There was a time when teachers stood in front of the class, with chalk poised on the blackboard while pupils scribbled away furiously.
Now teachers' presentations have tocompete with the expectations raised by the technology children have at home - iPods, Playstations and home computers.
But they do now have their own multimedia technology in the classroom, in the form of interactive white boards (IWBs).These are a virtual one-stop-shop that acts as an overhead projector, television, DVD player, photo album, computer and depending on your software - much, much more.
Ministers were so excited by the technology they gave schools £50m in 2004 to install them in their classrooms. Now nine out of 10 schools use them. But some teachers were not so excited - as it meant they not only had to master a whole new way of teaching but the software and hardware that went with it.
The school I taught at in the UK - Suffolk's Castle Manor School has, like many schools, embraced the technology and now has 25 IWBs.
Every Monday it holds a virtual assembly, featuring student achievements in a news bulletin shown in classrooms on the white board.
But is it useful for the nitty gritty of teaching?
Tuesday, October 13, 2009
Sunday, October 11, 2009
Techno addicts
A study of 267 pupils aged 11 to 18 has concluded that addiction to technology is harming learning, according to the BBC. Researchers from Cranfield School of Management, Northampton Business School and AJM Associates, an academic consultancy, found that technology 'drove a social lifestyle that involved a strong desire to keep in touch with friends'. You can see how it might take the combined might of three research organisations to get to that conclusion.
Their report is called 'Techno Addicts: Young Person Addiction to Technology' and is based on a written questionnaire. Sixty-three per cent of respondents said they felt addicted to the internet and 53% to their mobile phones. Over half spent about half an hour a day on their mobile, while 17% said they spent at least three hours. About 20% said they left their phones on during lessons. Internet use was higher, with over 30% reporting one or two hours' use a day and 26% saying they spent 'up to six or more hours' a day. On average, between one and two hours a day were spent on social networking sites.
Thirty-nine per cent of the pupils surveyed said they thought that texting had affected their written English, and in particular their spelling. Eighty-four per cent admitted copying chunks of information from the internet for homework or projects. The researchers concluded that gadgetry is affecting attention levels ("They are hiding these things under the desks ... they are not focusing on what's going on in class ... They can't get motivated to read for a long period of time"). Dr Nada Kakabadse from Northampton Business School said that pupils were getting into bad habits of plagiarism ("they go on the internet and lift it, rather than reading it and understanding it"). She also raised concerns about text abbreviations, handy for anyone studying language change: "They have invented a new language. This kind of abbreviation they unconsciously bring into their assignments. So they will have difficulty communicating with others and making themselves understood. Of course, language should evolve but maybe not so quickly."
Would research in NZ show any difference here?
Their report is called 'Techno Addicts: Young Person Addiction to Technology' and is based on a written questionnaire. Sixty-three per cent of respondents said they felt addicted to the internet and 53% to their mobile phones. Over half spent about half an hour a day on their mobile, while 17% said they spent at least three hours. About 20% said they left their phones on during lessons. Internet use was higher, with over 30% reporting one or two hours' use a day and 26% saying they spent 'up to six or more hours' a day. On average, between one and two hours a day were spent on social networking sites.
Thirty-nine per cent of the pupils surveyed said they thought that texting had affected their written English, and in particular their spelling. Eighty-four per cent admitted copying chunks of information from the internet for homework or projects. The researchers concluded that gadgetry is affecting attention levels ("They are hiding these things under the desks ... they are not focusing on what's going on in class ... They can't get motivated to read for a long period of time"). Dr Nada Kakabadse from Northampton Business School said that pupils were getting into bad habits of plagiarism ("they go on the internet and lift it, rather than reading it and understanding it"). She also raised concerns about text abbreviations, handy for anyone studying language change: "They have invented a new language. This kind of abbreviation they unconsciously bring into their assignments. So they will have difficulty communicating with others and making themselves understood. Of course, language should evolve but maybe not so quickly."
Would research in NZ show any difference here?
Monday, August 31, 2009
Humiliation of science teacher's Funky Chicken dance in class highlights YouTube threat.
A teacher has been humiliated on the internet after pupils secretly recorded him performing a 'funky chicken' dance as an end-of-term treat. The exposure of Phil Ryan on YouTube has prompted a warning to teachers about the risks posed by new technology to their professional standing.
