[Advisory] Online Reporting in Schools
John Wasteney
johnwasteney@strategict.co.uk
Wed, 6 Jan 2010 22:52:27 -0000
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Jon et al,
Apologies for having a second bite of this particular cherry but I am
pleased to see the data debate unfolding. Metaphors and analogies are useful
and I for one have used the' weighing pigs' but recognise it only serves to
exaggerate a point.
My greatest concern however is that the result of many and various
educational interventions has been the gradual degradation of teacher
professionalism over the last 20 years or so. Meaningful data is the
judgemental performance data witnessed by the teacher in the classroom
minute by minute. It is recorded in the most super of super computers - the
human brain. On occasions there can be data overload or a sensory input
device might miss a student or two grasp (or fail to grasp) a desired
learning outcome, but well planned lessons by enthusiastic and motivated
teachers usually systematically embrace inbuilt backup protocols and rerun
system checks regularly. I recall trying to visualise to colleagues in my
science department how student learning might be portrayed like the
graphical equaliser display on what was then my new Amstrad stereo (early
1970's). That metaphor encouraged teachers and students to recognise that
any component of their learning might go down as well as up on occasions but
overall and over time we are looking at upward trend (like slowly turning up
the volume)
As you can tell, I started teaching way before Data was a character in
Startrek, but we still used regular retrospective analysis from exam results
- identified areas for action, identified groups of students who found core
concepts difficult and identified strategies to support students with hard
(for them) to learn ideas and content. Some data is critical e.g. attendance
data at school and at lesson level. If pupils are not there they are
unlikely to be learning. Knowing that and doing something about is another
thing. Similarly data to monitor progress against national benchmarks is
valuable but good teachers will do that when it is appropriate which in some
subjects/topics/themes can be at very different time intervals. Data
systems currently appear to rigidly inflexible, either that or all school
data-managers are morons (which I doubt very much!) Therefore systems which
require points scores, national curriculum levels with qualifiers, automatic
target set projections are less than helpful. Tongue in cheek I would argue
that the amount of time most teachers spent on data collection and input, so
called data analysis and target setting has a disproportionately negative
impact on any student progress.
Most schools do not differentiate or recognise the progress made by students
in subjects with varying time allocations. For example typically a year 7
student will receive 3 Science lessons per week. By half term that student
will have met with their Science teacher 27 times and experienced
considerable opportunities through lesson and homework to demonstrate a
range of learning facets and a range of different of contexts. By contrast a
1 lesson per week subject such as Music or ICT the same student may well
only have experienced 9 lessons. Teachers of all subjects in the vast
majority of schools (there are a few enlightened ones somewhere I believe)
are being asked to produce performance data with the same frequency and the
same regularity and are expected to demonstrate students are making the same
progress. What do I report - this student is a level 4c in modelling with
Excel projected ICT target by end of Y9 level 6 and a by year 11 a Grade B
equivalent at GCSE. All that information gleaned from a bit of data captured
after just 9 lessons in one topic.
I know Crispin et al are talking of smart data, data that enhances what goes
on in the classroom. I still come back to the fact that real smart data
comes from the interaction between teacher and pupil.Yes supermarket data is
very smart, calculating buyer preferences, identifying stock shortages,
predicting seasonal trends is good business sense but is the system smart
enough to recognise that an aubergine used in a recipe on last weeks "Can't
cook wont cook" will increase aubergine demand this Tuesday by 37%. It is
right and proper for data driven models to be used in situations that are no
longer faced up by humans. My local greengrocer responds to his customers
and although I pay a little more he will always try to oblige his customers.
He listens and whenever possible he responds. If we ask for an aubergine and
it is not in the shop he apologises and says will tomorrow be OK. In the
supermarket the response is usually 'system error'.
I make no apologies when the teacher in me plus the parent and grandparent
believes that education is a about human endeavour. Schooling and learning
require carefully negotiated relationships between teacher, student and
parent/carer. ICT has a huge part to play in supporting all of the things
that teachers now have to do and effective communication with all
stakeholders, also ICT can make teaching fun, motivational, engaging and
exciting. My view is that data for online reporting has a tiny tiny place in
all of this. Schools are about people and not systems and if systems are
used they should support not determine what goes on in the classroom.
regards,
John
John Wasteney
Managing Director
Strategic Education Consultancy Ltd
Tel: 01455 290960
Mob:07810 446176
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org]
On Behalf Of Williamson, Jon
Sent: 06 January 2010 15:01
To: 'advisory'
Subject: RE: [Advisory] Online Reporting in Schools
Hi all,
This is a very interesting discussion, and one that the NFER has been
grappling with for a while. It is obviously true that you do not fatten a
pig by weighing it; but by the same token, you may not notice that you have
underfed it if you don't. As has been noted in many recent reports it is
important to understand why you are assessing, or generally generating data.
