My thoughts on the way forward for ICT education in response to Chris Leach’s Rethinking ICT #ICT500 idea
I have long thought that KS2 pupils can achieve much more than we
allow them to in computing. In KS2 this is mainly down to the
tyranny of Maths and Literacy in our curriculum. Many class teachers
are capable of teaching elements of Computer Science but don't have
the time or energy after Literacy and Maths.
With this in mind I have approached my head and chair of governors to
teach a stand of Computer Science to all year groups. Class teachers
will teach strands of digital literacy throughout the key stage and I
will teach the Computer Science.
With this in mind I am brushing up my scratch programming and have bought Lego Wedo and pico boards to supplement keyboard and
mouse inputs in scratch. It has surprised me just how much I have enjoyed learning the basics of Python and how much pleasure I have taken in writing very basic programmes.
Just as interesting has been working on understanding concepts in programming so that pupils
can take concepts from one language to another and into the wider curriculum. In year 3 today we were writing simple procedures to create screen letters using logo, something I have done many times in Year 5. What was different was talking through and drawing out our ideas before hand and using these plans to help us debug problems with our basic codes. All ideas gained through learning Python. The kids loved it and two of my SEN boys achieved as highly as my best pupils. I caught a child in the playground at break time pacing out his name using logo commands. Next step debugging our sentences.
I am collaborating with a good friend from Soton Uni computer science
department to make sure there is breadth to our new curriculum and we are looking at ways to teach how the internet works and how sound and images are digitised.
Life is hectic but it is fun and innovative.
Wednesday, February 29, 2012
Thursday, December 22, 2011
Promoting Excellence in KS2 Curriculum
(This is not a response to the governments report on the National Curriculum as I wrote this a week before. However the last chapter responds to the review)
Rationale
Teachers in primary schools spend the vast Majority of their planning, preparation and marking time promoting pupil literacy and numeracy skills. They rightly do this because these subjects are the bedrock of a child's education and because their schools success and survival depend on good Literacy and Numeracy SATs results. In many schools the majority of lesson observations focus exclusively on these subjects. The downside of this policy is that where a subject needs lots of specialist knowledge or lots of planning and preparation or both, standards get frozen at best between satisfactory and good.
I think the two biggest losers at the primary school level are science and ICT. To really teach science well the vast majority of lessons needs to be experimental coupled with developing thought about what was learnt and what could be learnt in the future. Lessons should focus on pre testing to discover aspects of the physical that can be tested. Moving on to experiment design so that standards of fair testing are learnt. Finally after an experiment the results should lead pupils to design further tests building on their knowledge. It is of course not necessary to follow every stage of this process every time but the end result should be a thorough appreciation of how to work scientifically coupled with a belief that their investigations matter. Importantly at some point pupils experiments will diverge from each other as they follow their own experimental path. The dual aspects of pupil choice and continuous experimentation are almost wholly lacking in primary education not from choice but due to time pressure focus.
An area I have more experience with is primary ICT. Having advised and worked with hundreds of schools I have found very few whose curriculum is truly outstanding. Those that are achieving excellence are often very small schools where a talented individual is making a real difference. Supporting my findings are the 2011 Ofsted report on ICT which said
There were weaknesses in the teaching of more demanding topics such as
data handling or control...
And later
Many of the primary and secondary schools visited were not tracking
the progress of pupils effectively in both specialist ICT classes and
across the curriculum. This led to teachers and pupils lacking an
understanding of current performance and what was needed to improve.
(1) Bearing in mind that this report focuses on an outdated curriculum which in my opinion misses lots of aspects of modern ICT.
The main counter argument to this is that such a program will de skill teachers and within ICT affect integrated ICT use. In my experience the majority of existing integrated ICT use focuses on word processing and desktop publishing as these fit best with literacy and the humanities. Most teachers use these program's as part of their planning on a regular basis so skills are unlikely to be affected.
My conclusion is that primary schools need specialist science and ICT teachers. These teachers need to focus on delivering these subjects including quality assessment and reporting.
My final conclusion is that this may be possible in upper KS2 for specialised science teaching under the governments new recommendations and for that I commend them. However the utter failure to include meaningful ICT in at least upper key stage 2 when industry is crying out for programmers and good technical ICT skills is an real failure of vision. In fact it goes against their own aims of a curriculum that promotes economic growth as this is a real economic growth area.
Tuesday, December 13, 2011
My thanks for allowing me to be an AST
Yesterday the education secretary Mr Gove announced plans to end the Advanced Skills Teacher (AST) scheme to be replaced by a new non funded Master Teacher scheme with no outreach responsibilities.
Over the last few years as an AST in Hampshire I have consistently been booked for over 90% of my outreach time.
During my AST day I have
• Carried out ICT inset days on blogging, podcasting, control technology, spread sheets, databases, interactive whiteboards, learning platforms and e-safety (Between 10-15% of my time)
• Advised schools on how to replace or renew their existing hardware and software. Providing a comprehensive network review and talking through options before recommending a range of quality educational providers with a proven track record in Hampshire.
• Worked with ICT managers to refresh or redesign their ICT curriculums
• Worked with teachers, either individually or in groups, to train and then model good ICT teaching practice.
• Run seminars at County events promoting innovative ICT that benefits the wider curriculum
In my evenings under the umbrella of my AST job but often in my own time I have
• Run numerous esafety sessions for parents
• Led staff meetings and twilight training for schools
In my own time I have
• Created a video help file website and many of the help videos on the site. The site averages 12,000 hits per month
• Published all of my planning online as a starting point for schools wishing to improve ICT
I just want to thank the previous government that allowed ordinary teachers, like me, to follow our passions with a wider group of schools than just our own whilst allowing me to stay being a teacher. I also want to thank Hampshire County Inspectors who have consistently valued ASTs and supported our continued use. The feedback I often got as an AST was that teachers appreciated that our ideas were ones that had been tested in class. I will not miss the title Advanced Skills Teacher as I often felt it put me on a pedestal. In Primary Education I am only too aware that I might be an expert in ICT but still need the help and encouragement of my fellow professionals in lot of other areas of teaching. I will of course work hard for any remaining time I have left on the scheme and will continue to help schools in the much reduced time available afterwards. I won't reflect on the value of the AST scheme but it is interesting to note that myself and my fellow ICT ASTs in Hampshire have a very full schedule.
An article about ASTs would not be complete without mentioning Jon Audain and Emma Goto, my fellow primary ICT ASTs. It has always been a wonder to me that we have complemented each other so well, I have and will continue to learn lots from you both.
So long and thanks for all the fish.
Phil Bagge
Over the last few years as an AST in Hampshire I have consistently been booked for over 90% of my outreach time.
During my AST day I have
• Carried out ICT inset days on blogging, podcasting, control technology, spread sheets, databases, interactive whiteboards, learning platforms and e-safety (Between 10-15% of my time)
• Advised schools on how to replace or renew their existing hardware and software. Providing a comprehensive network review and talking through options before recommending a range of quality educational providers with a proven track record in Hampshire.
• Worked with ICT managers to refresh or redesign their ICT curriculums
• Worked with teachers, either individually or in groups, to train and then model good ICT teaching practice.
• Run seminars at County events promoting innovative ICT that benefits the wider curriculum
In my evenings under the umbrella of my AST job but often in my own time I have
• Run numerous esafety sessions for parents
• Led staff meetings and twilight training for schools
In my own time I have
• Created a video help file website and many of the help videos on the site. The site averages 12,000 hits per month
• Published all of my planning online as a starting point for schools wishing to improve ICT
I just want to thank the previous government that allowed ordinary teachers, like me, to follow our passions with a wider group of schools than just our own whilst allowing me to stay being a teacher. I also want to thank Hampshire County Inspectors who have consistently valued ASTs and supported our continued use. The feedback I often got as an AST was that teachers appreciated that our ideas were ones that had been tested in class. I will not miss the title Advanced Skills Teacher as I often felt it put me on a pedestal. In Primary Education I am only too aware that I might be an expert in ICT but still need the help and encouragement of my fellow professionals in lot of other areas of teaching. I will of course work hard for any remaining time I have left on the scheme and will continue to help schools in the much reduced time available afterwards. I won't reflect on the value of the AST scheme but it is interesting to note that myself and my fellow ICT ASTs in Hampshire have a very full schedule.
