I’ve put this presentation together as an introduction to using a SMART Board in the classroom.

It is my intention that users will be able to use this as a guide and work through the excellent material already available online.

I would appreciate any comments that you have.

Many Thanks in advance.

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As part of module 1 on the EPICT course I have been asked to use the BECTA framework to evaluate electronic resources for teaching and learning.

As a teacher it is important for me to consider the implications of any resource that I use in the classroom. Throughout teacher training I was required to justify my methodology for every class so I was always asking myself questions such as ‘how does this build upon previous knowledge?’, ‘why will this engage the pupils?’, ‘am I meeting the differentiated needs of every pupil?’ and ‘what theory can I draw upon to justify the use of this activity instead of that one?’.  Following the lesson I would reflect on the good, the bad and the ugly to make the next lesson a more satisfying learning experience.  Evaluation is a continual process and as I become more familiar with topics and the different course aims I can definitely say that while it is definitely becoming easier it is still just as importat.

Any resource that I use in a lesson is subject to the same scrutiny – if it doesn’t add value to the learning and teaching or show potential to then I will not use it again.  I must use some form of evaluation which provides more concrete  proof of added value than simply my instinct.  EPICT have recommended the BECTA framework below as one good example of a structured and objective way to decide whether an electronic resource is worthwhile.

BECTA One Page Evaluation – Get more Business Documents

A fine start to evaluating any resource particularly if you want to share it.  All of the essentails are covered by the detail questions and tick boxes in the top 2 sections.  This makes it easy to understand what/who the content may be suitable for.

A deeper understanding of the content and it’s intended use is required for the next section which asks the user to question the structure, content and how learning objectives will be achieved in more detail.

All in all this framework offers a very comprehensive check list for resources.  So why am I not impressed?  My initial impression of the form was that it was cluttered and inappropriate for purpose.

I think it is trying to squeeze too many types of resource into one proforma.  By trying to ease the administration of evaluating resources by having just one form, this framework creates an overcomplicated monster which ensures for any evaluation that some of the questions will be irrelevant.  This means that each time I will have to select which questions need answered.  As time gets short this will ensure that I will, eventually, choose to only complete the title.

There are 3 forms of ICT resource I would like to identify because each may require different evaluation process.

1.  Commercial resources which are content rich and subject specific. For example, in maths I would consider this kind of evaluation for packages such as Autograph, Geometer’s Sketchpad and Abacus. All of these are subject specific applications and wholly different monsters to online resources.

2.  Online tools, ie: Web2.0 – wiki, blog, collaboration, VLE, file-share, photo and podcast. All of these tools are available free of charge with no additional software to download and can be adapted to suit any age and stage of learning and any subject.

3.  Web resources – websites which provide useful content – eg: mathsisfun, rainforest, world clock, BBC Bitesize, stats for schools, etc. These can be static webpages full of information or interactive sites, usually in the form of games and challenges for maths, often just interactive pages which can consolidate learning and understanding of topics.

Consider the questions asked under Content, Structure and Achieving Learning Objectives. These are valid for every source. For any method of delivery, as a teacher, I need to consider how the use of a resource or learning tool will aide and enhance learning. I need to understand what the learning intentions are for every lesson and plan accordingly whether online resources, or any other ICT, are being used or not.  But I’m not sure I need 3 full columns of questions to answer to help me decide.  After all, I go through this process for each of my non-electronic resources.

What I’m looking for is a way to evaluate electronic resources not just any resources. So let’s bin the pedagogy from the evaluation and assume that teachers will continue to exercise vigilance and professionalism in their choices for the classroom.

What’s different then?  A fellow student on the EPICT forum suggested that safety is not mentioned on the form.  Internet safety is most certainly a new consideration.  Open forums and comments, advertising and links could all present unsuitable material.

A colleague at Highland Council has reminded me that we should consider Accesibility and complete an equalities and diversity impact assessment.  Now these are things that I have never even thought of and I feel now are part of what makes electronic resources different.

To conclude, the first part of the form offers standard information about who, what and how which is great for managing resources, filing them away under criteria which help to quickly eliminate or select resources in the future.  The second part of the form is not required because I will continue to evalute the teaching and learning part of any resource as normal.  The questions are adequate but, unecessary I feel, as part of the process of evaluating the ‘electronic’ function of the tools.  Finally, a part 3 is required to address the associated risks that apply specifically to electronic resources.

I’m not sure how I want to end this.  I have not fulfilled the aim of the course by completing an evaluation of a resource, rather I have evaluated the evaluation.  Most importantly the question has made me more aware of completing some sort of formal questionnaire which forces me to consider the suitability of resources in a more structured manner and with more care.  What that structure should be is still a mystery to me.  Does anyone out there have a comprehensive, but simple, evaluation system in place already?

