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MirandaNet Fellowship Profiles (MirandaNet Archive - as of March 2015)
I have worked in ICT and Computing since 1979.
I work in the London Borough of Havering, which most of you probably won’t have heard of. It has Romford in it and is the eastern most LEA in London. We have just under a hundred schools, a population the same size as Iceland. We are 12 miles tall and 5 miles wide. We had the first computer in a school in 1968 (it was an HP mainframe) and our LEA ICT (Computing) school support team has been in existence for nearly 40 years. It is an unusual area, we have the lowest cultural and ethnic mix in London and very nearly in the country. Some of this is because of the existence of racist organisations in the area, go 1 mile down the road to the next door borough and you move from 4% mix to 40% mix. This brings its own challenges. We achieve high academic standards, but have the lowest adult population who have higher education qualifications. Do standards measure the right things?
I have two jobs, I’m the ICT inspector in Havering. I support all our schools with ICT in all its forms – discrete subject, cross curricular, for administration, for connectivity and so on. I’m also seconded to LGfL (London Grid for Learning)/DfES as part of the L2tICT (London Learning through ICT) team. We have visited all London LEAs and have identified the successes and challenges; looking at shared actions that can address some issues, partnering areas and individuals to share practice.
LGfL (London Grid for Learning) has been a huge enabler, creating networks, access and communities. The building of a portal with content, ongoing projects and London and wider links has borough cultural and global citizenship opportunities to our young people.
My interests are looking at the support needed and impact that the internet is bringing to our young people. I am interested in looking at the reality of funding, risk taking without any money!
My mantra is - if it doesn't make a difference to a 14 year old boy on a wet friday afternoon - why are we doing it at all?
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