An article about ASTs would not be complete without mentioning Jon Audain and Emma Goto, my fellow primary ICT ASTs. It has always been a wonder to me that we have complemented each other so well, I have and will continue to learn lots from you both.
So long and thanks for all the fish.
Phil Bagge
Wednesday, November 30, 2011
Why I am striking on Wednesday the 30th of November
I have taught for over 20 years in a great school just outside Southampton. In that time I have avoided all industrial action and have said I wouldn't strike over pay. When I became a teacher I knew that part of the deal was that pay would be below that of my colleagues in the private sector. During the boom times I received no bonuses or stock options. One of the compensations for this was a good pension. That was part of the contract the government entered into with myself and other teachers.
By breaking this contract I feel that the government is stealing money that will be rightfully mine. I accepted a pay freeze and may even have accepted a modest adjustment to salary during this time of public crisis but my pension was a contract. In time we will rise out of this crisis but by then it will be too late those pension rights will have gone forever.
The present pension offer is unfair in offering a better deal to those just about to retire and those on lower pay. Any new offer should be an across the board offer. My mantra as a teacher has always been that harder work leads to a better education and subsequently a better paid job. With this government the date you were born on determines your pension rights, hardly fair.
If the government allows me to have all the money I have paid into this scheme back as a lump sum then I will gladly stop striking. Changing the terms of a scheme you can't realistically get out of is called theft.
- Posted using BlogPress from my iPad
By breaking this contract I feel that the government is stealing money that will be rightfully mine. I accepted a pay freeze and may even have accepted a modest adjustment to salary during this time of public crisis but my pension was a contract. In time we will rise out of this crisis but by then it will be too late those pension rights will have gone forever.
The present pension offer is unfair in offering a better deal to those just about to retire and those on lower pay. Any new offer should be an across the board offer. My mantra as a teacher has always been that harder work leads to a better education and subsequently a better paid job. With this government the date you were born on determines your pension rights, hardly fair.
If the government allows me to have all the money I have paid into this scheme back as a lump sum then I will gladly stop striking. Changing the terms of a scheme you can't realistically get out of is called theft.
- Posted using BlogPress from my iPad
Monday, September 26, 2011
Thursday, July 14, 2011
10 Ways I Have Used IPod Touches With My Year 3 Class
10 (now 11) Ways I have used IPod Touches with my Year 3 class
Resources
6 IPod Touch 8GB
1Gmail account
1 Class Blog
1 Class of 31 Year 3 pupils
Apps we are using
1, Reading Record Within guided reading, I use the IPod Touch, to encourage lower ability groups to read when they are not being supported by an adult. The children are given an IPod touch each and asked to record their own reading using one of the recording apps. To add interest to the activity I ask the children to create an audio book and ask them to make a noise to tell the listener when to turn the page. At the end of the session pupils email the recording to me. A quick glance at the length of the recording gives a good indication of the amount of work achieved and listening to the recording provides useful information about their unaided reading skills.
http://www.ictvideohelp.co.uk/ipod/recordaudio/index.html
http://3b-at-work.posterous.com/creating-a-talking-book-in-guided-reading
2, Audio Comprehension To spice up a group comprehension activity in guided reading, I regularly give a group the iPods and ask for their comprehension questions and answers to be recorded on the iPods and then emailed to me. Once pupils got used to the idea of pausing between recording their answers, this has been a good innovation resulting in a higher standard of work. I could do this on a laptop or netbook but I would be put off by the added extra time to boot the machine, load programs, save files and attach them to an email.
http://www.ictvideohelp.co.uk/ipod/recordaudio/index.html
Pupil Examples of Audio Comprehension
3, Quality Texts Turned Into Audio Books To enable my pupils to create notes from a high quality source which was within their comprehension skills but outside their reading skills, I recorded a non fiction text book on elephants using one of the sound recording apps on the iPod touch. I emailed this to our single google mail account that is setup on all the iPod touches. Pupils opened the mail app and listened to the recording, pausing to write notes. The standard and quality of these notes were far better than both the groups immediately above them in ability who had had to take notes from written sources. It allowed those pupils to work independently in a way that was not possible before.
4, See The Text Hear The Text To enable a group of my pupils to access quality written notes on the Internet that were within their comprehension skills but outside of their reading ability, I used an app called Speak It. This reads typed text in an English accent. I compiled the research from the Internet and emailed it to all the iPods via the one email address. Pupils copied the text and pasted it into Speak It. They could then listen to the transcript, pause it and make notes. Again the quality of their note taking was far above the norm.
http://www.ictvideohelp.co.uk/ipod/speakitviaemail/index.html
5, Photo To Blog Last week in science when investigating factors that contribute towards plant growth, the class took it in turns to take a photo of their plant using the IPods. They attached their photo to an email, added details about their experiment and emailed them to the class blog. Approx 50% of the class took their plants home to blog about their progress. The other half of the class chose to keep their plants at school and blog about progress in school. You can find the blogs at
http://3b3b3b.blogspot.com/search/label/Plant%20Experiment
(If you use the primary filter in school. You will not be able to access it in school as we use Blogger.)
http://www.ictvideohelp.co.uk/ipod/emailphoto/index.html
6, Blog The Learning The iPods are fantastic for blogging the learning. I wouldn't dream of using a scanner to copy work. A photograph of their work, cropped and rotated with a simple app, if it needs it, and then emailed directly to the blog is such a time efficient way to share the learning with family, add extra value to their work and publish to a wider audience. It is so easy to do and has transformed how some of my pupils and I think about work. I would estimate that a third of my year 3 class are now writing with an audience in mind. I await final year writing results but early signs are very promising.
http://3b3b3b.blogspot.com/2011/05/lovely-writing-by-bethany.html
7, Instant Animation Apart from the camera, mail and sound recorder the iPod app we have used the most has been Puppet Pals. Recently, two groups of pupils retold part of the Romulus and Remus story as part of our Myths and Legends topic. We have also used it to develop speech and present factual writing in another way. If I am honest the quality of work has not always been as good as I would have hoped for. The app is so easy to use that you expect excellence without the planning that needs to go into a good play script.
http://www.ictvideohelp.co.uk/ipod/puppetpals/index.html
http://3b-at-work.posterous.com/retelling-the-princess-and-the-pea-in-guided (Toontastic on IPads simular type program)
8, Extending Literacy Surprisingly, between four and eight pupils give up part of their lunch and break every Monday, Tuesday and Wednesday to use the iPods to blog their writing. Often this just means writing a sentence to go with the day’s literacy starter. I give certificates to pupils who have work published that has been written in their own time, but apart from this the only bonus is using the iPods. Generally this has been using the mail to blog facility. This has attracted my mid to top writers so far.
http://3b3b3b.blogspot.com/search/label/Literacy
http://3bbook.blogspot.com/
9, Extending Phonics Support Two out of five of my pupils, that receive regular literacy support, have stayed in to do extra phonics using PocketPhonics on more than one occasion. This is a lovely app that pronounces letters phonetically, shows you how to form them and then uses them in words and sentences. It was a wonderful buzz when the first pupil asked me if she could stay in to use this during break time.
