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As a group we researched and discussed how to create an Interactive White Board (IWB) resource. As we work in different phases it was unanimously agreed to target Years 5/6 as we could be far more technical and stretch the more capable children whilst still keeping it simple for the not so competent.
We chose the theme The Ancient Romans as it followed the curriculum and we thought it would appeal to the majority.
Visually the colours were chosen for their clear contrast, the red button to encourage the child to push, the blue for its universal appeal and the font and size to make it simple to read.
Duration of the resource is entirely down to the users ability, the initial delivery takes only minutes to explain, once the children reach the options they choose and the link takes them directly to the www.bbc.education.history.co.uk which gives them masses of further options and choices.
Interactive involvement is easily obtained as was evident in our feedback from pupils, we delivered it to our pupils and their interest was encouraging, they responded to the Dr. Who music, they were eager to take part in the initial group task that involved them pressing the big red button. They equally enjoyed the later task of pairing up and researching themselves.
Auditory wise the Dr.Who Music proved popular, adding to the Time Machine theme that IWB resource pertained to. The www.bbc.bytesize.co.uk had video links on the different categories.
Vocabulary was kept at a level that the target group could access alone and with support where needed. It introduced the children to new words within subjects they had not yet researched. It challenged some of them but encouraged questions and struck up some interesting explanations.
Authenticity and credibility were essential, it may be a history theme but the website still needs to be up to date and reliable, which the
The resource we chose proved to be inspiring, educational, combining learning with fun and creativity. The Learning journey of a child in today's school has be entwined with ITC software, pupils confidence to try new things increases as they learn new skills, once they are confident in the area of technology only then can you start challenging them. This resource encouraged us as a group to make better use of technologies across all areas of learning. The scope to develop through ICT is insurmountable, ICT is embedded in everyday practice and part of children's everyday lives and to have a learning environment without it would be incomplete and out of touch with the childs own reality. In summary if this topic and been delivered vocally and children told to research in the library it would have been far less productive and enjoyable.
The development of ICT and the Role of the Learning Support Worker
The Development of ICT and the Role of the Learning Support Worker
The Role of the Learning Support Worker (LSW) has evolved from the 'classroom assistant' who was commonly seen as the helper, there primarily to tackle the menial jobs so the teacher could teach. The National Curriculum (NC) now advocates the use of ICT to support and enhance all subjects within the NC. The LSW will incorporate the use of technology in every area of the support they deliver. The ICT suite which is now an integral part of the school, as vital as the assembly hall or the playground, has developed into a hub of action used daily by all subject teachers. The LSW will be trained to deliver the majority of differentiated sessions within this suite. A timetable system is essential as classes clamber for a slot. The LSW will spend an increasing amount of their time supervising pupils who are transferring dialogue from paper, graphs from books, information notes on to print so as to present their work to a wider audience, ICT is subtly present throughout the curriculum, alongside the usual ICT session delivered by the ICT teacher.
Teachers ICT knowledge is now highly developed, no longer the domain of the technology department, teachers and LSWs alike are now trained appropriately and updated in line with new regulations and policies. Some LSWs will have embarked on their careers without any or relevant training, historically it was not a requirement to have academic qualifications, competent reading, writing and numerical skills and a passion to support children were sufficient. As time marches on and expectations and training move onwards and upwards each school can use their own bench mark when employing new LSWs and positions are much sought after, candidates are now qualified, highly trained and specialised. The enormous number of courses on offer pertaining to the welfare of a child in the educational system is ever increasing, these qualifications are instantly transferrable and a bonus for individuals seeking the position of a LSW. Individuals already employed in this field must add to their own credibility and add ICT, Data Protection, Health and Safety etc to their portfolios. Technology invades everyones lifes at home and work, children fortunately have access to computers as well as teachers and parents, the LSW should view their position as the glue that meshes the whole jigsaw. Many parents are not aware of the accessibility of the school and their childs own learning journey but the LSW has the opportunity to explain simply to parents that by logging on , selecting their childs own year group they can monitor and observe progress.