The Expert Group report on assessment last year had four key purposes for
assessment:
. to optimise the effectiveness of pupils' learning and teachers'
teaching
. to hold individual schools accountable for their performance
. to provide parents with information about their child's progress
. to provide reliable information about national standards over time
All of these are important in their own right, but issues arise when one
assessment system (e.g. National Curriculum tests) is asked to do too much.
What we have found in attempting to address the first bullet point by
creating a formative e-assessment system that generates formative
qualitative information to teachers (not graphs and tables) that can be used
to directly impact teaching [declare a commercial interest, but more info is
at <http://www.i-nfer.co.uk> www.i-nfer.co.uk] is that a lot of other
summative information falls out along the way - information that could be
used to provide meaningful live data to parents. However, as has been noted
by others, there is no current structure into which this data could be
inserted - one possible avenue may be the Government's much vaunted "Report
Cards".
A big issues in schools today is that many teachers do not understand how to
use data. That is often the fault of data providers for providing it as
huge tables of data and graphs with limited interpretation, but also a
challenge to teachers that they should be making better use of data to
improve classroom teaching.
Jon Williamson
Managing Director
i-nfer assessment ltd
personalising assessment
<http://www.i-nfer.co.uk/> www.i-nfer.co.uk
See us at BETT 2010; 13-16 January, Stand S33
Tel: 01403 782 461
Mobile 07710 457 645
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From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org]
On Behalf Of Crispin Weston
Sent: 06 January 2010 08:18
To: 'Neil Adam'
Cc: 'advisory'
Subject: RE: [Advisory] Online Reporting in Schools
Thanks Neil.
I am sure you are right that it is all easier said than done and that change
is a problem. I don't think that the way to introduce change is by beating
teachers round the head to do what may well be the impossible in current
circumstances.
My recipe for change is:
1. Put in place the key interoperability standards which I believe to be
critical, in close consultation with industry;
2. Free the industry from restrictive central procurements to offer whatever
innovative learning technology solutions they can dream up;
3. Free teachers and school leaders to buy the solutions that make sense to
them, deliver better learning to children and make their lives easier.
And in the meantime, I am sure you are right to focus on what works in the
current environment.
Crispin.
_____
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org]
On Behalf Of Neil Adam
Sent: 05 January 2010 23:36
To: Crispin Weston
Cc: advisory
Subject: Re: [Advisory] Online Reporting in Schools
Great response Crispin
Still not sure that people are able to see the big enough picture nto be
able to use data-driven system responsibly in the way you describe. I fear
they'll stick with the easy tick-box stuff that can be readily processed and
does add some value but largely brings systems in to disrepute :(
Neil
--
Neil Adam
Beacon ICT
Twitter: @NeilAdam
www.beaconict.co.uk
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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Mobile 07720 288540
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<p class=3DMsoNormal>Jon et al,<o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>Apologies for having a second bite of this =
particular cherry
but I am pleased to see the data debate unfolding. Metaphors and =
analogies are
useful and I for one have used the’ weighing pigs’ but =
recognise it only serves
to exaggerate a point.<o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>My greatest concern however is that the result of =
many and
various educational interventions has been the gradual degradation of =
teacher
professionalism over the last 20 years or so. Meaningful data is the
judgemental performance data witnessed by the teacher in the classroom =
minute
by minute. It is recorded in the most super of super computers - the =
human
brain. On occasions there can be data overload or a sensory input device =
might
miss a student or two grasp (or fail to grasp) a desired learning =
outcome, but
well planned lessons by enthusiastic and motivated teachers usually
systematically embrace inbuilt backup protocols and rerun system =
checks
regularly. I recall trying to visualise to colleagues in my science =
department
how student learning might be portrayed like the graphical =
equaliser display
on what was then my new Amstrad stereo (early 1970’s). That =
metaphor
encouraged teachers and students to recognise that any component of =
their
learning might go down as well as up on occasions but overall and over =
time we
are looking at upward trend (like slowly turning up the =
volume)<o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>As you can tell, I started teaching way before Data =
was a
character in Startrek, but we still used regular retrospective analysis =
from
exam results – identified areas for action, identified groups of =
students who
found core concepts difficult and identified strategies to support =
students
with hard (for them) to learn ideas and content. Some data is critical =
e.g.