10, Literacy Aid During literacy, groups that are writing independently use them either to record a sentence to check that it makes sense using a sound recording app or use a Dictionary and Thesaurus app to aid spelling or word choice. I have been keeping a very close eye on this to make sure that pupils are on task and the vast majority have used these correctly.
http://www.ictvideohelp.co.uk/ipod/writingcompanion/index.html
11, Reading with thinking. Children are asked to read out loud and then add their own thoughts about the reading as part of the recording.
http://3b-at-work.posterous.com/reading-with-thinking-in-guided-reading
I would not be without my IPods now and am extending their use into other classes as well as purchasing more. The key is to play to their strengths as an instant on multimedia supporting device rather than try to cover all the curriculum with them. As a multimedia companion to a PC or Mac network they are without peer.
Resources
6 IPod Touch 8GB
1Gmail account
1 Class Blog
1 Class of 31 Year 3 pupils
Apps we are using
1, Reading Record Within guided reading, I use the IPod Touch, to encourage lower ability groups to read when they are not being supported by an adult. The children are given an IPod touch each and asked to record their own reading using one of the recording apps. To add interest to the activity I ask the children to create an audio book and ask them to make a noise to tell the listener when to turn the page. At the end of the session pupils email the recording to me. A quick glance at the length of the recording gives a good indication of the amount of work achieved and listening to the recording provides useful information about their unaided reading skills.
http://www.ictvideohelp.co.uk/ipod/recordaudio/index.html
http://3b-at-work.posterous.com/creating-a-talking-book-in-guided-reading
2, Audio Comprehension To spice up a group comprehension activity in guided reading, I regularly give a group the iPods and ask for their comprehension questions and answers to be recorded on the iPods and then emailed to me. Once pupils got used to the idea of pausing between recording their answers, this has been a good innovation resulting in a higher standard of work. I could do this on a laptop or netbook but I would be put off by the added extra time to boot the machine, load programs, save files and attach them to an email.
http://www.ictvideohelp.co.uk/ipod/recordaudio/index.html
Pupil Examples of Audio Comprehension
3, Quality Texts Turned Into Audio Books To enable my pupils to create notes from a high quality source which was within their comprehension skills but outside their reading skills, I recorded a non fiction text book on elephants using one of the sound recording apps on the iPod touch. I emailed this to our single google mail account that is setup on all the iPod touches. Pupils opened the mail app and listened to the recording, pausing to write notes. The standard and quality of these notes were far better than both the groups immediately above them in ability who had had to take notes from written sources. It allowed those pupils to work independently in a way that was not possible before.
4, See The Text Hear The Text To enable a group of my pupils to access quality written notes on the Internet that were within their comprehension skills but outside of their reading ability, I used an app called Speak It. This reads typed text in an English accent. I compiled the research from the Internet and emailed it to all the iPods via the one email address. Pupils copied the text and pasted it into Speak It. They could then listen to the transcript, pause it and make notes. Again the quality of their note taking was far above the norm.
http://www.ictvideohelp.co.uk/ipod/speakitviaemail/index.html
5, Photo To Blog Last week in science when investigating factors that contribute towards plant growth, the class took it in turns to take a photo of their plant using the IPods. They attached their photo to an email, added details about their experiment and emailed them to the class blog. Approx 50% of the class took their plants home to blog about their progress. The other half of the class chose to keep their plants at school and blog about progress in school. You can find the blogs at
http://3b3b3b.blogspot.com/search/label/Plant%20Experiment
(If you use the primary filter in school. You will not be able to access it in school as we use Blogger.)
http://www.ictvideohelp.co.uk/ipod/emailphoto/index.html
6, Blog The Learning The iPods are fantastic for blogging the learning. I wouldn't dream of using a scanner to copy work. A photograph of their work, cropped and rotated with a simple app, if it needs it, and then emailed directly to the blog is such a time efficient way to share the learning with family, add extra value to their work and publish to a wider audience. It is so easy to do and has transformed how some of my pupils and I think about work. I would estimate that a third of my year 3 class are now writing with an audience in mind. I await final year writing results but early signs are very promising.
http://3b3b3b.blogspot.com/2011/05/lovely-writing-by-bethany.html
7, Instant Animation Apart from the camera, mail and sound recorder the iPod app we have used the most has been Puppet Pals. Recently, two groups of pupils retold part of the Romulus and Remus story as part of our Myths and Legends topic. We have also used it to develop speech and present factual writing in another way. If I am honest the quality of work has not always been as good as I would have hoped for. The app is so easy to use that you expect excellence without the planning that needs to go into a good play script.
http://www.ictvideohelp.co.uk/ipod/puppetpals/index.html
http://3b-at-work.posterous.com/retelling-the-princess-and-the-pea-in-guided (Toontastic on IPads simular type program)
8, Extending Literacy Surprisingly, between four and eight pupils give up part of their lunch and break every Monday, Tuesday and Wednesday to use the iPods to blog their writing. Often this just means writing a sentence to go with the day’s literacy starter. I give certificates to pupils who have work published that has been written in their own time, but apart from this the only bonus is using the iPods. Generally this has been using the mail to blog facility. This has attracted my mid to top writers so far.
http://3b3b3b.blogspot.com/search/label/Literacy
http://3bbook.blogspot.com/
9, Extending Phonics Support Two out of five of my pupils, that receive regular literacy support, have stayed in to do extra phonics using PocketPhonics on more than one occasion. This is a lovely app that pronounces letters phonetically, shows you how to form them and then uses them in words and sentences. It was a wonderful buzz when the first pupil asked me if she could stay in to use this during break time.
10, Literacy Aid During literacy, groups that are writing independently use them either to record a sentence to check that it makes sense using a sound recording app or use a Dictionary and Thesaurus app to aid spelling or word choice. I have been keeping a very close eye on this to make sure that pupils are on task and the vast majority have used these correctly.
http://www.ictvideohelp.co.uk/ipod/writingcompanion/index.html
11, Reading with thinking. Children are asked to read out loud and then add their own thoughts about the reading as part of the recording.
http://3b-at-work.posterous.com/reading-with-thinking-in-guided-reading
I would not be without my IPods now and am extending their use into other classes as well as purchasing more. The key is to play to their strengths as an instant on multimedia supporting device rather than try to cover all the curriculum with them. As a multimedia companion to a PC or Mac network they are without peer.
Wednesday, June 29, 2011
Why I am striking on the 30th of June
Why I am striking on the 30th June
I have taught for over 20 years in a great school just outside Southampton. In that time I have avoided all industrial action and have said I wouldn't strike over pay. When I became a teacher I knew that part of the deal was that pay would be below that of my colleagues in the private sector but that one of the compensations for this was a good pension. That was part of the contract the government entered into with myself and other teachers.
By breaking this contract I feel that the government is stealing money that will be rightfully mine. I accepted a pay freeze and may even have accepted a modest adjustment to salary during this time of public crisis but my pension was a contract. In time we will rise out of this crisis but by then it will be too late those pension rights will have gone forever.
If I thought that this government had done anything to make banks pay back some of the massive loans they received or even had changed the regulations so this could not happen again. If we were next in line after bankers had accepted a cut in wages to help return Britain PLC to creditworthiness then this government would have the right to talk to me about my pension.
I have taught for over 20 years in a great school just outside Southampton. In that time I have avoided all industrial action and have said I wouldn't strike over pay. When I became a teacher I knew that part of the deal was that pay would be below that of my colleagues in the private sector but that one of the compensations for this was a good pension. That was part of the contract the government entered into with myself and other teachers.
By breaking this contract I feel that the government is stealing money that will be rightfully mine. I accepted a pay freeze and may even have accepted a modest adjustment to salary during this time of public crisis but my pension was a contract. In time we will rise out of this crisis but by then it will be too late those pension rights will have gone forever.