It is debatable whether teachers are becoming redundant, the fact that new technologies and ICT resources are widely available will not dilute the need for teachers and LSWs, yet it will lead to the role being streamlined and redefined . The teacher is evolving into a constructor and facilitator.
Many new requirements are expected of teachers today, these requirements will increase and evolve with new legislation as the curriculum and ICT merge. They include:
Helping pupils qualify and validate resources and knowledge
Active in collaborating and facilitating
Mediating with learners about their knowledge
Help learners scaffold their learning
With new requirements come new competencies, the LSW is increasingly expected to develop and build on their ICT skills. They are encouraged and funded to be more competent. These are a few of the new competencies required to incorporate ICT into teaching :
Creativity involving technology
Flexibility to switch teaching tools in differentiation
Logistic skills to use the ICT resources optimally
The near future developments regarding ICT and how it transfers to all subjects is inspiring and as a LSW it is now accepted that we raise our knowledge base in line with the children we are attempting to help, it is a common experience that the children are far more computer literate than most teachers and LSWs, when this is obvious we can only guess the teacher loses some credibility and respect in this field.
An everyday example of how the role as an LSW has changed regarding ICT is in the context of a literacy lesson, historically we would have been assigned a one to one or small group, asked to support them in their understanding in general reading and writing. Increasingly todays literacy lessons are predominantly delivered on a IWB, pupils of all abilities are asked to participate, we now encourage the less able children to access the IWB, instruct what to click/press/drag etc and ensure inclusion, this is a form of technological differentiation, easy step by step instructions.
As the LSW knowledge increases they are able to assist in presentations and power point projects, they confidently explain and instruct how to create multimedia documents, integrating ICT into most activities (especially for dyslexic or autistic spectrum individuals) . It is vital to exhibit a sound knowledge of anything you are attempting to explain. Most LSW would have struggled only a few years ago with the most basic use of software for word processing, spreadsheets, emails etc.
Supporting Every Child (2009)(pg.151) discusses the NC future, it is evident that teaching methods have changed due to new technologies, and whilst teaching methods can be blended using the 'talk and chalk' model of teaching or the IWB method, it is commonly accepted that now or in the near future and beyond it will be acceptable to deliver a mixture of teaching methods to appropriate pupils at appropriate times. Will we see ICT promoted to a core subject, science is now regarded as important as maths and english, the curriculum is currently and constantly been debated (Best,1999) and the fact and reality that ICT will be directly beneficial for employment purposes for pupils has to be taken into account. To predict that ICT will become a core subject is not a big gamble, it is almost a given that the future of learning will be intrinsically linked and overlapped with technology. Personalised Learning has been the domain of the Special Education Needs Co-ordinator (SENCO) up until recently, they initiated and implemented resources, especially the ICT resources that needed a modicum of computer literacy, it is now widely expected that these resources be shared with LSWs along with instructions and methodology to deliver a personalised programme. Recording outcomes and relaying progress back to the SENCO is now an everyday occurrence and a great use of time and resources.
According to Becta (2008) , "We know that technology has the potential to transform learning. We are committed to inspiring education providers to realise potential, and equip learners for Britain's future success."
E-learning is shaping the role of the LSW in parallel with the learning experience of pupils, schools now use computers for home learning, assessment and recording. Also for personalising the learning journey, marking and instant feedback and to deliver a lesson beyond the parameters of the one classroom. The LSW has all of these resources at their disposal too, we are instructed to promote ICT provisions, even when research Watson (2002) indicates that the feelings of teachers was that books are highly effective at raising standards especially in secondary schools. ICT was regarded as a less effective provision, however it was agreed that ICT played an important role in improving both maths and english achievements.
Ofsted have been accused at being more impressed with a schools ICT suite than its library, schools spend on average three times more on ICT than on books. Each LSW will have their own preference, those competent in ICT will advocate reading online, it is our role to validate the resource so that we guide the pupils in a trusted way. An LSW with little confidence in ICT will rely on books as a resource which can also suit some pupils, not every child has a computer at home or is computer literate. You also get the child that loves the aesthetic feel of a book, they will be encouraged to use resources that suit their own learning style. This child will be guided to explore both technology based and library based resources.