attendance data at school and at lesson level. If pupils are not there =
they are
unlikely to be learning. Knowing that and doing something about is =
another
thing. Similarly data to monitor progress against national benchmarks is
valuable but good teachers will do that when it is appropriate which in =
some
subjects/topics/themes can be at very different time intervals. =
Data systems
currently appear to rigidly inflexible, either that or all school =
data-managers
are morons (which I doubt very much!) Therefore systems which require =
points
scores, national curriculum levels with qualifiers, automatic target set
projections are less than helpful. Tongue in cheek I would argue that =
the
amount of time most teachers spent on data collection and input, so =
called data
analysis and target setting has a disproportionately negative impact on =
any
student progress.<o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>Most schools do not differentiate or recognise the =
progress
made by students in subjects with varying time allocations. For example
typically a year 7 student will receive 3 Science lessons per week. By =
half
term that student will have met with their Science teacher 27 times and
experienced considerable opportunities through lesson and homework to
demonstrate a range of learning facets and a range of different of =
contexts. By
contrast a 1 lesson per week subject such as Music or ICT the same =
student may
well only have experienced 9 lessons. Teachers of all subjects in the =
vast
majority of schools (there are a few enlightened ones somewhere I =
believe) are
being asked to produce performance data with the same frequency and the =
same
regularity and are expected to demonstrate students are making the same
progress. What do I report – this student is a level 4c in =
modelling with Excel
projected ICT target by end of Y9 level 6 and a by year 11 a Grade B =
equivalent
at GCSE. All that information gleaned from a bit of data captured after =
just 9
lessons in one topic. <o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>I know Crispin et al are talking of smart data, =
data that
enhances what goes on in the classroom. I still come back to the fact =
that real
smart data comes from the interaction between teacher and pupil.Yes =
supermarket
data is very smart, calculating buyer preferences, identifying stock =
shortages,
predicting seasonal trends is good business sense but is the system =
smart
enough to recognise that an aubergine used in a recipe on last weeks =
“Can’t
cook wont cook” will increase aubergine demand this Tuesday by =
37%. It is right
and proper for data driven models to be used in situations that are no =
longer
faced up by humans. My local greengrocer responds to his customers and =
although
I pay a little more he will always try to oblige his customers. He =
listens and
whenever possible he responds. If we ask for an aubergine and it is not =
in the
shop he apologises and says will tomorrow be OK. In the supermarket the
response is usually ‘system error’.<o:p></o:p></p>
<p class=3DMsoNormal>I make no apologies when the teacher in me plus the =
parent
and grandparent believes that education is a about human =
endeavour. Schooling
and learning require carefully negotiated relationships between teacher,
student and parent/carer. ICT has a huge part to play in supporting all =
of the
things that teachers now have to do and effective communication with all
stakeholders, also ICT can make teaching fun, motivational, =
engaging and
exciting. My view is that data for online reporting has a tiny tiny =
place in
all of this. Schools are about people and not systems and if systems are =
used they
should support not determine what goes on in the classroom. =
<o:p></o:p></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>regards,<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>John<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>John Wasteney<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>Managing Director<br>
Strategic Education Consultancy Ltd<br>
<br>
Tel: 01455 290960<o:p></o:p></span></p>
</div>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><span =
style=3D'font-size:10.0pt;
font-family:"Arial","sans-serif";color:black'>Mob:07810 446176 <br>
<br>
</span><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span>=
</b><span
lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'>
advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] =
<b>On
Behalf Of </b>Williamson, Jon<br>
<b>Sent:</b> 06 January 2010 15:01<br>
<b>To:</b> 'advisory'<br>
<b>Subject:</b> RE: [Advisory] Online Reporting in =
Schools<o:p></o:p></span></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Hi all,<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>This is a very interesting discussion, and one that the =
NFER has
been grappling with for a while. It is obviously true that you do =
not
fatten a pig by weighing it; but by the same token, you may not notice =
that you
have underfed it if you don’t. As has been noted in many =
recent reports
it is important to understand why you are assessing, or generally =
generating
data. The Expert Group report on assessment last year had four key
purposes for assessment:<o:p></o:p></span></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l0 =
level1 lfo2'><![if !supportLists]><span
style=3D'font-size:11.0pt;font-family:Symbol;color:#1F497D'><span
style=3D'mso-list:Ignore'>·<span style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>to optimise the effectiveness of pupils’ learning =
and teachers’
teaching<o:p></o:p></span></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l0 =
level1 lfo2'><![if !supportLists]><span
style=3D'font-size:11.0pt;font-family:Symbol;color:#1F497D'><span
style=3D'mso-list:Ignore'>·<span style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>to hold individual schools accountable for their =
performance<o:p></o:p></span></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l0 =
level1 lfo2'><![if !supportLists]><span
style=3D'font-size:11.0pt;font-family:Symbol;color:#1F497D'><span
style=3D'mso-list:Ignore'>·<span style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>to provide parents with information about their =