If I thought that this government had done anything to make banks pay back some of the massive loans they received or even had changed the regulations so this could not happen again. If we were next in line after bankers had accepted a cut in wages to help return Britain PLC to creditworthiness then this government would have the right to talk to me about my pension.
Wednesday, February 09, 2011
Blog Supporters
We have had a class blog for about a term and the children love seeing their work on it. http://3b3b3b.blogspot.com Comments however have been few and far between. I know people look at it as page hits are high but comments were few. I also noticed that parents only commented on their own Childs work.
After hearing about Dr. Sugata Mitra army of grannies who encourage childrens learning I have set up Blog Supporters. I wrote to parents in my class asking for family members to give up between 15 minutes to an hour a week to encourage children on my class blogs. I asked them to leave critical educational comments to me at school and focus on praise. They leave their comment, their name, relationship to a pupil in my class and put blog supporter underneath. I now have eight blog supporters and it is a joy each evening to approve a steady stream of comments.
It is early days yet but I think this idea may be a winner.
After hearing about Dr. Sugata Mitra army of grannies who encourage childrens learning I have set up Blog Supporters. I wrote to parents in my class asking for family members to give up between 15 minutes to an hour a week to encourage children on my class blogs. I asked them to leave critical educational comments to me at school and focus on praise. They leave their comment, their name, relationship to a pupil in my class and put blog supporter underneath. I now have eight blog supporters and it is a joy each evening to approve a steady stream of comments.
It is early days yet but I think this idea may be a winner.
Sunday, January 16, 2011
Teachmeet Takover Talk Bett 2011
Teachmeet Takeover Talk Bett 2011
Using Moodle Quiz Tool to Boost Mental Maths in 7-11 from Phil Bagge on Vimeo.
Saturday, January 08, 2011
Developing Internet Confident Children
Over the last year I have been working on a new curriculum in ICT for KS2
In this mind map I expand our current curriculum and add a new strand of Internet Confident Child
This strand is very much a work in progress and more aspirational than achieved at present.
You Can view it here on the mind Map (Maximise Mind Map and look to the left)
Or via this link
http://www.mindmeister.com/46336900/new-ict-curriculum
Any thoughts or comments appreciated.
I have added an editable version here (Password fresh)
In this mind map I expand our current curriculum and add a new strand of Internet Confident Child
This strand is very much a work in progress and more aspirational than achieved at present.
You Can view it here on the mind Map (Maximise Mind Map and look to the left)
Or via this link
http://www.mindmeister.com/46336900/new-ict-curriculum
Any thoughts or comments appreciated.
I have added an editable version here (Password fresh)
Saturday, August 21, 2010
Part 2 iPad + Family = Lessons for class use
In Part 1 I looked at how my family use the iPad, concentrating on how my children use it. In this post I am listing what lessons I have learnt from the family and thinking about how I can use this knowledge with an iPad in my class from September.
Learning and Reflection Opportunities
Although many of the talking books are not age appropriate for my 2 & 4 year olds. I can see a real place for these in my guided reading groups at school. The flexibility of having a story read to you with the words highlighted or reading it yourself and recording your narration is worth investigating with my class. Can pupils retell a story in their own words, can they improve it?
It is so easy to email these pictures. Using email to blog facilities I would like to try getting pupils to reflect on their learning in pictorial form. Pupils can take it in turns to reflect pictorially and post directly to our class blog, being approved by me first. I have no idea if this will work but it could be interesting.
If I have pupils with very poor phonic abilities I can see Pocket Phonics coming into play. This is a port from the iPhone and is very easy to use, encouraging pupils to say sounds and draw the letters.
Classroom Organisation
At home we have a sofa chair where the iPad lives. Our kids know that they can use it sitting/lying/lolling in the chair but it mustn't be carried about or used elsewhere. This is purely to preserve the glass screen and fingers crossed has been very successful. Although the beauty of a device like this is it's mobility, I will have to weigh this against possible breakage. I think to start with I will limit it's use to a just one table and rotate children to that table or investigate a cover/holder.
At home we have found that a full nights charge lasts for the whole day into the early evening, so charging it over night will probably be fine. I suspect it is also highly stealable so storing it securely at school or taking it home will be best. Fortunately as ICT manager I have my own lockable office.
IPad doesn't support multiple accounts, so setting up a class email address means we can take advantage of email sharing on the device. If I set up automatic forwarding on this account I can see if anyone tries to misuse it.
My iPad is wireless only, so by accessing the web through the school wireless and County proxy servers I ensure a safer Internet connection.
At home we keep all the kid's apps on their own pages. I will do the same at school additionally moving pupil apps to the front page and task bar so pupils see these first, making navigation even easier.
There are some things I would love to have shown to my class though plugging it into my data projector and interactive whiteboard but the vga connector is not fully functioning so this is not possible.
I have no idea what will survive from these ideas come the new term. That will be Part 3 and if nothing works I will be brutally honest.
- Posted using BlogPress from my iPad
Learning and Reflection Opportunities
Although many of the talking books are not age appropriate for my 2 & 4 year olds. I can see a real place for these in my guided reading groups at school. The flexibility of having a story read to you with the words highlighted or reading it yourself and recording your narration is worth investigating with my class. Can pupils retell a story in their own words, can they improve it?
It is so easy to email these pictures. Using email to blog facilities I would like to try getting pupils to reflect on their learning in pictorial form. Pupils can take it in turns to reflect pictorially and post directly to our class blog, being approved by me first. I have no idea if this will work but it could be interesting.
If I have pupils with very poor phonic abilities I can see Pocket Phonics coming into play. This is a port from the iPhone and is very easy to use, encouraging pupils to say sounds and draw the letters.
Classroom Organisation
At home we have a sofa chair where the iPad lives. Our kids know that they can use it sitting/lying/lolling in the chair but it mustn't be carried about or used elsewhere. This is purely to preserve the glass screen and fingers crossed has been very successful. Although the beauty of a device like this is it's mobility, I will have to weigh this against possible breakage. I think to start with I will limit it's use to a just one table and rotate children to that table or investigate a cover/holder.
At home we have found that a full nights charge lasts for the whole day into the early evening, so charging it over night will probably be fine. I suspect it is also highly stealable so storing it securely at school or taking it home will be best. Fortunately as ICT manager I have my own lockable office.
IPad doesn't support multiple accounts, so setting up a class email address means we can take advantage of email sharing on the device. If I set up automatic forwarding on this account I can see if anyone tries to misuse it.
My iPad is wireless only, so by accessing the web through the school wireless and County proxy servers I ensure a safer Internet connection.
At home we keep all the kid's apps on their own pages. I will do the same at school additionally moving pupil apps to the front page and task bar so pupils see these first, making navigation even easier.
There are some things I would love to have shown to my class though plugging it into my data projector and interactive whiteboard but the vga connector is not fully functioning so this is not possible.
I have no idea what will survive from these ideas come the new term. That will be Part 3 and if nothing works I will be brutally honest.
- Posted using BlogPress from my iPad
Friday, August 20, 2010
Part 1 How my family use our iPad
Learning starts at home. My family and I have been adjusting to our new iPad, 6 weeks ownership to date. This blog post sets out how we have been using it so far. The next post will outline lessons I think I have learnt from my family for using the iPad with my class. Finally a post on what really happens when the iPad meets my class.
Father 43 (Me)
Teacher and Tech Geek. Buys anything with a plug according to his wife.
Uses it for casual surfing of the Internet for information, especially if in a hurry. It has replaced the Mac laptop which had that role up until the iPad purchase. Uses Twitteriffic and Flipboard to access Twitter. Pressreader to access Newspaper.
Downloaded a smattering of games but none have engaged him for long.
Mother 29 (again)
A social user of the web, email, Facebook, shopping and celebrity gossip.
