I thought for long enough that if it’s on the Internet then it’s public and anyone can use it – this of course is naive and entirely wrong. Until the beginning of this year the internet was just a way to buy cheap music, keep in touch with friends and find funny jokes. It was a personal tool, not a professional one. Now I am responsible for a blog and a department webpage I’m starting to understand how I may feel if any of my work was used without my knowledge or permission. Now it is my knowledge that worries me most. Assuming that if I know about something that is used then I have probably offered my consent in some way. So actually it is acknowledgement that would concern me. Use my work but link it back to me.

As a teacher I want to share my ideas and practice. Sharing through blogging and social networking sites opens up my classroom to a wide audience of educational professionals. From these wonderful colleagues I receive praise, support and, most importantly, criticism and a guiding hand. My own reflections are challenged so that I consider alternative perspectives and think out of the box a little more often. Teaching can be a solitary profession even in a department where we have a program of regular self reflection and peer observation. Opening up my thoughts to a wider community helps to make me a better practitioner. The drawback is that there are unscrupulous people who will present ideas found online, in texts, in audio sources, etc as there own.

It is easy perhaps to hear or read an opinion or idea and it will come back to you as a flash of inspiration some months later when remembering the source is nigh on impossible – try hard to source the original, ask your pln, google as much as verbatim as you can. It is becoming easier with excellent bookmarking services such as delicious – I have begun to save these links with a note to remind me how I found the resource originally. Most websites offer a contact option. If you desperately cannot trace the source then admit that on your own work and attribute the work to an unknown source – eg “many thanks to the person who originally came up with this – my apologies for lack of memory – if you do stumble across this and you know who is responsible for the original please let me know so that I can properly reference the credit.”

Jenny Eather wrote a fantasitc website www.rainforestmaths.com which no longer offers public access because the website was plagerised somewhere in Asia where someone copied the code and tried to make profit from selling the program commercially. Now I have no idea how this travesty was discovered but the site was immediately locked from the public domain and is now only available through subscription and password.

The dedicated teacher who built www.teach-ict.com into a fantastic resource bank has become increadingsly frustrated by people replacing copyright notices on her work with their own and publishing it, or worse – submitting it back to her for inclusion on her own website. The running costs of hosting this site are over £3000 every year, much of which is met from the publishers own pocket, yet she has had to find time to reformat all of the documents in a bid to protect her work.

What a shame. As a resource for learning and teaching these sites are fantastic. I have shared them with many colleagues, indeed they came to me via recommendations from colleagues on my teacher training course.

We’re good at sharing provided the people accepting are using our labour to produce better learning and teaching practice. If you think an idea is good enough to make money from then get in touch and share right back.

So legally, what rights do we actually have. As if original copyright laws weren’t complicated enough the new Creative Commons Licensing is almost incomprehensible.

Highland Council, my employer states on their website (http://highlandschools-virtualib.org.uk/copyright/intro/intro.htm , 28th June 2009):

“Definition: Anything original that has been created and produced by someone else whether literary, dramatic, musical or artistic is protected by copyright legislation.”

and

“Generally anything produced by an employee as part of their work for the Council, or commissioned by the Council, or using Council facilities (e.g. using ICT equipment, getting office staff to word process the material, is Highland Council’s copyright.)”

They go on to offer the following good advice:

“Assume that everything not produced by yourself is someone else’s copyright”.

We are relying on other people taking a scrupulous approach to what they see online. When I use a book I wouldn’t dream of copying ideas, quotes or pictures without, in my own work, properly referencing the source. My attitiude has now been well and truly changed to catch up with the modern world of information. Using resources is completely different to claiming resources are your own. I very much like and agree with Highland Council’s advice and will bear it in mind as I try to make sense of copyright in the future.

Some useful resources:

• A creative commons search engine: http://search.creativecommons.org/
• The Creative Commons website: http://creativecommons.org/
• A Guide To Copyright Licensing in Schools: http://www.licensing-copyright.org/
• LTS Web Standards and Guidelines: http://www.ltscotland.org.uk/webstandards/ipr/index.asp
• Copyright4Learning – a collaborative wiki: http://copyright4learning.wetpaint.com/
• Copyright Guidelines for Highland Schools: http://highlandschools-virtualib.org.uk/copyright/intro/intro.htm

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.

Consider the boy in my class who cannot read.  He cannot communicate in writing.  He can write by copying symbols but cannot make sense of them after they are drawn.  He can write his first name because he is familiar with what it should look like.

