digital education late july 2014

8/10/2019 Digital Education Late July 2014

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Digital Education late July 2014 Page 1of 10


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Inside this edition...

What people have said about Digital Education..............................................................................................................2

The Quest to Modenise the !" #lassoo$....................................................................................................................%

&epaing to teach the ne' #o$puting cuiculu$..........................................................................................................%

(evie' of )M*(T *$p.................................................................................................................................................+,euodete$inis$ as an antidote to co$$on sense- doubt it/......................................................................................

*ssessing poect based leaning.....................................................................................................................................

*c3no'ledge$ents.........................................................................................................................................................

#ontact details.................................................................................................................................................................

,e5t issue........................................................................................................................................................................

Disclai$e.......................................................................................................................................................................

What people have said about Digital Education

* geat insight into the 'old of education and

technology/ (achel Wo$ac36 Mango Ma3eting

http788'''.$ango$a3eting.co$

DE appeals to the specialist and novice ali3e. t not only

povides a 'indo' to the vey lage and busy 'old of

technology but offes to hold you hand on you ouney.

Julia )3inne6 9ounde of 100 Wod #hallenge

http788100'c.net

*ticles ae 'ell 'itten and edited6 ti$ely6 and

inteesting. David #o56 Teache

Digital Education is one of the best edtech esouces

aound/ t povides up:to:date info$ation and ideas on

ho' to integate technology:based best pactices. Evey

teache needs to subscibe. )ally ons6 Teache

!seful6 pactical ideas fo i$ple$entation in the

classoo$. ;andy hints fo assess$ent fo teaches.

egson.

We too3 the decision to include only discusive aticles

afte $uch discussion. n the end6 'e thought that youBd

appeciate so$ething elatively light'eight to ead at the

end of a busy te$6 and a long yea.

The 3noc3:on effect of that 'as fe'e coloued bo5:outs

and fe'e sceenshots6 'hich gives this publication a $oe

acade$ic loo3. That 'asnBt a delibeate decision6 itBs ust

the 'ay it tuned out C but do let us 3no' if you pefe it.

f 'e 'ee 'ong to include only discusive aticles C o if

'e 'ee ight C please do co$plete the eadeship suveyto let us 3no' you thoughts.

http://www.mangomarketing.com/http://www.mangomarketing.com/http://100wc.net/https://docs.google.com/forms/d/1VvBaHSy7kIsa-yiSkWvHWSeYHWxQs20YFNjfbkTkVBY/viewformhttp://www.mangomarketing.com/http://100wc.net/https://docs.google.com/forms/d/1VvBaHSy7kIsa-yiSkWvHWSeYHWxQs20YFNjfbkTkVBY/viewform


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The usual $i5 of aticles 'ill be bac3 in the ne' school

yea.

n the $eanti$e6 have a geat su$$e/

The Quest to Modernise the UK Classroom

By Suzanne Tidmas-Cole

This is a sponsored article

*coss the !"@s education secto6 thee is a palpablefeeling that a esugence of technology and innovation in

the classoo$ is abound. 9o$ students and staff being

encouaged to bing and use thei o'n $obile devices6 to

geate suppot fo e$ote leaning6 the $odenised

classoo$ can be a $oe efficient and effective

envion$ent : : $oe so than eve befoe. *nd education

leades ecognise no' is the ti$e to act fast. n ne'

eseach fo$ the Econo$ist ntelligence !nit sponsoed

by (icoh6 it 'as found that a full pe cent of education

leades believe that they ae unde geate pessue today

than in the past thee yeas6 to continue to change faste.

,ealy half 4F feel that they ae adopting ne'

technologies faste than co$petitos.

The ti$ing is ight. !nivesities and #olleges acoss the

county have ta3en $assive stides fo'ad to beco$e top

intenational acade$ic institutions. t 'as ecently found

that the !" an3ed second acoss Euope6 and si5th

intenationally6 in te$s of top intenational highe

education institutions. With a aised pofile6 all eyes ae

no' on education establish$ents@ ability to $odenise the

classoo$ and ca$pus in geneal6 in ode to continue to

pogess on a global level.

Get6 thee e$ain challenges in achieving technology

po'ess. Education leades said the top t'o bottlenec3s in

achieving geate agility ae difficulty in getting

e$ployees6 business units6 o functions to adopt a co$$on

appoach 44 pe centF and bueaucatic decision $a3ing

pocesses %H pe centF.


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;o'eve6 'hat you can do is to da' up a list of a fe'

things that you 'ill conside o do. ;opefully6 the list

belo' 'ill give you so$e ideas and $a3e the 'hole thing

$oe doable.

