A report by BECTA ICT research on the previous research done on the use of interactive whiteboards in schools lists the main uses of an interactive whiteboard as 'using web based resources in whoel class teaching, showing video clips to help explain concepts, demonstrating a new piece of software, presenting students work to the rest of the class, creating digital flipcharts, manipulating text and practising handwriting, saving notes written on the board for future use and quick and seamless revision.'
All these uses clearly recommend their inclusion in primary classrooms and when used properly they can both enhance and provide a focal point fo learning, increasing student involvement, teacher versatility and overall efficiency. However there are undoubtedly examples of whiteboards being used badly, as old wipe down boards, as a tool simply to project presentations or actually being ignored altogether. There also needs to be the technical support on side to fix any problems with them and provide training in their correct use if their implementation is fulfill its possible potential. Teachers have to be shown how to use them and how to integrate them into their lessons fully before their use becomes second nature and the full extent of their technical abilities and uses can be exploited.
Link to BECTA ICT article
http://www.pgce.soton.ac.uk/ict/NewPGCE/PDFs/wtrs_whiteboards.pdf
Monday, 17 November 2008
Use of ICT in serial placement school
I recently spent a week in a school in order to complete my serial placement. During the course of this placement the year two class I was with used ICT minimally in a hands on sense, although it was drawn on a lot by the teacher as a tool for teaching and presenting information.
The main form in which ICT was used in this classroom was through the Interactive Whiteboard whihc the teacher used to present lessons, play film resources and other interactive activites such as annotating pieces or writing paragraphs. The hands on aspect of this whiteboard use was however all undertaken by the class teacher, and although the interactive nature of the whiteboard and the activities held the childrens attention - particualrly the film clips, it would have been nice to see them operating more themselves and taking more ownership of the ICT usage. The only hands on experience on the computers the children had in the week was word processing a story they had written, taking turns to use a limtied number of availiable laptops.
Other forms of ICT availiable in the schoool included the internet, a Wii console and a digital camera. The camera was used in one drama lesson to document the childrens work, but this was operated only by two children as a reward for good behaviour, meaning the rest of the class again simply watched its use and viewed the products. The Wii and the internet stations - two computers in the classroom were only used by the after school clubs and during earned priveledge time.
It seemed the ICT resources availiable in this school were of a good standard, but needed to be used more commonly by the children themselves, not just as a treat but as a regular part of their education.
The main form in which ICT was used in this classroom was through the Interactive Whiteboard whihc the teacher used to present lessons, play film resources and other interactive activites such as annotating pieces or writing paragraphs. The hands on aspect of this whiteboard use was however all undertaken by the class teacher, and although the interactive nature of the whiteboard and the activities held the childrens attention - particualrly the film clips, it would have been nice to see them operating more themselves and taking more ownership of the ICT usage. The only hands on experience on the computers the children had in the week was word processing a story they had written, taking turns to use a limtied number of availiable laptops.
Other forms of ICT availiable in the schoool included the internet, a Wii console and a digital camera. The camera was used in one drama lesson to document the childrens work, but this was operated only by two children as a reward for good behaviour, meaning the rest of the class again simply watched its use and viewed the products. The Wii and the internet stations - two computers in the classroom were only used by the after school clubs and during earned priveledge time.
It seemed the ICT resources availiable in this school were of a good standard, but needed to be used more commonly by the children themselves, not just as a treat but as a regular part of their education.
Monday, 3 November 2008
'Blogs, reflective practice and student centered learning' by Russell Beale
In this study Russell Beale investigates the value of Blogs in terms of them encouraging reflective practice, and finds them to have encouraged student involvement and satisfaction. With their links to other relevant sites, discussion opportunities and now more simple set up, teachers are coming to use blogs more and more. The school i am currently placed in for my serial week experience is in the process of setting up class blogs, to allow children to engage more practically in their learning and also to allow parents more access to information regarding what their child gets up to at school. Parents and children will be able to see and be involved in project work, digital photos of activities and future planned events.