Then consider a site which will give him oral instructions, explain questions out loud whilst highlighting the same question on screen and finally gives him the opportunity to say the answer out loud.  This site will congratulate him when he is correct, learn his weaknesses and help him to move forward.  If anyone knows of such a site with a focus on maths I would appreciate the URL.  I already use some which learn the users and help them to consolidate work which they find difficult, some which use oral commands and I have heard of voice recognition programmes which I am sure will be developed in the near future.  This is my ideal programme though – if it is available I haven’t seen it, if it isn’t then perhaps it’s not too far off.

Now consider the girl in my class who was convinced that 5+1 = 51.  She logged on to www.worldmathsday.com on Friday and answered 10 mental maths questions correctly in 1 minute.  She was 13 (in a UK S1 class normally aged 12 at this time of year) and entered as an 11 year old to participate in this worldwide challenge but she was unaware of this.  She was so delighted that it took me a while to pull her back down from the ceiling.  Her maths is no more accomplished now than ever before but she will enter my classroom on Monday with a positive attitude, thinking that she is now good at maths and that will make learning so much easier for her.

This has nothing to with the girl’s learning style but the work on the computer in just one day has increased her confidence more than any good exam mark could have done.

So let’s look at my S5 class.  I’ve spent many long hours on www.edu20.org creating a VLE for my fifth year class.  The topic I chose to cover as my experiment was spreadsheets, a very small part of their course but one which I felt they would recognise as a benefit to them in the world of work.  I told them about the site 3 days before we got near a computer in school - 3 out of 14 had logged on before we got there.  Now is not the time or place to discuss the motivations of the class but I can tell you I was impressed by this.  When we did all get logged on together the pupils worked away without question or quarrel.  I have no doubt that the dynamic nature of the work, the instant feedback, the ownership of their online profiles all contributed to their enthusiasm that day.  Time will tell if their good will persists – about a week in fact which is when I have set their assignment due. 

In short, the VLE can provide a more personal learning experience.  If the pupil want audio instructions, they can go find them.  If they need a demonstration they just need to find the correct keywords to search.  As a class teaching presenting a lesson I can only try to suit every different learning style and hope I am at least touching on them all. 

Technology can meet the needs of specific learning styles more effectively that a classroom teacher meeting the requirements of a class of 20 but we’re not quite there yet.

Consider the work involved to tailor VLE’s to every course at every level – I find it impossible to imagine how much time that would take.  Would it be worth it?  If that boy can take one more step to understand his maths or if that girl can win one more competition then my answer is a resounding – Yes!

There’s a little bit of everything in all of us!

I’m fortunate in that I never score highly in any one particular area in these tests.  From experience I know that I have to understand the bigger picture before I can begin to comprehend the details of any learning task and that I only retain information that I have had the opportunity to experience physically.  For example I can tell you what squadrons operate from RAF Kinloss, their roles, numbers, aircraft details, etc because I have been there, talked to the crew, sat in the planes and worked with personnel on site.  10 miles down the road is RAF Lossiemouth and I could just about find my way there but that’s all.

So I guess you could suggest that I am a kinasthetic learner – I must “do” to learn – but I recently learn all about building a website by reading information online.  I still have no idea how the whole thing works but I followed the instructions and advice I found and hey presto – www.sdisbury.com was born!

The benefits of multi-style learning seem obvious -whatever you throw at me I should be able to pick up - but I’m not convinced of this.  You may be able to play squash, tennis and badminton but you’re probably not very good at any of them – that’s how I feel about learning – jack of all trades but master of none.  The problem is that no matter how information is presented to me I always have to work at it to make any sense of it.

How does that translate into the classroom – I think everyone would agree that we have no choice but to accommodate all learning styles in out classes and that the trick is to incorporate them all and often to suit most of the pupils most of the time but by being this jack of all trades are we actually failing each and every one of them?

Perhaps I should try harder to identify my own personal style but the simple fact is I get bored with a single way of learning.

If it was as easy as pigeon holing each of us into Visual/Auditory/Kinasthetic learners then we would have been streaming classes this way to their benefit since educators first pronounced it.  Of course nothing in education is black and white so let’s move forward keeping learning styles in mind but not letting them rule our lessons.  No doubt if I am bored then the pupils will be.  I’ll aim to stay motivated myself and that should be a good start!