What will the role of a LSW look like in the future in relation to ICT? In order to develop we have to accept change, we only accept change when we recognise the need. Perhaps we will be curriculum specialists, ICT being one of these specialities, or special needs practitioners or subject experts? All three are a possibility, all relevant and now that ideological barriers are being broken down somewhat a certainty.
The ethos of education is opportunities for all, ICT being no obstacle, e-learning is here to stay and a framework we have to embrace. The LSW role will be re-graded, into sub-grades, general assistants, SEN assistants, admin assistants, subject based assistants, ICT assistants and every other possible assistant relevant to educating children in between. The future will see a time when specialist trained assistants take specific lessons. The lessons will fall into the framework for teaching but will be recognized officially and work in partnership with the fully qualified teacher. Partnership and shared vision are key words, senior assistants will organize and deploy tasks to lower graded assistants.
With increased ICT skills teaching assistants of the future will research and discuss subject development. The Admin assistant will use technology to share and collect information, attendance monitoring, achievements, email lessons, parental involvement and in time be central to setting up national and international learning between organizations.
When advertising for a LSW, it will be for a specific skill and purpose. Qualifications will be essential and the roles will suit a range, those that want to generally help out with the day to day care of children, escorting and supervising, those that are more career focused and those that enter into support work with an open mind willing to learn on the job.
In conclusion, the future role and re-structuring of the LSW depends on the successful deployment of this valuable work force, which up to now as been challenged by funding, reluctant professionals and low regard from peers in general. Change is imminent and inevitable, ICT will qualify as a core subject in time, the way forward is for the LSW to have their own professional status, a set of standards to adhere to and to work in partnership with teachers to enhance a childs learning experience. We will all be part of the same family that live in the newly named Centre of Educational Excellence (CEE).
All CEE establishments will have dedicated ICT suits with specialized ICT assistants, class rooms will have stand alone laptops or ipads, lessons will be delivered in a multi media method. Delivered in differentiated levels. Each child will have a handset with a choice of buttons, they will give anonymous answers to multi choice questions, this instant feedback will allow for all children to participate even the reluctant ones.
The LSW of the future as a duty to the children and to them self to seek the qualifications that will ensure their own development and that of the children in their learning environment.
It is a very exciting time to be involved in this changing age of the LSW. The long overdue recognition and validation from the professionals and the ever present daily appreciation from the children make for a deep sense of satisfaction for any person embarking on this career choice.
Becta (2008) About Becta, Available online at http//about.becta.org.uk (accessed 02 May 2011)
Best,R.(1999) Pastoral and the millennium, in Collins, U. And McNiff, J. (eds) Rethinking Pastoral Care, London: Routledge.
Walton,A.Goddard,G.(2009) Supporting Every Child :The what of education: past, present and future.Exeter: Learning Matters.
Watson, R.(2002) Schoolbook Spending in the UK 2001/2002, London: Educational Publishers Council.
Online Discussion Portfolio
Discussion Forum Contributions
Hello, I am XXXX I have 3 children, 17,13,12, before having children I worked abroad in ski resorts, was a pharmacist dispenser, accounts and wages clerk, bar maid and chalet girl . I embarked on this course in support of my closest friend Judy, who is in remission from breast cancer, I needed that push to get out of the rut my separation had cornered me in, it made sense professionally and personally. I need to be in a position when my youngest hits 18 to stand on alone and be more employable, I have been a teaching assistant for 8 years and I am ready to take this further, in what capacity I am unsure but as my daughter applies to universities next year and the next four years unfold I hope that we will attend each others graduations together.......that is my goal and dream.