Uses the iPad to read the Guardian using Pressreader. Will occasionally check email if the Mac laptop is being used. Will not use the iPad to shop on the Internet as She finds it takes longer and the screen is smaller.
Son 4
Uses the iPad independently and with Dad. He requires far less help when using the iPad than using Windows 7 as his mouse control is still developing. When choosing what to use his favourite apps are. Whit Woo, this upscale from the iPhone filters appropriate You Tube content. He loves Disney songs and vehicle videos at the moment.
He will also choose to use Find Me. Another upscale from the iPhone which asks him to choose a picture from a wide range of pictures.
He will also choose to use a range of singing stories such as The Wheels on the Bus, Gingerbread Man and the Three Little Piggies. Some of these allow you to colour in the pictures as you listen to the story although both children stop singing to colour in.
If He is using the iPad with His father He will listen to a talking book, although He often loses interest half way through. He loves using Drawing Pad to create simple pictures.
Drawings are then uploaded to the family open Blogger account via the email transfer. He likes seeing these online as the website is a link on his page. Other family members will often talk to him on the phone about what is on his blog which adds value to his work.
Daughter 2
She loves using the iPad and has a range of educational games she enjoys. At the moment her favourite App is Lunchbox which is a basic counting, colour matching and simple puzzle program.
She also enjoys Animal Matching which is a memory game with sounds. The lions roar and sheep baa.
Family Management
As the iPad doesn't have different user logons we have two pages of Apps that the children can use independently. This is fine at the moment but will be inadequate for older children. I suspect that in future they will have their own devices.
In my next blog post I intend to look at the lessons I have learn't from family use and how these might impact on using an iPad in my Junior year 3 class.
I would love to hear of any other family or class iPad experiences with children.
Kids apps pages
- Posted using BlogPress from my iPad
Father 43 (Me)
Teacher and Tech Geek. Buys anything with a plug according to his wife.
Uses it for casual surfing of the Internet for information, especially if in a hurry. It has replaced the Mac laptop which had that role up until the iPad purchase. Uses Twitteriffic and Flipboard to access Twitter. Pressreader to access Newspaper.
Downloaded a smattering of games but none have engaged him for long.
Mother 29 (again)
A social user of the web, email, Facebook, shopping and celebrity gossip.
Uses the iPad to read the Guardian using Pressreader. Will occasionally check email if the Mac laptop is being used. Will not use the iPad to shop on the Internet as She finds it takes longer and the screen is smaller.
Son 4
Uses the iPad independently and with Dad. He requires far less help when using the iPad than using Windows 7 as his mouse control is still developing. When choosing what to use his favourite apps are. Whit Woo, this upscale from the iPhone filters appropriate You Tube content. He loves Disney songs and vehicle videos at the moment.
He will also choose to use Find Me. Another upscale from the iPhone which asks him to choose a picture from a wide range of pictures.
He will also choose to use a range of singing stories such as The Wheels on the Bus, Gingerbread Man and the Three Little Piggies. Some of these allow you to colour in the pictures as you listen to the story although both children stop singing to colour in.
If He is using the iPad with His father He will listen to a talking book, although He often loses interest half way through. He loves using Drawing Pad to create simple pictures.
Drawings are then uploaded to the family open Blogger account via the email transfer. He likes seeing these online as the website is a link on his page. Other family members will often talk to him on the phone about what is on his blog which adds value to his work.
Daughter 2
She loves using the iPad and has a range of educational games she enjoys. At the moment her favourite App is Lunchbox which is a basic counting, colour matching and simple puzzle program.
She also enjoys Animal Matching which is a memory game with sounds. The lions roar and sheep baa.
Family Management
As the iPad doesn't have different user logons we have two pages of Apps that the children can use independently. This is fine at the moment but will be inadequate for older children. I suspect that in future they will have their own devices.
In my next blog post I intend to look at the lessons I have learn't from family use and how these might impact on using an iPad in my Junior year 3 class.
I would love to hear of any other family or class iPad experiences with children.
Kids apps pages
- Posted using BlogPress from my iPad
Saturday, July 31, 2010
Comparing Google Docs managed and setup by yourself with Live@edu managed by EdICT (Hampshire County Council Education Technology Solutions)
Quite a few people have asked me to compare Google and Microsoft Cloud Offerings.
I have created this to compare hosting a Google Domain on your own with Microsoft Edu hosting supported and setup by the Hampshire County EdICT.
This is not an official document and I am not privy to EdICT, Microsoft or Google internal discussions.
As pdfs
Google V live@edu with EdICT setup and support
Educational Google Setting for my school
As a Google Doc
As pdfs
Google V live@edu with EdICT setup and support
Educational Google Setting for my school
As a Google Doc
I am a big believer in schools using whatever tools work and personally feel that it is good that we will end up with schools in Hampshire running either cloud solutions. I think it is great that Google has real competition now as this will act as stimulus for both solutions to improve.
Generally I would say that Googles solution favours a school where there is someone onsite with moderate web skills if you are going to do the setup yourself. If you have that person and are willing to accept more responsibility for esafety in the cloud then Google is great.
I hope this helps you compare solutions
Phil Bagge
Wednesday, July 14, 2010
Using the new Google Docs with improved collaboration tools with 8-11 year olds
Switching these features on
As the domain administrator go to the General tab within Domain Settings. In the New Services and Pre-release features area tick Enable pre-release features.
Then get the users to navigate to Documents. Select Document settings and choose the Editing Tab. Tick New Version of Google Documents.
Collaborating in a Spreadsheet
My Year 6 science group used this to collect cooling data when looking at trends. Working in pairs they filled in their data on a shared Google spreadsheet. Each pair inserting data into a new row. Google highlights the cell that others are working in so you can avoid writing over other peoples data. You can then produce a graph of every ones data.
We have also collaborated in shared research. Pupils wanted to investigate the differences between animals and humans. They came up with main areas to compare from class discussion work. We used these as column headings in a shared spreadsheet. Pupils then used books and Internet sites to come up with as much information on a range of animals under these headings. 30 minutes later we had enough initial research to start answering the initial question.
Collaborating in a Document
The main focus of the lesson was building interesting characters to use in story writing. My Year 4 children in groups of three have had a picture of a boy from the turn of the century shared with them on a Google document. They have then been asked to describe an aspect of his clothing inside a table as shown and then describe what he is like.
In this piece of work, five Year 6 pupils are being asked to work collaboratively on characters to use in a story. Again a table is used to encourage them not to overwrite each others work. They were then asked to write brief bullet points to say what they would include in this story.
The use of tables is very important to avoid overwriting each others work. It helps that Google show each other user as a flashing cursors and flashes up their names when inputting text but the addition of Primary Pad type highlighting would be a welcome improvement.
Collaborating in a Presentation
In Year 4 we are comparing views about our town Totton. I created two Google Presentations Rotton Totton and Terrific Totton. Pupils were then encouraged to go into both and add a slide for each town feature they liked or disliked. This went reasonably well but the presentation froze on some computers. This tool also lacks the shared chat between collaborators which is useful in the Document and Spreadsheet tools. I wonder if this is next in line for an upgrade.
We have only had these tools switched on for a very short period of time but it feels like collaboration has taken a massive leap forward. Used in the right places I feel that they can add real value and help promote group working and real time cooperation.
As the domain administrator go to the General tab within Domain Settings. In the New Services and Pre-release features area tick Enable pre-release features.
Then get the users to navigate to Documents. Select Document settings and choose the Editing Tab. Tick New Version of Google Documents.
Collaborating in a Spreadsheet
My Year 6 science group used this to collect cooling data when looking at trends. Working in pairs they filled in their data on a shared Google spreadsheet. Each pair inserting data into a new row. Google highlights the cell that others are working in so you can avoid writing over other peoples data. You can then produce a graph of every ones data.