The science teacher impersonated a chicken as part of an act to entertain pupils at Broadgreen International School in Liverpool on the last day of term. But a student secretly filmed the performance on his mobile phone before sending the clip to a friend, who forwarded it on to others.
It has now been viewed more than 6,000 times after one of the recipients posted the film on video-sharing site YouTube. While some viewers hailed the teacher's sense of humour, many others posted mocking and derogatory comments. The incident is among a catalogue involving teachers that has led classroom unions to plan special workshops on the risks of being compromised by new technology.
A dossier of cases compiled by the National Union of Teachers includes a member whose homemade explicit tape was posted on a social networking site by 'an aggrieved party in an act of vengeance'. In another incident, a teacher left a memory stick containing suggestive photographs at school. Fortunately for them, a colleague rather than a pupil found it.In a third case, a teacher needed advice from the union after railing against a senior member of staff on Facebook. 0ther staff have been subjected to abusive text messages after giving out their mobile phone number as a point of contact for coursework queries.
Advice for teachers on how to avoid being compromised by the internet and mobile phones will be included in induction sessions for new recruits, initially in Liverpool.
Julie Lyon-Taylor, NUT executive member for Merseyside, said many young teachers were comfortable with technology but may not realise its risks. 'Because they use it all the time they may not realise what they might be leaving themselves open to,' she said. 'It is about educating the young teachers as we want to avoid these incidents which could affect their professional standing or put them in a vulnerable position.'
The union nationally is also keen to raise awareness of the threat to teachers of material being used against them. John Bangs, the NUT's head of education, said it was 'a tragedy' good teachers could not even relax and enjoy a joke at the end of term for fear of it ending up online.
'Something like this can really undermine a good teacher, but the only way round it is not to expose yourself in the first place. There are downsides to living in an IT-literate age,' he said.
Ian Andain, head teacher at Broadgreen and chairman of Liverpool Schools Forum, said: 'Technology has completely changed the way in which people need to present themselves, and make sure they aren't vulnerable to humiliation.
'Something like this was funny at the time but once it's on a website you can end up with all sorts of malicious comments and the whole situation escalates. 'Posting your profile on things like Facebook is so risky for teachers as it is a huge manifestation of your private life. 'Something done for the amusement of students is not something you necessarily want on a website used by millions of people.'
The clip of Mr Ryan squawking as he pretends to be a chicken was filmed by pupil Andy Hirrell, 18, who has just left Broadgreen and is about to start at university.
He says he sent it to just one other person but before long it had spread around the school and ended up on YouTube. 'Someone asked him to do it and he said he would because it was the last day of term,' he said. 'It was out of the blue because he was so strict. 'I couldn't watch it because I was laughing so much. I had to put my head down and leave my camera on my desk.'
Mr Ryan was apparently asked by pupils six months later to repeat the stunt but said he wouldn't because his last attempt had ended up on Youtube. The teacher retired last summer.
Mr Hirrell admits phone cameras were banned in school but says he was taken aback by the clip's popularity. 'I thought it would be something just our school would know about,' he added.
Research by the NASUWT union on the scourge of so-called 'cyber-bullying' revealed that 20 teachers a day are reporting incidents involving pupils who use mobiles or the internet to spread offensive remarks and images.
How do I make my pupils accountable for their actions??
The science teacher impersonated a chicken as part of an act to entertain pupils at Broadgreen International School in Liverpool on the last day of term. But a student secretly filmed the performance on his mobile phone before sending the clip to a friend, who forwarded it on to others.
It has now been viewed more than 6,000 times after one of the recipients posted the film on video-sharing site YouTube. While some viewers hailed the teacher's sense of humour, many others posted mocking and derogatory comments. The incident is among a catalogue involving teachers that has led classroom unions to plan special workshops on the risks of being compromised by new technology.
A dossier of cases compiled by the National Union of Teachers includes a member whose homemade explicit tape was posted on a social networking site by 'an aggrieved party in an act of vengeance'. In another incident, a teacher left a memory stick containing suggestive photographs at school. Fortunately for them, a colleague rather than a pupil found it.In a third case, a teacher needed advice from the union after railing against a senior member of staff on Facebook. 0ther staff have been subjected to abusive text messages after giving out their mobile phone number as a point of contact for coursework queries.
Advice for teachers on how to avoid being compromised by the internet and mobile phones will be included in induction sessions for new recruits, initially in Liverpool.
