay
well be wrong, but in order to convince them of that we need evidence. We n=
eed
longitudinal study that shows across different subjects and different
institutions (and in the appropriate age range) that IWBs produce better
learning outcomes. </span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">I write the above from the persoanl position that I would not teach
in a classroom that did not have an IWB. But my opinion is not enough to ch=
ange
the direction that is the oil tanker of secondary education. And morally it
does not even enable me to try. I could be wrong. Which is why we need a bo=
dy
of evidence that is stronger that what we have so far. </span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: blue;">Regard=
s</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><b><span style=3D"font-size: 11pt; color: rgb(31, 73=
, 125);">Mike </span></b></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">Telephone: +44 (0)</span><span style=3D"font-size: 10pt; color: black=
;">20=A07802 0658</span><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);"> </span><span style=3D"font-size: 11pt; color: white;">+44
(0)20 7802 0658</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">Mobile:=A0=A0=A0=A0=A0 +44 (0)7866 747280</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">Email:=A0=A0=A0=A0=A0 =A0</span><a href=3D"mailto:mike.cameron@ssatru=
st.org.uk" target=3D"_blank"><span style=3D"font-size: 11pt;">mike.cameron@=
ssatrust.org.uk</span></a></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=A0</span></p>
<p class=3D"MsoNormal"><b><span style=3D"font-size: 10pt;">From:</span></b>=
<span style=3D"font-size: 10pt;"> <a href=3D"mailto:advisory-admin@talk.naa=
ce.org" target=3D"_blank">advisory-admin@talk.naace.org</a>
[mailto:<a href=3D"mailto:advisory-admin@talk.naace.org" target=3D"_blank">=
advisory-admin@talk.naace.org</a>] <b>On Behalf Of </b>Andy Bird<br>
<b>Sent:</b> 11 November 2009 14:21<br>
<b>To:</b> <a href=3D"mailto:advisory@talk.naace.org" target=3D"_blank">adv=
isory@talk.naace.org</a><br>
<b>Subject:</b> Re: [Advisory] IWBs - An Australian perspective</span></p>
<p class=3D"MsoNormal">=A0</p>
<div>
<p class=3D"MsoNormal">Our experience could not be further from the example=
s given
here. =A0I don't think you would find one of our primary practitioner w=
ho
would state that a penny was wasted on their boards with a few=A0exceptions=
,
normally down to poor choice of=A0position.</p>
</div>
<div>
<p class=3D"MsoNormal">=A0</p>
</div>
<p class=3D"MsoNormal">I think one interesting measure of the importance an=
d impact
of IWBs on classroom practise must be the=A0reaction=A0of teachers if you
tried to take them away. =A0I can assure you that the flaming brands and
pitch forks would be out if you even suggested to our primary schools that =
you
would take their boards from them. =A0I don't know where others are goi=
ng
wrong but the IWBs have been a significant driver of ICT development in nea=
rly
all our primary schools. =A0We are now encouraging teachers to put it in th=
e
hands of the pupils as another resource for pupil use of ICT. =A0Again, som=
e
teachers have being doing this all along.</p>
<div>
<p class=3D"MsoNormal">=A0</p>
</div>
<div>
<p class=3D"MsoNormal">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 the=
y
were a waste.. why has CPD stopped? This is an ongoing process of continual
development. =A0I can understand a argument that states "we are not
presently getting value out of our boards" and the answer of course is
"do something about it". =A0The boards in the hands of a
good=A0practitioner are astounding (it's the software stupid).. the pro=
blem
is a lack of sharing and CPD not the hardware.</p>
</div>
<div>
<p class=3D"MsoNormal">=A0</p>
</div>
<div>
<p class=3D"MsoNormal">You will note that all the above refers to primary..=
our
experience in=A0secondary=A0is a different matter but the same solution..
they never came out for training and never will and will never experience t=
he
power of the IWB. =A0They just don't understand that the boards are a
powerful tool for learning and not a presentation method</p>
</div>
<div>
<p class=3D"MsoNormal">=A0</p>
</div>
<div>
<p class=3D"MsoNormal">I am most concerned that anyone reading this thread =
will be
left with the impression that it is all dire.. this is not the case.</p>
</div>
<div>
<p class=3D"MsoNormal">=A0</p>
</div>
<div>
<p class=3D"MsoNormal">andy</p>
</div>
<div>
<p class=3D"MsoNormal">=A0</p>
</div>
<div>
<p class=3D"MsoNormal">=A0</p>
<div>
<p class=3D"MsoNormal">=A0</p>
</div>
<div>
<p class=3D"MsoNormal">=A0</p>
</div>
</div>
<p class=3D"MsoNormal"><br>
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