Challenges & obstacles - Broadclyst

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En provenance du cours de University of London

ICT in Primary Education: Transforming children's learning across the curriculum

44 notes

University of London

ICT in Primary Education: Transforming children's learning across the curriculum

44 notes

Why and how are teachers integrating ICT (Information and Communication Technology) into primary education? In this course we analyse examples from schools in different parts of the world, and bring professional teachers, headteachers and policymakers together to share their best ideas and inspiring stories. The materials in the course are based on studies carried out for the UNESCO Institute of IT in Education, Moscow. Learning Outcomes: to be aware of the range of reasons for using ICT to critique the strategies for developing ICT over time to analyse the strengths and weakness of different decision-making mechanisms to become familiar with a wider range of useful tools and resources for integrating ICT

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Inspiring examples and implementation concerns

This week we hope to enable you to identify the different dimensions of implementation issues, and apply them to your own context and to become aware of problems that can be encountered in using ICT. We also wish you to share and build some solutions to these concerns and problems and consider these solutions to be of different kinds: learning design, infrastructure, negotiation with parents, communities of practice, policies, staff development, pedagogical innovations, differentiation, affordable access, and teaching support.

An inspiring project that overcame some challenges16:14

Dealing with potential pitfalls - Canada9:52

Moscow School Science0:38

Challenges & obstacles - Broadclyst11:08

Challenges & obstacles - Bury13:00

Children recommendations6:27

Learning Designer - Adapt a design from the directory2:29

Rencontrer les enseignants

Professor Diana Laurillard
Professor of Learning with Digital Technologies
London Knowledge Lab, UCL Institute of Education, University of London

There were also some questions prepared in advance of that.

We haven't done lots of them quite like that.

Probably through, if it's just discrete lessons that's great.

But when it flows out the other side, for us if you've got them going

in this enterprise project and it takes two

months to complete, three months, six months, whatever.

It's not really flipped because it's ongoing, isn't it?

So your always continuing with the work that you're

doing at school, and it's really engaging from home.

So I, I,

what I do is I pick up snippets like that.

If think, yeah, we can do that, we can embed that.

Sometimes there's been, you know, I, I'm trying

to get greater use one note in the school.

Cause one note you can host and say share for platform, but

you open on all of your devices and you embed a video.

You make some notes.

It's all a collaborative tool, and you don't save

it, you don't email it, you don't share it.

Your just part of the one note

Collaboration.

And you know, I met school there today who is doing math

quite a bit, and you think I'd like to go see that.

Or there's another school from Cheltman who are

doing QR codes, and they've got a lot of

their displays linked with QR codes, which is

something we've been talking about and going to do.

And I think, yeah, it'd be good to go and see how they're doing it.

And, what I probably don't see is the breath and

depth of investment over the years that we've been doing it.

>> Mm.

>> So a lot of ours is very joined up across the curriculum.

So we could look at science, and we've got a whole

raft of technology and ways in which we using it in science.

Whereas for a lot of schools, they've got, that'll be

their project, that's what they're good at, that's what their doing.

So, I always learn lots of little things from them.

But I don't often come away and go I've

got it wrong, we need to change our practice.

And actually, I think that's quite a shame, because in some senses

I think we probably have done more of it further down the road.

I'm not trying to be, say we're better, although we've done it all perfectly.

They haven't done things we haven't, but in

terms of a journey we're further down the road.

Therefore we probably put more in than we get out, in some instances.

>> It's quite hard to see that unified practice over a long period of time, by

visiting a school just for a short time,

or seeing on some website, something they've done.

That takes a more in depth analysis in a way doesn't it?

>> It does.

Mm-hm.

>> So one of the things we're wondering about, is

how to help teacher's share that kind of more in-depth experience.

So, is it a longer case study, is it something like a project report?

Is it, a design for a sort of curriculum area?

What would help schools share that kind of

depth of their practices experience?

>> Do you know, I think that the, perhaps the most powerful way, and

I've answered this before, is if we look at trying to get teachers to

harness new technologies, whatever they may be.

And if I want teachers to do One Note, I'll do a bit

with them to demonstrate, or show them that.

It never makes it happen for them.

The way it makes it happen for them, is

when I, I get the children engaged in an activity.

Your children?

>> The children in the school.

Here.

>> Yeah.

Yeah.

I mean.

>> Using OneNote, if that's the new thing I'm trying to get them to use, then the

teachers by necessity get drawn into it, because there's an end goal.

And I think people are so busy, seeing by today how few people came.

That to take the time to watch a case study video, to really analyze it, any

time people really do that is if you're at the initial stages of a big project.

So, if people are going to build a new school,

they say what do I want that school to be.