However some teachers do have understandable reservations regarding the use of blogs as a replacement for newsletters and as an interactive learning space. Many of these fears seem to center around the teachers desire for a clear work life balance, and the worry that blogs will take up much more of their time outside of school. The issue of whether all pupils would be able to access the blogs was also of concern, as they needed to take account of the fact that some children and parents did not have access to the Internet or a computer at home.Therefore these pupils would not be included in the venture unless the teacher provided times after school or in breaks for them to use school equipment, or managed to persuade the parents to take the time to get their children to a public access area such as the local library or Internet cafe.
These concerns are understandable, particularly from an inclusion perspective, however I do believe the criticism that it would take up more time is probably invalid. It may be that blogging initially takes more time but i do think this would then decrease with practise and as the site begame more establish and links etc were formed. It certainly seems to be that teachers need to move forward to incorporate the rapidly changing world if they are to enable their students to take part in a futuristic workforce. Issues of inclusion will decrease as technology comes down in price and untill that time the internet is widely availiable in arenas outside the home and the effort needed to access it will reap benefits.
Link to Beale Article;
http://www.pgce.soton.ac.uk/ict/NewPGCE/PDFs/Blogs%20reflective%20prac%20student%20centred%20learn.pdf
However some teachers do have understandable reservations regarding the use of blogs as a replacement for newsletters and as an interactive learning space. Many of these fears seem to center around the teachers desire for a clear work life balance, and the worry that blogs will take up much more of their time outside of school. The issue of whether all pupils would be able to access the blogs was also of concern, as they needed to take account of the fact that some children and parents did not have access to the Internet or a computer at home.Therefore these pupils would not be included in the venture unless the teacher provided times after school or in breaks for them to use school equipment, or managed to persuade the parents to take the time to get their children to a public access area such as the local library or Internet cafe.
These concerns are understandable, particularly from an inclusion perspective, however I do believe the criticism that it would take up more time is probably invalid. It may be that blogging initially takes more time but i do think this would then decrease with practise and as the site begame more establish and links etc were formed. It certainly seems to be that teachers need to move forward to incorporate the rapidly changing world if they are to enable their students to take part in a futuristic workforce. Issues of inclusion will decrease as technology comes down in price and untill that time the internet is widely availiable in arenas outside the home and the effort needed to access it will reap benefits.
Link to Beale Article;
http://www.pgce.soton.ac.uk/ict/NewPGCE/PDFs/Blogs%20reflective%20prac%20student%20centred%20learn.pdf
"In class I have to power down", Putnam Guardian Article
This article from the Guardian is detailing the results of the next generation haveing been raised in the digital age. The fact that children are now brought up with computer games, the internet, mobile phones, instant messaging and other forms of social networking and online databases means that they are finding ICT in schools much to simplistic and the other lessons themselves not interactive enough.
At home children can investigate their world through the medium of ICT and the main thrust of this article is the attempt to make educators realise what a missed opportunity it would be, if we as teachers, were not to tap into this. The internet and ICT can provide invaluable resources and act as a source of creativity and vitality in all areas of the curriculum. ICT can help give children ownership over their own learning, through research, discussion boards and blogs and most importantly it sparks their interest and provides them with information in the medium and at the speed to which they have become accustomed and will have to use in the workplace in the future.
The link to this insightful article is posted below
http://www.guardian.co.uk/education/2007/may/08/elearning.schools
At home children can investigate their world through the medium of ICT and the main thrust of this article is the attempt to make educators realise what a missed opportunity it would be, if we as teachers, were not to tap into this. The internet and ICT can provide invaluable resources and act as a source of creativity and vitality in all areas of the curriculum. ICT can help give children ownership over their own learning, through research, discussion boards and blogs and most importantly it sparks their interest and provides them with information in the medium and at the speed to which they have become accustomed and will have to use in the workplace in the future.
The link to this insightful article is posted below
http://www.guardian.co.uk/education/2007/may/08/elearning.schools
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