Julie Lyon-Taylor, NUT executive member for Merseyside, said many young teachers were comfortable with technology but may not realise its risks. 'Because they use it all the time they may not realise what they might be leaving themselves open to,' she said. 'It is about educating the young teachers as we want to avoid these incidents which could affect their professional standing or put them in a vulnerable position.'
The union nationally is also keen to raise awareness of the threat to teachers of material being used against them. John Bangs, the NUT's head of education, said it was 'a tragedy' good teachers could not even relax and enjoy a joke at the end of term for fear of it ending up online.
'Something like this can really undermine a good teacher, but the only way round it is not to expose yourself in the first place. There are downsides to living in an IT-literate age,' he said.
Ian Andain, head teacher at Broadgreen and chairman of Liverpool Schools Forum, said: 'Technology has completely changed the way in which people need to present themselves, and make sure they aren't vulnerable to humiliation.
'Something like this was funny at the time but once it's on a website you can end up with all sorts of malicious comments and the whole situation escalates. 'Posting your profile on things like Facebook is so risky for teachers as it is a huge manifestation of your private life. 'Something done for the amusement of students is not something you necessarily want on a website used by millions of people.'
The clip of Mr Ryan squawking as he pretends to be a chicken was filmed by pupil Andy Hirrell, 18, who has just left Broadgreen and is about to start at university.
He says he sent it to just one other person but before long it had spread around the school and ended up on YouTube. 'Someone asked him to do it and he said he would because it was the last day of term,' he said. 'It was out of the blue because he was so strict. 'I couldn't watch it because I was laughing so much. I had to put my head down and leave my camera on my desk.'
Mr Ryan was apparently asked by pupils six months later to repeat the stunt but said he wouldn't because his last attempt had ended up on Youtube. The teacher retired last summer.
Mr Hirrell admits phone cameras were banned in school but says he was taken aback by the clip's popularity. 'I thought it would be something just our school would know about,' he added.
Research by the NASUWT union on the scourge of so-called 'cyber-bullying' revealed that 20 teachers a day are reporting incidents involving pupils who use mobiles or the internet to spread offensive remarks and images.
How do I make my pupils accountable for their actions??
What is cyberbullying?
Cyberbullying is bullying. It's using the internet, a mobile phone or other technology like a digital camera to hurt somebody or embarrass them.
What does cyberbullying involve?
Bullying in 'cyberspace' covers the use of the internet or other devices like mobile phones, cameras or game consoles to do any of the following:
• Send anonymous texts or picture messages to a mobile phone
• Post nasty or threatening comments on the victim’s social networking profile on popular websites like Bebo and Facebook
• Hack existing website accounts or create fake profiles for people they want to intimidate or embarrass.
• Circulate photos or videos of people they are targeting – these can be real images or digitally altered to cause offence or embarrass the victim.
• Scare or embarrass their victims and victims may feel upset or ashamed.
• Spread rumours or try to isolate others using this new technology.
What does cyberbullying involve?
Bullying in 'cyberspace' covers the use of the internet or other devices like mobile phones, cameras or game consoles to do any of the following:
• Send anonymous texts or picture messages to a mobile phone
• Post nasty or threatening comments on the victim’s social networking profile on popular websites like Bebo and Facebook
• Hack existing website accounts or create fake profiles for people they want to intimidate or embarrass.
• Circulate photos or videos of people they are targeting – these can be real images or digitally altered to cause offence or embarrass the victim.
• Scare or embarrass their victims and victims may feel upset or ashamed.
• Spread rumours or try to isolate others using this new technology.
What can I as a teacher do to address this problem?
Is this my problem, or because this happens away from school – should it just be the parents responsibility?
Tuesday, July 28, 2009
The dark side to e-Learning
Teacher is suspended for jibe on Facebook about her class
By Mail On Sunday Reporter
Last updated at 5:12 PM on 28th July 2009
Sonya McNally complained about her class on the networking site
A teacher faces the sack after complaining about the behaviour of her class on Facebook.
Sonya McNally, 35, has been suspended on full pay since calling the 13-year-olds ‘bad’ in a private conversation on the social networking site.
In a post on March 20, the supply teacher wrote: ‘By the way, (class) 8G1 are just as bad as 8G2.’
Another teacher involved in the discussion, Kirsten Allenby-Moore, took offence.