They'll go and visit some schools, they'll,

they'll watch some case studies, they'll dig deeper.

But for schools that are set up and flying and busy.

I'm

not saying they don't look at case studies or they're not helpful, they are,

but is actually by engaging one school with another, with another

in this spoke approach on something real with a real outcome.

So I really think if you had models

of good practice that different schools could bring.

>> Hm.

>> But channeled it into something real.

I, I don't whether that is possible but if you could facilitate.

You know, I've talked about the enterprise, but

there's a billion and one things isn't there.

So one of the things I've, I'm going to be

doing with a school in Holland and trying to get

people onto, is we're going to do a, a video project where we're looking at let's

say 10 documentaries example smoking.

We can all look at the dangers of smoking, make a little

fact tester and and, and analyze it.

But if we were to make a

documentary around smoking habits and trends, et cetera,

here with our children, we then share

that through a video library sharing stream, but

we have got six other countries also doing that.

Our children would suddenly see the

attitudes towards smoking could be very, very

different to cross those countries.

I, one of the things I was talking about was traveling to school.

And so the school in Holland, when I went there, we went on a trip, kids get off.

Their kids get off the coach, they all jumped on a bike and cycled home.

It never let our kids get off a bus and jump on a bike and cycle home.

>> So if we got them to do a documentary around truffle.

And you did that in a school in India, a school in America,.

A school in Holland, because of the bikes, a

school here, and you just watch one another's videos.

What you would be doing is, is getting best

practice from across the schools, but a shared project.

We're looking at doing one similar, but

based around photos and looking at our community.

Getting children to take photos, and write captions

then translating those captions by having a photo gallery.

Then doing work back in your school, schools, base on that.

What, what you're doing, really, is looking at,

you could, you have a bit around the curriculum.

You could have the bit around, have the technology mod support projects.

You could look at shared planning between the schools.

So you could still have your case study materials, you could

still have the deeper sort of research led pedagogy behind it.

But until there's a purpose...

>> Yeah...

>> It's always on the to-do list.

[SOUND].

>> And in that way, children are learning from each other,.

>> Yeah.

>> Across the globe, but the teachers

are learning from each other's children's practice.

Yep.

Because it...

>> So they learn what you do and [CROSSTALK].

>> Yeah, because at the moment, when school says.

I don't know really.

It's a can open for coffee over there, >> Yes.

>> Coffee, [NOISE].

>> Yeah.

>> When the, the, when the school in, I don't know,

Norway, says, look, we've done this really interesting thing on iPads [NOISE].

>> Yeah.

And what I'd like to do is prepare a little webinar and

share my PowerPoint with you, and they put it in my diary.

My diary is so squeezed and stretched in a week.

I want to do it.

I go along to it.

We might have a few language barriers, and then we might have a few broadband issues,

and I turn up ten minutes late to it, because I got caught by a parent.

And although they want to do it, it's

really hard to make that sharing practice happen.

But when you're saying I, to do my day job...

>> Hm...

>> I need to create this innovative curriculum for my...

>> Mm...

>> Stuff, my children, and they are going to work together to achieve this end goal.

And all of a sudden, there's a purpose, other than just sharing your practice.

[NOISE] The purpose is to create your practice to create great work.

>> [COUGH].

>> So actually, in terms of the work around that learning gateway, and also

with, they've developed this thing where you can create live lectures,

and you can have all one class using, Webex through link, Marks of Link.

I, getting schools into the same learning platform with the

same communication tools, working on the same projects,

suddenly would empower this collaborative working.

Now, if we were to sponsor another school, so a school that's failing,

and we were going to go work with them, it'd have to happen.

Two schools at two distances we would join them.

But when it's two successful schools, it requires the buying of the leadership to

say that's what we want to do, and I think that will be an interesting thing to do.

In fact at the global forum with Microsoft, they do a competition, and you

have to put a pitch to say that the one winning school out of however

many going will present their project at the global forum.

So we're going to put ours in by the end of January I'll pitch.

And I think what I'm probably going to do,

is I want to take our enterprise approach act

with all of the features that you would use in it so we want to make it global.

[CROSSTALK] You would get the other side of it then.

>> Yeah, so I want like, I don't know, 20 schools from off the

globe, across the globe to enter a

global enterprise project, so you create international companies.

And that's my pitch to them.

But that would be, actually, teachers from across countries sharing good

practice, but with the vehicle of actually doing work with children not,.

>> Mm-hm.

>> So it's, I suppose what you'd call active research.

Isn't it?

>> Yes.

It is exactly that, yes.

So that's the, that is perhaps the most important

way of getting teachers to share their best practice.

>> Yeah.

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