I spent a frustrating day in our well equipped 18 strong computer suite, the printer did not work, the screens flashed on several intermittently, one kept crashing and some of the older children that attend the computer club leave the screen on oversized font out of devilment knowing it causes even more mayhem when the younger ones log on. In the 8 years I have worked at the school I have yet to witness aÂ session without problems, either with human error that the log in details are incorrect, ink cartridges on low, kids repeatedly hitting the print button, teachers getting hyper due to not checking earlier that all is functioning as expected only to be inappropriately frustrated in front of pupils and the whole lesson being aborted.
On the plus side I have Â had the experience of working with a few teachers who had fantastic IWB/ICT skills and the lessons that they confidently delivered entirely interactively and engaged the whole class for the whole lesson, I was left feeling very inadequate and ancient, yet pleased to have witnessed the effectiveness and different approach that the computer affords, it is the way forward forÂ both teacher and learner. I see every day the reluctance of the older teachers who rely on conventional wipe board and pens to change their style of delivery, some take on training but seldom with enthusiasm, andÂ once they have ticked theÂ boxes andÂ attended the training theyÂ rarelyÂ useÂ the IWB as a tool to teach.
like mostÂ Â computer illiterate people it's entirely a needsÂ to knowÂ basis, but the kids will not be happyÂ withÂ only the staid and uncoolÂ fashion that most teachers over 45 are stuck in. it'sÂ a generalisation made entirely on anÂ observational Â level, but seeing is believing and believe me some of the dinosaurs in teaching need urgently rejuvenating , or they will join the team of semi retired supply teachers who pop in and try deliver the tried and tested way only to be met with apathy or disruption, usually the latter.
I haveÂ not used the bbc website or seen it used much in the school setting but thankfully I was introduced to it by XXXX who created a power point presentation with only this site as a link.
It is www.bbc.ukÂ , I searched for KS2 science, Reversible and Irreversible processes, it took me to a power point presentation that involved the IWB, it asked the children to click and drag different substances and place them in a tumbler of water and a spatula stirs it and reveals the answer with audio to reward or encourage the pupil to have another go, it then goes into a clip which succinctly and plainly explains the different states and asks the children to consider solids, gases and liquids in their environment.
It has a lesson plan and worksheet already to print, differentiated for different levels, it has links to www.bbc.bitesize.ukÂ which can be used independently by the pupils to stretch their interest and occupy them whilst the lesser able ones are completing the task and worksheet.
I'm astonished at how time saving this must be for teachers to not have to create lesson plans or worksheets, the delivery and approach is straightforward, even giving prompts and questions that the teacher could use.
The AimÂ is to explain in an interactive and visual fashion the sometimes boring subject (in the pupils mindset) of science . It is a resource that I will be using and trusting, I showed it to my teacher who said yes its fantastic I forget how useful I found it and have neglected it in favour of other sites she has been introduced to but she agreed it is equally as good and would be giving me the topics ahead of time for me to source out and show her.
The benefits are endless for both pupil and teacher, engaging, visual, auditory, interactive, differentiated, and even an online Homework follow up to do at home and post to their teacher!! Did I mention time saving......giving the teacher more time to do what she is passionate about ....TEACH !
If a resource covers all the Learning Objectives and does the job in a fraction of the preparation time I say use it . I have found it so useful for my sons of 12 and 13 in KS3 it follows the curriculum and so when the come and ask how to build a roman fort and moat I can show them in an instant whats expected and they learn the history using words geared to their age and ability .
Technology is used in every single subject within the curriculum, it discreetly supports by giving the pupils the opportunity to use equipment and computer software to enhance their learning. The pupils at my school are encouraged to communicate ideas and information in a variety of forms. The school is internet linked so that parents can open their childs year group link and see exactly what is be taught each term.
www.education.gov.uk has a curriculum resource that opens up and links to all key curricular areas. Within each subject there options to incorporate ICT for example in the form of information recording or IWB activities. It shows clearly how say a PE lesson can be brought into the classroom by a IW B resource with 'how much energy is used when doing a physical activity?', which involves inputting data gathered onto a grid or diagram, compare and contrast results. I used PE as an example due to it not being the obvious choice where technology can be integrated, also cameras could be used to evidence the activities.
www.nationalstrategies.standards.desf.gov.uk is used frequently, the teacher can click on say R.E, History, geography to resource a IWB to deliver that lesson on that subject in an engaging auditory way, it gives options and information, including Technology options, it saves time and resources that are usually spent photocopying information sheets to hand out .
