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MirandaNet Fellowship Profiles (MirandaNet Archive - as of March 2015)
I have been around in the ICT field for quite a few years. From a science teacher with an early interest in data-logging I joined the Microelectronics Education Programme, a fore-runner of what is now Becta. I then worked as an ICT Adviser for a London Borough for a while before becoming an independent ICT adviser.
I am very interested in how pupils learn with ICT. There seems to be so much more to learn about the relationshiop between ICT use and the development and application of higher order skills. I am very keen too to see how the e-learning agenda maps out.
I have worked with NAACE on a number of publications including 'Learning in the 21st Century' and the revision of 'Implementing ICT'. More recently I have worked with MirandaNet on the Web Wise Wapping project (www.web-wise-wapping.net).
I drafted a case study following a visit to a school in Nashville where every pupil had a laptop computer. When we get to this point in the UK we will think very differently about ICT, I would predict. The view of teachers, and written testimonials from pupils, suggested that this approach was having an impact on: - the effectiveness of learning for all groups of learners
- the development of higher order thinking skills
- the ability to multi task
- pupils confidence in giving presentations
- the proportion of active learning that took place during the school day
The following is a list of some of the features of their approach:
- There was a technical support team of a network manager and four technicians
- When laptops developed problems the technical support team would switch the student's hard disc into a loan machine while their laptop was repaired
- The carry case was of a design where it covered and protected the computer even when in use.
- Desks had charge points built into them
- There was no restriction on when pupils could use laptops
- An acceptable use policy was in place
- The laptops were wireless so that pupils could locate their files anywhere on the campus, and gain Internet access
- Teachers were given laptops one year ahead of pupils
- Staff development was provided with a focus on teaching and learning ('sage on stage' to 'guide on side' issues).
- Local elementary schools taught keyboard skills to pupils so that they were more fluent by the time they reached high school
- The use of school-run private chat rooms, between groups of pupils, and classes and their teachers, developed keyboard skills further
- Not all pupils were fluent enough to use ICT for note-taking during lessons
- When pupils have continuous access to ICT there is less need to teach ICT skills - at least not over an 11 year period as we do in the UK
- The main goal of ICT was seen as empowering pupils to learn across their subjects
- Relatively few pupils were interested in studying ICT as a subject.
- The school was building a new library (partly electronic) and multi-media laboratory
- The school was developing 'distance learning classrooms' with video conferencing, to expand learning opportunities and share teacher expertise.
The Impact of ICT on Schooling - NAACE
Learning in the 21st Century - Insight/NAACE
Implementing ICT revision - NAACE Go to www.naace.org
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