She complained to the council’s human resources department, writing: ‘I found the comments personally insulting as the 2 classes mentioned where [sic] both mine.’
It is understood she teaches both classes information technology once a week.
Education officials at North East Lincolnshire Council suspended Mrs McNally from Humberston Comprehensive School in Grimsby in April and launched an investigation.
In a report to the headteacher, Mrs McNally is accused of ‘bringing the school into disrepute’.
The previous headteacher resigned in December after Ofsted inspectors rated the school ‘inadequate’ in 13 key areas.
Mrs McNally has admitted writing the comments – but she says similar remarks by other teachers at the school were made on Facebook.
One of her relatives said: ‘This is all so ridiculous it would be funny if it wasn’t true.’
Both Mrs McNally and a council spokesman refused to comment.
Why I need an IWB (Interactive White Board):
I love technology. The wealth of knowledge that can be shared nowadays at the touch of a button is amazing. There is still debate however, as to whether ICT has improved learning. The contributions of ICT to the classroom stretch far and wide and it would be challenging to discuss the impact of ICT on students learning. Consequently, this blog will focus on a specific computer assisted learning strategy, namely the use of Interactive Whiteboards (IWBs), to discuss whether there is any evidence to suggest that IWBs could improve learning.
Why I'd like to have an interactive whiteboard:
They give me and my students instant classroom access to:
* Millions of images within seconds
* Millions of videos within seconds
* Millions of audio clips within seconds
* Billions of texts within seconds
It gives me the ability to:
* Contact and bring real people from around the world into my classroom via, text chat, audio or video conferencing and allow my students to interact with them.
* Record and publish text, audio, video directly from my classroom onto the web within minutes
* Save, print and share the board work, notes, links, new vocabulary, students comments from every lesson and retrieve them again in any other lesson
* Share lesson plans and materials with other teachers and access theirs from within the classroom
Some questions worth thinking about:
* Will my students learn better because I have one? - Maybe
* Will teachers need training to be able to use IWBs? - Most Definitely
* Will it effect the way I teach and make me a 'chalk and talk' rote learning teacher? - Possibly!
Increasing student engagement has been linked to greater enjoyment, excitement and a faster paced lesson for students (Levy, 2002). The unpredictability of IWBs has also been linked to an increased zest for learning among students by teachers (Miller and Glover, 2003). There is of course the risk that IWBs become standard practice and lose their appeal or newness to students (Miller & Glover, 2002). Teachers have also suggested that IWBs can encourage student engagement through reducing the anxiety of making mistakes given the temporary and alterable nature of IWBs (Carter, 2002). Cogill (2002) even suggests that IWBs have a motivational impact on teachers, which can in turn have a positive influence student’s perceptions of enjoyment.
I guess what I'm askingf myself is "will an IWB make me a better teacher???????".
Why I'd like to have an interactive whiteboard:
They give me and my students instant classroom access to:
* Millions of images within seconds
* Millions of videos within seconds
* Millions of audio clips within seconds
* Billions of texts within seconds
It gives me the ability to:
* Contact and bring real people from around the world into my classroom via, text chat, audio or video conferencing and allow my students to interact with them.
* Record and publish text, audio, video directly from my classroom onto the web within minutes
* Save, print and share the board work, notes, links, new vocabulary, students comments from every lesson and retrieve them again in any other lesson
* Share lesson plans and materials with other teachers and access theirs from within the classroom
Some questions worth thinking about:
* Will my students learn better because I have one? - Maybe
* Will teachers need training to be able to use IWBs? - Most Definitely
* Will it effect the way I teach and make me a 'chalk and talk' rote learning teacher? - Possibly!
Increasing student engagement has been linked to greater enjoyment, excitement and a faster paced lesson for students (Levy, 2002). The unpredictability of IWBs has also been linked to an increased zest for learning among students by teachers (Miller and Glover, 2003). There is of course the risk that IWBs become standard practice and lose their appeal or newness to students (Miller & Glover, 2002). Teachers have also suggested that IWBs can encourage student engagement through reducing the anxiety of making mistakes given the temporary and alterable nature of IWBs (Carter, 2002). Cogill (2002) even suggests that IWBs have a motivational impact on teachers, which can in turn have a positive influence student’s perceptions of enjoyment.
I guess what I'm askingf myself is "will an IWB make me a better teacher???????".
Subscribe to:
Comments (Atom)