Collaborating in a Document
The main focus of the lesson was building interesting characters to use in story writing. My Year 4 children in groups of three have had a picture of a boy from the turn of the century shared with them on a Google document. They have then been asked to describe an aspect of his clothing inside a table as shown and then describe what he is like.
The use of tables is very important to avoid overwriting each others work. It helps that Google show each other user as a flashing cursors and flashes up their names when inputting text but the addition of Primary Pad type highlighting would be a welcome improvement.Collaborating in a Presentation
In Year 4 we are comparing views about our town Totton. I created two Google Presentations Rotton Totton and Terrific Totton. Pupils were then encouraged to go into both and add a slide for each town feature they liked or disliked. This went reasonably well but the presentation froze on some computers. This tool also lacks the shared chat between collaborators which is useful in the Document and Spreadsheet tools. I wonder if this is next in line for an upgrade.
We have only had these tools switched on for a very short period of time but it feels like collaboration has taken a massive leap forward. Used in the right places I feel that they can add real value and help promote group working and real time cooperation.
Tuesday, June 22, 2010
https Google sites blocked in schools
Many of you will know that Google have developed a secure search. Using this means that many local authorities are unable to filter the thumbnail pictures that come up in the search. Consequently they have had to filter Google sites that start with https. This means that many school Google domains have been affected. Hampshire Education authority realised that this would be a problem for many schools. Their solution was to filter it at primary level but leave it open at Secondary level. Giving primary schools the option of weighing up the filtering differences and temporarily switching to secondary filtering if they heavily rely on Google services. Flexible school controlled filtering is just around the corner on the County road map.
Personally I really appreciated the County understanding both the risks of filtering and the need for some schools to use Google domain services. This real understanding of what goes on in schools is part of the dialogue that EdICT ( Hampshire Education ICT) have extended and improved in recent years. Many of their key officers are on Twitter with teachers from the County and are able to gauge the response to issues that teachers have. EdICT also run regular consultation days where teachers are encouraged to comment and prioritise forthcoming projects to improve ICT provision in the County.
Communication is king, long may it continue.
- Posted using BlogPress from my iPad
Personally I really appreciated the County understanding both the risks of filtering and the need for some schools to use Google domain services. This real understanding of what goes on in schools is part of the dialogue that EdICT ( Hampshire Education ICT) have extended and improved in recent years. Many of their key officers are on Twitter with teachers from the County and are able to gauge the response to issues that teachers have. EdICT also run regular consultation days where teachers are encouraged to comment and prioritise forthcoming projects to improve ICT provision in the County.
Communication is king, long may it continue.
- Posted using BlogPress from my iPad
Wednesday, March 24, 2010
What should an iconfident child look like?
When a child leaves our school will they really be prepared for digital citizenship? To be honest I think despite lots of esafety work our curriculum falls far short of helping children to make good internet choices. My next challenge is finding ways to integrate this within our new curriculum.
Friday, January 15, 2010
As a school we have had Moodle, Studywiz and now Google Docs. But what I really want as a primary school teacher is.
- Google Wave type tool (PrimaryPad) with colour-coding for pupils and secure chat based within the tool. Either text or even better voice chat. Should be secure within the school domain only to start but with the option to allow wider sharing as pupils age/maturity allow.
- An email system but it should limit children to only email within the current domain. When children get to a certain age or prove themselves responsible then they should be able to email outside the domain. All good security setting and spam filters. Any rubbish that looks like its being rude, should email to teacher so that he/she can discuss netiquette with the children.
- Expanded collaborative document system similar to Google Docs to include word processor, spreadsheet, slide presenter, mind-mapping, drawing. All of those can only be shared within the school apart from projects that we agree might be collaborative with other schools or other countries.
- A linked website builder which children can built sites similar to Google Sites, but with the ability to publish things outside the domain once permission is given by a teacher.
- A secure chat system that records the chat in case of a cyber bullying incident. Like children to have the ability to do video chat. Chat facilities to overlay any of the other collaborative facilities as well. Video chat and text chat should be part of the other collaborative processes. Like the ability to switch this off for children who can't cope with that level of maturity.
- Equivalent of their own workspace - their wall. A mix of a facebook style discussion wall for posting. Children should be able to set up their own subgroups/communities. Initiate discussions about the next learning phase, negotiating curriculum.
- All of this should be on a single signup somewhere.
- These facilities should be available all the way through their educational history. There should be graduated versions of these facilities; skinned appropriately to look fun and funky in the reception.
- Take the same system "out there" into the wild" at the end of pupils formal education . Dis-establishing it from the system. Kid keeps all of their tools and the parts of the network that they want, but it's no longer linked to a specific network (a school or college or university).
- When a kid gets over a certain age/maturity level they can start porting in bits and pieces from other outside agencies/services. (I hate all this constantly having to set up a new thing all the time.)
- A media repository - upload their own pictures securely. Provide a shared e-locker for material created in other mediums (e.g. a drawing or 3-D model in another piece of software).
- The ability to link/create/arrange targets, targets they write/drag from banks of child friendly targets collaboratively with the teacher. System detects when a child is working on a target and prompts for verbal or textual reflection.
- Should be a teacher marking system, plus a peer-monitoring system. So that children can give each other feedback for their contribution to collaborative activities. All that set of data should pull into the same system as teacher grading.
- I would like some sort of portfolio system - children should be able to star any bits of their contributions from any tool in the system, and they would be gathered together as "my best bits". These are things that I'm proudest of that I want to share with my mum or my granny.
- A testing quiz system that is easy to create and store banks of questions much like the Moodle Quiz tool but pupils would be able to create questions and quizzes as well as teachers.
- I would like all this for free.
- The social networking, communicating tools would be always on top and available within any of the creative tools unless an educator switched them off for a specific activity.
Thanks to @lescarr for his thoughts and help on this
Tuesday, January 05, 2010
Why I Love Primary Pad
Background
I have just had a very enjoyable, productive couple of science lessons using Primary Pad with Year 6. I have two hours on Tuesdays to teach science with a challenging class. Before Christmas we pre-tested the chemical reactions obtained through combining vinegar and bicarbonate of soda.
Lesson Objectives
I wanted pupils to design a science test around the key question
"Does the amount of Vinegar affect how much gas is produced when you mix bicarbonate of soda with vinegar?" In the past when planning experiments with this class I have found I am caught between the need to work very closely with a few pupils and the needs of the whole class for support.
Primary Pad to the Rescue
Today I set up twelve Primary Pads with key question and science planning headings, showed pupils how to access them and discussed the key question. I then asked them to choose the pupils they wished to work with (not something I do often) and get into groups of three. I then assigned them a primary pad and sent them to work in different parts of the school. No one was allowed to sit near another group member. I then sat in the classroom with some pupils who need my help with my laptop open and all Primary pads open in tabs. I alternated between helping pupils on my table and advising pupils via the pads.
During the Lesson
It was great to be able to advise lots of the groups providing focus or further areas to improve
whilst still being able to work closely with the pupils who needed most support on the table with me.It was facinating to observe conversation around divison of jobs. And interesting to watch pupils use text speak in the chat but attempt reasonable science prose in the main body of the pad.
It was also informative to note the groups that had divided up the jobs into sections of responsibility and those that had collaborated very closely interweaving their contributions to build on each others work.
The Next Lesson
In the following lesson I went through some of the key elements that lots of the class need to focus on using their work displayed on the interactive whiteboard. This was a really valuable session which gave me time to praise lots of pupils who I haven't noticed yet. It also focused the attention of all pupils that their work might be viewable to all. The intake of breath when I mentioned that the next logical step would be to invite parents to view was quite noticable.