Language, Literacy and Mathematics are almost always delivered involving technology, either the teacher will talk whilst the subject matter is on the smart board, the children are encouraged to use the IWB for working sums out and it is great to see a teacher use it effectively, minimising a childs work and showing how it could have been done a different way , then recalling that childs to show the comparison, it's a favourite of our yr 6 Mathematics teacher, the children soon gain confidence when it is delivered by a teacher with good IT skills.
Technology is ingrained in the curriculum, when a teacher can use it effectively it enhances the learning experience, we have a couple of 'old school' teachers who prefer to still use handouts, books and the library , who clearly have a phobia about using the technology at their disposal. I understand their issues as I'm on a steep learning curve myself with technology, but they are professionals and doesn't a doctor or solicitor have to learn new procedures and techniques, why should our children not get the full impact that technology can provide, I feel strongly that teachers should be assessed and updated as times change.
We have a few teachers nearing retirement and they are fantastic in many ways but you can see the hesitation and reluctance to try it any other way. I would like to think that their methods are not limiting the childs potential but if a subject can be delivered in a visually, engaging, interactive fashion surely they should see the benefits and at least try even if it's in a premature simple form. It's a tough call and I respect their teaching in so many other ways, so I guess time will generically solve this one but then what new technology will we have??
I saw a yr 4 class doing cross stitch yesterday and the teacher had the pattern on the IWB showing the pupils which colour combinations worked well, I might not have spotted that or taken much notice before this task.
LESSON PLAN: Y5 Science - Irreversible and Reversible states
LESSON LENGTH: 1hour
LEARNING OBJECTIVE: Â To recognise which states are Irreversible and Reversible
LEARNING OUTCOME:Â Pupils will investigate and explore several states
INTRODUCTION: The Teacher will gloss over the previous days discussion relating to this lesson and have a 10 min questions and answers session before explaining the task in hand, explaining what the different resources will be used for and in which sequence
RESOURCES: Â Salt,sand,petri dishes, water, kettle,ice
Mix salt and sand to water, place both petri dishes on a warm radiator and leave overnight, examine and discuss the ice, water, predict what changes may occur to their states once defrosted or boiled. Record actual findings on a sheet.
PLENARY: As a class discuss the experiment and predictions and outcomes, analyze and reflect upon why some children predicting incorrectly. What was it about the salt and sand that gave them different outcomes.
EVALUATION - The children can now predict with regular accuracy which materials and states can be reversed or not
I'm replying from an iPad, had to download word app, so whether this contribution actually gets added as an attachment or copied and pasted I have yet to find out. The fact I'm sat at our caravan at burton constable in the sun being able to contribute on such a fantastic piece of mobile technology feels very futuristic indeed. This piece of kit will probably be available to students and teachers in time to come for distance learning, my son has been on his schools internet linked home work link and completed a maths test and submitted a French translation task , he was rewarded with a games app , I would have had to set off home early were it not for such a great devise.
I'm predicting that classrooms will be more like lecture theatres, delivered with an IWB with each pupil having a handset with anonymous contribution to show how many of the class are contributing and what they select as answers, Steve showed us this piece of gadgetry in the pub after last weeks session and the benefits that this type devise would give to those shy reticent students is massive. It's engaging everyone , keeping everyone on task, highlighting if students are struggling or apathetic, it gives the teacher instant feedback. In twenty years time the role of humans will have been replaced in many aspects of education by technology, children will use personal laptops or iPads instead of pen and paper, the curriculum will have been universally scrapped and a personalised learning journey for each child , differentiated to suit, will be delivered on line, the role of teacher will be as an advisor, mentor and manager of a team of say 60 pupils, there will be no endless hours marking, researching and planning.