child’s progress<o:p></o:p></span></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l0 =
level1 lfo2'><![if !supportLists]><span
style=3D'font-size:11.0pt;font-family:Symbol;color:#1F497D'><span
style=3D'mso-list:Ignore'>·<span style=3D'font:7.0pt "Times New =
Roman"'>
</span></span></span><![endif]><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>to provide reliable information about national standards =
over
time<o:p></o:p></span></p>
<p class=3DMsoNormal><a name=3D"_MailEndCompose"></a><span =
style=3D'font-size:11.0pt;
font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span=
></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>All of these are important in their own right, but issues =
arise
when one assessment system (e.g. National Curriculum tests) is asked to =
do too
much.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>What we have found in attempting to address the first =
bullet
point by creating a formative e-assessment system that generates =
formative
qualitative information to teachers (not graphs and tables) that can be =
used to
directly impact teaching [declare a commercial interest, but more info =
is at </span><a
href=3D"http://www.i-nfer.co.uk"><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'>www.i-nfer.=
co.uk</span></a><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>] is
that a lot of other summative information falls out along the way =
– information
that could be used to provide meaningful live data to parents. =
However,
as has been noted by others, there is no current structure into which =
this data
could be inserted – one possible avenue may be the =
Government’s much vaunted
“Report Cards”.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>A big issues in schools today is that many teachers do =
not
understand how to use data. That is often the fault of data =
providers for
providing it as huge tables of data and graphs with limited =
interpretation, but
also a challenge to teachers that they should be making better use of =
data to
improve classroom teaching. <o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Jon Williamson<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Managing Director<o:p></o:p></span></p>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></b></p>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#1F497D'>i-nfer assessment =
ltd<o:p></o:p></span></b></p>
<p class=3DMsoNormal><i><span lang=3DEN-US =
style=3D'font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#1F497D'>personalising =
assessment<o:p></o:p></span></i></p>
<p class=3DMsoNormal><a href=3D"http://www.i-nfer.co.uk/"><span =
lang=3DEN-US
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'>www.i-nfer.=
co.uk</span></a><span
lang=3DEN-US =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#C00000'>See us at BETT 2010; 13-16 =
January, Stand
S33 <o:p></o:p></span></b></p>
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style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Tel: 01403 782 461<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US =
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color:#1F497D'>Mobile 07710 457 645<o:p></o:p></span></p>
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<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
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<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> advisory-admin@talk.naace.org
[mailto:advisory-admin@talk.naace.org] <b>On Behalf Of </b>Crispin =
Weston<br>
<b>Sent:</b> 06 January 2010 08:18<br>
<b>To:</b> 'Neil Adam'<br>
<b>Cc:</b> 'advisory'<br>
<b>Subject:</b> RE: [Advisory] Online Reporting in =
Schools<o:p></o:p></span></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>Thanks Neil.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>I am sure you are right that it is all easier said than done =
and
that change is a problem. I don’t think that the way to introduce =
change is by
beating teachers round the head to do what may well be the impossible in
current circumstances.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>My recipe for change is:<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>1. Put in place the key interoperability standards which I =
believe
to be critical, in close consultation with =
industry;<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>2. Free the industry from restrictive central procurements =
to offer
whatever innovative learning technology solutions they can dream =
up;<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>3. Free teachers and school leaders to buy the solutions =
that make
sense to them, deliver better learning to children and make their lives =
easier.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>And in the meantime, I am sure you are right to focus on =
what works
in the current environment.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>Crispin.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'> <o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'><o:p> </o:p></span></p>
<div style=3D'border:none;border-left:solid blue 1.5pt;padding:0cm 0cm =
0cm 4.0pt'>
<div>
<div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'><span =
lang=3DEN-US>
<hr size=3D2 width=3D"100%" align=3Dcenter>
</span></div>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> advisory-admin@talk.naace.org
[mailto:advisory-admin@talk.naace.org] <b>On Behalf Of </b>Neil Adam<br>
<b>Sent:</b> 05 January 2010 23:36<br>
<b>To:</b> Crispin Weston<br>
<b>Cc:</b> advisory<br>
<b>Subject:</b> Re: [Advisory] Online Reporting in Schools</span><span
lang=3DEN-US><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>Great response Crispin<br>
<br>
Still not sure that people are able to see the big enough picture nto be =
able
to use data-driven system responsibly in the way you describe. I fear =
they'll
stick with the easy tick-box stuff that can be readily processed and =
does add
some value but largely brings systems in to disrepute :(<br>
<br>
Neil<br>
<br>
<br>
-- <br>
<br>
Neil Adam<br>
Beacon ICT<br>
Twitter: @NeilAdam<br>
<a href=3D"http://www.beaconict.co.uk">www.beaconict.co.uk</a> <br>
<br>
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