So thank you Primary Pad, your tool made me a very happy teacher today.
Sunday, January 03, 2010
Why we still need some discrete ICT focus modules
The best way to teach ICT in a primary school is though an embedded curriculum. Where ICT skills are taught within other curriculum focus. However this good trend has often led to important elements of ICT being left off the curriculum in favour of Word Processing and Desktop publishing in its many new guises.
Only a small percentage of primary teachers have the full range of skills and understanding of the many strands of ICT to be able to successfully integrate them all into the curriculum. This leads to database, spreadsheets, logo and control being eased out of the curriculum in many classes*. Some teachers have the skills but just don't see the point as these are not important in their own lives. The sad thing is that there are kids who just don't enjoy desktop publishing or word processing who will never experience the logical challenges of logo or spreadsheet modelling.
In my school there are about a quarter of the staff who I could say these are the areas you need to cover go for it and I could return to monitor at the end of the year and find most of it covered. The other three quarters would revert to what they think is best or what they are more comfortable with. Which means we still need a skills based curriculum albeit with other curriculum areas as focus of these skills.
However as software becomes easier to use then we can evaluate and adapt this. I think most primary staff could handle building key word processing and desktop publishing skills into the wider curriculum. I think this is true because most staff use these things themselves and therefore see the point. All I would need to do as an ICT manager would be to write a progression of skills, encourage teachers to find simple assessment opportunities and monitor work samples once a year to make sure it happens.
The test for me of whether an ICT area can go fully integrated is to ask staff to find their own curriculum focus for a module. If lots of staff adapt the planning to find their own focus then it is ready.
What do you think?
*I say this based on schools I visit as an ICT AST
The best way to teach ICT in a primary school is though an embedded curriculum. Where ICT skills are taught within other curriculum focus. However this good trend has often led to important elements of ICT being left off the curriculum in favour of Word Processing and Desktop publishing in its many new guises.
Only a small percentage of primary teachers have the full range of skills and understanding of the many strands of ICT to be able to successfully integrate them all into the curriculum. This leads to database, spreadsheets, logo and control being eased out of the curriculum in many classes*. Some teachers have the skills but just don't see the point as these are not important in their own lives. The sad thing is that there are kids who just don't enjoy desktop publishing or word processing who will never experience the logical challenges of logo or spreadsheet modelling.
In my school there are about a quarter of the staff who I could say these are the areas you need to cover go for it and I could return to monitor at the end of the year and find most of it covered. The other three quarters would revert to what they think is best or what they are more comfortable with. Which means we still need a skills based curriculum albeit with other curriculum areas as focus of these skills.
However as software becomes easier to use then we can evaluate and adapt this. I think most primary staff could handle building key word processing and desktop publishing skills into the wider curriculum. I think this is true because most staff use these things themselves and therefore see the point. All I would need to do as an ICT manager would be to write a progression of skills, encourage teachers to find simple assessment opportunities and monitor work samples once a year to make sure it happens.
The test for me of whether an ICT area can go fully integrated is to ask staff to find their own curriculum focus for a module. If lots of staff adapt the planning to find their own focus then it is ready.
What do you think?
*I say this based on schools I visit as an ICT AST
Wednesday, December 30, 2009
Digital Citizenship
In February of 2008 I carried out a voluntary survey of our pupils about their use of technology both at home and at school. Over 400 pupils responded and the results shocked me into starting to develop a digital citizenship approach to esafety. You can find the survey results at
http://www.abbotswood.hants.sch.uk/planning/digitalcitizenship/surveyresults.htm
Whilst not a big enough sample of pupils to draw national correlations I suspect that most schools would have similar figures.
Esafety is important but I believe it is more important to teach digital citizenship which incorporates esafety as a vital component. Esafety helps pupils to stay safe when using technology, but digital citizenship incorporates larger elements; helping pupils to become good online citizens, understanding the limits of technology and knowing how to help each other. This approach is still in its early stages and is still reacting to technology rather than being proactive, but I hope to change this in the future.
With this in mind I have developed various approaches to encourage good digital citizenship.
Circle Times
In Year 5 we have a PDL program of circle times based around some of the issues that came up in that survey. You can find these online at
http://www.abbotswood.hants.sch.uk/planning/digitalcitizenship/index.htm
These short circle times present real scenarios that children are encouraged to discuss before the teacher adds more information which may challenge less useful or dangerous behaviour. These cover the dangers of password sharing, problems with developing online relationships with people we have never met, the problems of making or sharing images especially with a mobile phone, the problems associated with text based messages which have no verbal or facial contexts and issues related to cyber bullying. Modules also cover social networking, real time messaging systems such as MSN and the use of mobile phones. When looking at Social networking we try and look at the issues through the use of our VLE (Virtual learning environment). This enables us to tackle the issues without promoting BEBO or Facebook that pupils should not have joined (Bebo has a 13 age limit and Facebook users are meant to be 16). The key here is the delicate balance of tackling some of the important issues without promoting or demonising technologies which might encourage others to try them out.
Whole School Initiatives
In previous years I have also run a couple of whole school initiatives to demonstrate certain issues with technology. To explain the problems associated with filling in too much personal information on a website I set up a school survey about ICT use. At the end of this survey the website automatically redirected the children to another survey from a made up company offering them free toys if they filled in another survey. This survey asked for lots of personal information including their address and when their parents were out of their home. 11% of pupils filled in the survey and submitted it. Without revealing who the individuals were, I then ran an assembly to highlight the importance of not giving out any personal information online and explained what such information can be used for by burglars. (Before anyone gasps in horror both surveys fed the information to a secure surveying site accessible only by myself.) This was a particularly powerful message and although I feel some pupils probably felt tricked by it, the message was communicated very effectively. In another assembly I also set up with a colleague an email dialogue with myself in the assembly hall and him pretending to be a junior age pupil. We swapped emails and he spelt things wrongly and used pupil language. After a few messages I asked pupils to use the clues available to guess what my friend was like. I deliberately choose pupils from Years 3 & 4 to provide answers and predictably they suggested a 10 year old boy who liked football. I then asked the school if they would like to meet my friend and then introduced my teacher colleague. This made the "think you know" message really relevant to our pupils.
Home Support
I also regularly run esafety workshops for parents as the vast majority of problems occur at home on unsupervised computers on technologies that are not monitored or recorded, unlike our school VLE. The main message here is one of communication between parent and child. Research shows that if issues such as cyber bullying or grooming are discussed sympathetically with children by their parents ahead of time then the vast majority of children will tell an adult if they get into trouble. This massively reduces the risks and effects of such problems. The reason many children won't tell their parents is that they are frightened that parents will respond by taking away their technology, effectively punishing the victim rather than the perpetrator(s). Response to these sessions from parents has been very good and has sometimes led to further direct work with parents and children adjusting behavior and practice at home to make it safer whilst allowing children the use of technology. The only limitations with this has been that not all parents attend. I hope to webcast one of my sessions soon and post it on the school website to widen the reach of these important messages.
Pupil Engagement
The next step is to engage more meaningfully with pupils, to challenge misconceptions. I recently designed an online charter that Abbotswood pupils need to sign. Some pupils disagreed with some of the statements such as, "I will not communicate with people I have not met in real life." One pupil said that she plays games with strangers online, we discussed this and I agreed that a group gaming site is reasonably safe but that one on one chats with that person might not be, she agreed. Ultimately we want pupils to make the right choices themselves which means engaging them in discussion and rule creation. That is my next step.
What would you add to Digital Citizenship?
http://www.abbotswood.hants.sch.uk/planning/digitalcitizenship/surveyresults.htm
Whilst not a big enough sample of pupils to draw national correlations I suspect that most schools would have similar figures.