The children will have the opportunity do far more creative and energetic pursuits, as the whole country will have evolved into academies with a big emphasis on sports , arts and music. Primary school SATs will be a distant memory as ongoing assessment will allow a child to focus on the areas of weaknesses. Academies will have to accept all abilities and stop the elitist few becoming super schools which have high entrance requirements.Â We will have adopted the European way of school life, in many countries they have 8 am - 4pm Monday Tuesday ThursdayÂ 8am - 1am Friday , Wednesday is recharge day, weekends free, but students must contribute on line for a set number of hours each week just like ebridge.
These are my predictions, technology will never replace a good teacher, but it can compliment one, we need less stressed out teachers, they are renowned for mental breakdowns and depression and stress induced issues, so if they can spend less time on the monotonous paperwork and more time mentoring and encouraging students.
I'll be 65 and retired ready to go around Europe on a boat,Â popping back to see the grandkids, I'll take technology with me so I can speak to them daily and ill watch my daughter struggle with children finally realising how hard I have worked as a single mum, i will have met the man of my dreams by then, I'll be mortgage free and content with life. I'll also be in the early stages of senility or dementia no doubt, with a weak bladder and a dodgy hip, but you can't have it all !!
Change is the only constant and the role of the teacher evolves in parallel with technology. The Lap top I type on now has the technology of an industrial based elephant sized computer of the 1980s, I think the biggest change for a teacher will be a giant geographical shift and time management. Commuting and long hours spent paper shuffling will be to a minimum.
Â The word pedagogy was something banded about by the stuffy academics, the recently interviewed or the newly qualified. I had heard it numerous times from colleagues who use it when they want to be scholarly but only on embarking on this course did I truly understand its meaning and it literally translates to 'the function or work of a teacher' and it's a word that crops up endlessly when researchingÂ the changing role of a teacher. Upon extensive research I have come to understand and hopefully understand why change in the role of teaching is both unavoidable and exciting.
I found an American website whilst researching ( http://faculty.ed.uiuc.edu/j-levin/2020-vision.html) whilst it uses words to suit the American education system it makes for a insightful read. Briefly it almost predicts smaller satellite classes for pupils and that online learning will increase Â for children of all ages, whereas its been the domain of the Higher Education upto now, but to make it affective teachers have to b relearn and re-educate themselves as history proves that teachers have many resources and learners have few.
Its worth taking the time to look up about Becta (formerly known as the British Educational Communications and Technology Agency) http://www.education.gov.uk/schools/adminandfinance/procurement/ict/a0073825/becta it explains all that is relevant to optimise technology and ICT within the educational system.
After delving into to just these two sites I can see why the role of the teacher will lean towards collaborator and supporter, instead of the teacher and the taught, whilst it indicates a more distant role I would like to challenge this in that a teacher who has evolved in line with ITC , which will be the recently qualified or the teachers who embrace change, will deliver sessions, be it in a small class session where face to face suits those individual students. Identification of those pupils who need that personal touch whilst learning online is essential, and the teacher can zone in on those more personally, yet through networked computers the session will reach more remote pupils, be it geography or personal learning styles, it may mean the pupil who wouldn't usually bother to attend will participate in their own style.
More collaborative projects will bring about enhanced productivity a teacher will be assigned to a network of pupils from several schools, much like the online learning on ebridge. Its just occurred to me that Steve is actually displaying how a teacher will deliver a module in the future, mostly online, a face to face occasionally, discussion forums and I think children by the nature of the fact they are computer zombies will soak up this learning method with ease.
I personally struggle with ICT and my learning journey is a slow and repetitious one at best but I'm not naive enough to think I can gloss over this fact . My passion to have a career working with children in education necessitates that I have to keep improving and adding to my knowledge. Its the lesser enjoyable aspect of this course for me personally but I'm really proud at my achievements so far,Â I will endeavour to get the basics ingrained in my brain, then who knows I may actually stop worrying and start challenging myself technology wise......Im not holding my breath though!