July 2008 - Posts

Science Content - The Periodic Table of Videos

The Periodic Table of  Video's is a modern version of the periodic table. Each element has an associated video explaining what it is and how it reacts. Great resource, but shame they chose YouTube ... the videos are blocked by most school filters (and KCC)!
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If you read just one book ...

Last week Jerry, a colleague handed me a short book, What's Next: 21 Ideas for 21st Century Learning by Charles Leadbeater, and published by the Innovation Unit. Jerry was emphatic as he placed it on my desk ... "This says what I believe ... ".

The book is available free online. I read it in a fairly short time, its not long. On reading I realised I had noted a large number of key points in the margin of what is such a concise book.

I'm not going to give away the contents, but I do urge you to read it over the summer break. It captures the essence of what teaching and learning could be if the education establishment were brave enough, and presents a stark contrast with the experiences of most children (see extracted table from the e-strategy review). Enough said. You can find it HERE.

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Assessment is for Learning

 Thanks to Ewan McIntosh for highlighting the following Assessment is for Learning guide on the Learning & Teaching Scotland (LTS) web site. Thought I'd pass it on!

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Government Computers go green!

With Gershon efficiency savings being imposed on Local Government, and cascaded down to schools, I picked up an interesting Cabinet Office news item from a colleague. A bold plan has been announced to reduce carbon emission caused by ICT in central government. The principles are just as applicable to Local Authorities and Schools; indeed there is currently a DCSF zero carbon consultation (call for evidence) aimed at schools being zero carbon by 2016, and all schools must have a prominent Display Energy Certificate by October this year. It's key to note that saving energy is no longer about reducing CO2 its about reducing real costs in order to ensure that teaching and learning isn't affected by the increase in energy costs against a background of three year budgets that were set before these massive energy price increases. As the Cabinet Office makes clear, ICT is now a BIG and often inefficient energy user.

The press release indicates that the Plan [PDF 933KB, 28 pages] includes 18 key steps, which include:

Automatically switching off desktop computers outside working hours.

As an example of best practice, I was interested to see that King Ethelbert School's Network Manager has an interesting set up that powers down machines at a specific time. In their case it was to address the issue of extended hours use by outside partners who weren't as diligent in switching off.

Reusing as much computer equipment as possible. Most of the energy used in the lifetime of a PC is consumed during manufacture. Extending its use or re-using it elsewhere will save both energy and money.

Whilst agreeing with the sentiment, and there are of course charities that act as recycling agents, few will take machines from schools, as they are usually way past their usable life! Thin client offers some possibilities, but in general these older machines are so inefficient they aren't worth keeping as they use more energy than is saved by keeping them.

Auditing our data centres and server use to make sure they are running at maximum efficiency.

This is becoming a hot topic.Virtualisation opens enormous possibilities, as does the use of more efficient operating systems on servers.

I would like to hear from you of you have best practice suggestions for high impact changes that reduce the costs of energy consumption.

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Harnessing Technology:Next Generation Learning - New Strategy in a nutshell!

I thought that I would try to summarise the key features of the revised and updated e-strategy Harnessing Technology: Next Generation Learning; a sort of 'Reduced Shakespeare Company' version for those who don't have time to read the document.

Key Strategic Aims

Learner entitlement to technology.

  • Personalised Learning - National Strategies working together to identify the required changes and help provide the support that practitioners will need to significantly develop their practice with technology.
  • Tools to support learning
  • Online learning integrated with school provision.
  • Preferred ways to learn - Listen to learners

Universal Home Access

  • Family & Informal Learning
  • Parental Engagement

Schools

  • School e-Confidence - Self Review Framework.
  • Professional Tools for teachers - give the teaching workforce as good a range and quality of support, tools and resources as is available to other professions to help enhance their status and build professional expertise.
  • Mobilised leadership - Technology Leadership Champions, showcasing best examples..
  • Greater efficiencies - supporting learning from anytime and anywhere.

Infrastructure

  • Support for personal ownership.
  • Safeguarding the young and vulnerable.

Challenges remaining from the first e-Strategy

  • Unreliable and unsustainable school infrastructure and technical support.
  • Value for money and effective technology management not being achieved.
  • Range of technology use in schools is fairly limited.
  • Teachers rarely realise the full benefits of technology.
  • Use of digital resources largely regarded as optional by teachers.
  • Technology not used effectively to engage parents.
  • Few schools making use of the extended learning opportunities offered by technology.
  • Levels of technology access high among learners when out of school, but in formal education expectations not being met.
  • Whizzy web 2.0 technologies common at home, but not in formal settings.

Learning in class - the sequel

 

PreferToLearn

The survey evidence from the harnessing technology: next generation e-strategy review, also shows that children prefer to learn:

1. In groups

2. Doing practical things

3. With friends

4. By using computers

In that order!

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Learning in class?

 

MostLikelyToLearnBy

The chart above is taken from the recently published revision of the e-strategy, Harnessing Technology: Next Generation Learning. It shows the learning experiences of children taken from MORI survey evidence. Its quite an indictment that the most common experience is still copying from board or book, followed by listening to a teacher talk for too long. Creativity anyone?

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