Esafety is important but I believe it is more important to teach digital citizenship which incorporates esafety as a vital component. Esafety helps pupils to stay safe when using technology, but digital citizenship incorporates larger elements; helping pupils to become good online citizens, understanding the limits of technology and knowing how to help each other. This approach is still in its early stages and is still reacting to technology rather than being proactive, but I hope to change this in the future.
With this in mind I have developed various approaches to encourage good digital citizenship.
Circle Times
In Year 5 we have a PDL program of circle times based around some of the issues that came up in that survey. You can find these online at
http://www.abbotswood.hants.sch.uk/planning/digitalcitizenship/index.htm
These short circle times present real scenarios that children are encouraged to discuss before the teacher adds more information which may challenge less useful or dangerous behaviour. These cover the dangers of password sharing, problems with developing online relationships with people we have never met, the problems of making or sharing images especially with a mobile phone, the problems associated with text based messages which have no verbal or facial contexts and issues related to cyber bullying. Modules also cover social networking, real time messaging systems such as MSN and the use of mobile phones. When looking at Social networking we try and look at the issues through the use of our VLE (Virtual learning environment). This enables us to tackle the issues without promoting BEBO or Facebook that pupils should not have joined (Bebo has a 13 age limit and Facebook users are meant to be 16). The key here is the delicate balance of tackling some of the important issues without promoting or demonising technologies which might encourage others to try them out.
Whole School Initiatives
In previous years I have also run a couple of whole school initiatives to demonstrate certain issues with technology. To explain the problems associated with filling in too much personal information on a website I set up a school survey about ICT use. At the end of this survey the website automatically redirected the children to another survey from a made up company offering them free toys if they filled in another survey. This survey asked for lots of personal information including their address and when their parents were out of their home. 11% of pupils filled in the survey and submitted it. Without revealing who the individuals were, I then ran an assembly to highlight the importance of not giving out any personal information online and explained what such information can be used for by burglars. (Before anyone gasps in horror both surveys fed the information to a secure surveying site accessible only by myself.) This was a particularly powerful message and although I feel some pupils probably felt tricked by it, the message was communicated very effectively. In another assembly I also set up with a colleague an email dialogue with myself in the assembly hall and him pretending to be a junior age pupil. We swapped emails and he spelt things wrongly and used pupil language. After a few messages I asked pupils to use the clues available to guess what my friend was like. I deliberately choose pupils from Years 3 & 4 to provide answers and predictably they suggested a 10 year old boy who liked football. I then asked the school if they would like to meet my friend and then introduced my teacher colleague. This made the "think you know" message really relevant to our pupils.
Home Support
I also regularly run esafety workshops for parents as the vast majority of problems occur at home on unsupervised computers on technologies that are not monitored or recorded, unlike our school VLE. The main message here is one of communication between parent and child. Research shows that if issues such as cyber bullying or grooming are discussed sympathetically with children by their parents ahead of time then the vast majority of children will tell an adult if they get into trouble. This massively reduces the risks and effects of such problems. The reason many children won't tell their parents is that they are frightened that parents will respond by taking away their technology, effectively punishing the victim rather than the perpetrator(s). Response to these sessions from parents has been very good and has sometimes led to further direct work with parents and children adjusting behavior and practice at home to make it safer whilst allowing children the use of technology. The only limitations with this has been that not all parents attend. I hope to webcast one of my sessions soon and post it on the school website to widen the reach of these important messages.
Pupil Engagement
The next step is to engage more meaningfully with pupils, to challenge misconceptions. I recently designed an online charter that Abbotswood pupils need to sign. Some pupils disagreed with some of the statements such as, "I will not communicate with people I have not met in real life." One pupil said that she plays games with strangers online, we discussed this and I agreed that a group gaming site is reasonably safe but that one on one chats with that person might not be, she agreed. Ultimately we want pupils to make the right choices themselves which means engaging them in discussion and rule creation. That is my next step.
What would you add to Digital Citizenship?
Thursday, December 17, 2009
Confessions of a teacher using twitter
I am always interested in using new technology. However like so many people I had heard the criticisms of Twitter before trying the service so when a friend @lescarr suggested I use Twitter I responded by saying that no one would be interested in my regular bowel movements. I resisted for a few months but eventually my desire to see what everyone was on about got the better of me and I signed up as @baggiepr.
Initial Sign Up
When I first signed up Twitter offered to search my emails to find contacts that I knew who were already on Twitter. This resulted in 20 twitter contacts, some of which I regularly tweet with now but many were dead accounts or tweeted on subjects and topics that were not helpful or interesting to me. I persevered but was increasingly frustrated with my Twitter feed.
Help from a Twitter Evangelist
Recently thanks to @ianaddison I have expanded the people who I follow to include lots of teachers and Twitter has taken on the form of a support group and place to share ideas. I took part in online CPD via Teachmeet (A video and Twitter feed of teachers presenting great ICT ideas that work in their classrooms) I collaborated via etherpad (Shared online space) to find and share great Web 2.0 tools to use in the classroom thanks to @chrisleach78 and have gained and shared lots of new educational ideas. I only wrote this blog entry after a great article by @Teachpaperless on why every teacher should blog.
Twitter Downside
Twitter has its downside. I think I am still too obsessed with keeping up with everything. @lescarr says I shouldn't treat it like email but should dip in when I have time. Good advice and I am taking blocks of time out of Twitter to create and do.
Recommendation
I think every teacher should try Twitter but get an experienced teacher/twitter user to point you towards great Twitter users that add value to your online experience.
I am always interested in using new technology. However like so many people I had heard the criticisms of Twitter before trying the service so when a friend @lescarr suggested I use Twitter I responded by saying that no one would be interested in my regular bowel movements. I resisted for a few months but eventually my desire to see what everyone was on about got the better of me and I signed up as @baggiepr.
Initial Sign Up
When I first signed up Twitter offered to search my emails to find contacts that I knew who were already on Twitter. This resulted in 20 twitter contacts, some of which I regularly tweet with now but many were dead accounts or tweeted on subjects and topics that were not helpful or interesting to me. I persevered but was increasingly frustrated with my Twitter feed.
Help from a Twitter Evangelist
Recently thanks to @ianaddison I have expanded the people who I follow to include lots of teachers and Twitter has taken on the form of a support group and place to share ideas. I took part in online CPD via Teachmeet (A video and Twitter feed of teachers presenting great ICT ideas that work in their classrooms) I collaborated via etherpad (Shared online space) to find and share great Web 2.0 tools to use in the classroom thanks to @chrisleach78 and have gained and shared lots of new educational ideas. I only wrote this blog entry after a great article by @Teachpaperless on why every teacher should blog.
Twitter Downside
Twitter has its downside. I think I am still too obsessed with keeping up with everything. @lescarr says I shouldn't treat it like email but should dip in when I have time. Good advice and I am taking blocks of time out of Twitter to create and do.
Recommendation
I think every teacher should try Twitter but get an experienced teacher/twitter user to point you towards great Twitter users that add value to your online experience.
Saturday, May 16, 2009
How to influence local government in the age of instant technology
Position
Position
- We elect people to make decisions for us but want to have an influence on their decisions
- Although we want to influence their decisions ultimately we trust them to investigate the issues and to make their own minds up.
- The present system of local government consultation is still based around organisations having a say in meetings which is an old style of communication that excludes many people.
- Translate upcoming council decisions into plain English and publish them on tft screens in public buildings, School foyers, Hospital entrances, Bus stops, train stations etc, and onto openly accessible websites and via social networking sites. Give each voter in the area a unique code and allow voters to express opinion/vote via text, Twitter type applications or unique site created for this.
- You might get some people using codes from all voters in a family to add weight to their opinion but as this is only a way of expressng opinion it is not open to as much abuse. Most people would guard their code as being part of their rights as a citizen.
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