Next time I go to make a recommendation or a choice for the classroom I will try to write down my own thought processes and take it from there.

After I’ve caught up on all the soaps, Lost and the new series of Red Dwarf I’ll have to think about what to be aiming for this term.

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My only firm plan at the moment is that it must be ICT related.
I’ve started a couple of draft posts which need more work and could relate well to the EPICT course I’m doing.  This, in turn, would suggest that the work should improve my own teaching practice.  Some ideas I have contemplated are;

1. The use of social networking as an educational tool
2. Internet security – copyright and access issues
3. VLEs – research and general implementation for a secondary maths course
4. Adding value to the department’s teaching and learning strategies and plans using the website
5. Blogging – any use for maths?
6. Podcasting problems and solutions, tools to use, making it appealing to our target audience – terror teenagers
7. Finding teacher-led resources to ehance teaching and learning of a maths and numeracy curriculum that pupils want to engage with outside the classroom.

I have to remember that I can’t assume access to computer facilities or internet with my own pupils.  Mostly outwith my control.  Not enough access at school and often unreliable.  Easy to suggest local library but many of the kids can’t get into town to manage even that.

It’s far too easy to forget the target and get carried away with applications that look good.  Do the pupils engage more with visually attractive chalk and talk lessons than good old written notes and diagrams.  Perhaps this is where I will start?  I suggested during ICT presentations last year that one of the main benefits of the IWB was the drawing tools which provide a clearer visual for the pupils but I often have to sketch a freehand example on the other board to help the pupils to illustrate notes and to allow me to explain details.

The biggest benefit of blogging is the opportunity to free-type, let your thoughts flow and talk yourself into a conclusion.  Lots of research to begin it is then.  Let’s consider in a professional and academic manner how much impact the visual aspect of lessons has on learning and teaching without an interactive element.  Is talk and chalk as good as talk and fancy illustrations?

Watch this space.

So I broke my school laptop.  That was just the beginning of my wasted time this week.

I’m a teacher – the majority of my work is directly with the pupils that I am entrusted with – sharing knowledge with them and helping them to fit it all together in a logical way to solve problems.  I can do that without my class laptop albeit it can be a little awkward presenting anything on my little whiteboard that the pupils can see.

My problem was, however, comounded because the pupils were not in school.  A day for staff only – hoorah!  The snow had finally hit Thurso with a vengeance and the pupils were told to stay home.  Right – to start all those jobs that have piled up since last August.

1.  Complete CPD reviews - can’t - form saved in email somewhere.
2.  Complete CPD targets for next year – can’t – last years saved as word file and on GTCS website.

OK - forget CPD – what about Duke of Edinburgh admin I never find time for.

3.  Complete application for adventure training – can’t – all done online, half completed and saved on desktop
4.  Evaluate training programme for Easter camp – can’t – saved in email, not yet even downloaded.
5.  Contact SSPCA and local Police about volunteering opportunities - can’t - previous contact details logged online.
6.  Set up eDofE password for pupil – can’t – name says it all, need to be online.

OK – DofE will have to wait until I am back online too – let’s try reporting.

7.  S5 Reports  already started, great opportunity to get them finished – can’t – where do I start, I’ve saved them in My Documents instead of on the network and I’ve saved them (despite several warnings) in Word2007 which I can’t open anywhere else in the department
8.  Can’t  start S2 reports because I don’t have a copy of the template.

I have now wasted about an hour getting started and failing.
OK, look around the classroom:

9.  I can get the classes chapter aims written and up on the wall – can’t – they are all written from class discussion on the whiteboard and I have no access to my IWB files.

To be fair, I have now lost the will to do anything at all.  Any CPD I would care for can only be done online, I could consider sorting out my paper intray or sharpening all of my coloured pencils but I would much rather go home and turn on my own laptop so that I can express my distress at becoming ICT-less at school.  Now don’t shout at me for being negative or offer me any of a thousand suggestions of productive ways I could spend this time – the simple fact is I felt like both of my arms had been cut off.

Such is my reliance on technology that I have no idea how to organise my life without spreadsheets, a folder called resources and the internet.  Is this healthy?  Actually I have no issue with this but I struggle with the idea that I found it so difficult to function without.

In the end I had to survive for less than a day before my laptop was safely back in my hands.  It then took an evening – well 4pm til after midnight to reinstall the correct software so that it looked and worked the same as before – job done.

So is my life any richer for having the laptop back?  Well I have now completed my reports but I consider that just to be a bonus.  I feel whole again. 

Technology is a part of my life which I cannot and do not wish to ignore – but I must learn to harness my own affection of ICT and turn it into meaningful learning for my students.  Learn myself where I can cut it out completely and always have a back up plan – no-one should ever get too reliant on anything that we ultimately have very little control over!