Ma&e connections

f you donBt 3no' ho' to do co$pute poga$$ing6 it is

i$peative to find so$eone 'ho does. Thee used to be an

advet on


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9oget all the nonsense you hea about being able

to lean coding in a day. #o$pute poga$$es6

li3e e5pets in any othe field6 spend yeas honing

and e5panding thei s3ills. Gou $ay be able to

lean the principlesin a day donBt 3no'7 thin3

even that is a stetchF6 but not $uch $oe. n any

case6 leaning ho' to code isnBt the sa$e as

leaning ho' teach othes ho' to code. n $y

opinion6 all that $a3ing ponounce$ents aboutyou can lean to code in a dayK does is $a3e

people feel inadeAuate. To $y $ind6 itBs the

eAuivalent of so$eone 'ho 3no's ho' to da'

announcing that anyone can lean to s3etch in a

day. et so$e taining 'hen you get bac3. Ges6 easie

said than done6 3no'. B$ Auite appalled at the

nu$be of ti$es couses have had to be cancelled

because headteaches 'onBt let thei staff out on

couses. )hot:sighted doesnBt even co$e into it.


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Iu stating point 'as to loo3 at the #o$puting

&oga$$e of )tudy in daft 'hen 'e began 'o3 in

May 201%F and to divide into stands. We identified 47

Computer $cience7 undestanding co$putational

concepts and ho' to 'ite co$pute poga$s?

Information Technology %IT&7 undestanding ho'

co$putes 'o36 'hat co$pute net'o3s ae6 and ho' 'e

use T in ou lives?'igital (iteracy7 the ability to select and use digital

technology to co$$unicate effectively to a given audience

fo a specific pupose6 including using ne' and unfa$ilia

technologies 'ith inceasing co$petence?

Cyer Wisdom7 using technology safely6 espectfully and

esponsibly6 including legal fa$e'o3s and health and

safety issues.

9o each stand 'e ae developing pogession gids 'hich

ta3e the ,ational #uiculu$ &upils should be taught

toOK state$ents and bea3s the$ into yealy =eaning

Ibectives outlining 'hat young people should be tyingto lean.

=eaning Iutco$es ae identified fo each =eaning

Ibective and ta3e the fo$ of canOK state$ents 'hich

de$onstate 'hat young people need to do to sho' that

leaning has ta3en place. We then seach though the

nu$eous esouces being developed to suppot the

#o$puting #uiculu$ and signpost to those Auality

assued by )uffol3 teaches. f thee ae no esouces to

suppot ou =eaning Ibectives 'e develop ou o'n. We

have developed the pogession gids and esouces to

$a3e the$ accessible fo all teaches6 including those 'hohave little o no e5peience of #o$puting.

)o fa 'e have pogession gids and esouces to teach

the #o$pute )cience stand fo$ yeas 1: age H:14F.

The #ybe Wisdo$ stand has pogession gids and

esouces fo yeas 1:+ age H:11F. They can be found on

)uffol3 =eaning i.

The seconday tea$ 'ill be developing the #ybe Wisdo$

stand ne5t 'hile the &i$ay tea$ is 'o3ing on the

lagest stand C Digital =iteacy. We 'ill continue to

evisit6 evie' and develop ou cuiculu$ to ensue that it

stays elevant and up:to:date.

bout Kathr+n Da+

Kathryn is Computing and Technology

nhanced !earning "d#iser for Suffol$

County Council%s !earning and

&mpro#ement Ser#ice. Before training to

teach Secondary &CT she had pre#ious li#es

in the 'ine trade and archaeology. She

considers herself to be a restrained and reflecti#e adopter

of technology ( cautious of the lure of the latest gadgets

and al'ays putting learning first.

2evie$ o* !M2T mp

S)"RT "mp is an application designed to facilitate

collaboration across a range of de#ices. llie *regson+ a

,ear student+ discusses 'hat 'as good+ and 'hat 'as

not so good+ about its introduction into her lessons.

Thee 'as often e5cite$ent 'hen i&ads 'ee oiginally

bought into the classoo$6 but not the sot of enthusias$

thin3 teaches hoped fo fo$ thei students. We 'ouldspend the lesson thilled by the change in at$osphee6

ta3ing vaious photos and not focusing on the 'o3 as 'ell

as 'e could.

)M*(T *$p definitely i$poved upon this use of i&ads

in the classoo$. t is basically intenet:based soft'ae

that ceates a Pvitual classoo$@6 'hee a teache can set

'o3 on a blan3 page and you can ans'e Auestions using

i&ads. Gou can send in you ans'es using photos ta3en

fo$ you boo3s6 'ebsites o si$ply 'iting it staight

onto the page.

Eveyone in $y class 'as co$fotable 'ith usingtechnology6 so the si$plicity of using this ne' leaning

facility 'as not an issue. Iu fist lesson using it 'as Auite

chaotic6 'ith a s$all pecentage of the class doing the set

'o3 on the i&ads and the $aoity ta3ing silly pictues

and posting the$ online. ;o'eve6 this does sho' ho'

fo$ an ealy stage )M*(T *$p inteested us and 'e

found it easy to handle.

http://www.suffolklearning.co.uk/http://www.suffolklearning.co.uk/http://www.suffolklearning.co.uk/http://www.suffolklearning.co.uk/


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These

screenshots

illustrate the

range of

annotations

and lin$s that

S)"RT "mp

ma$es

possible to

sharebet'een

de#ices.

>adually6 the soft'ae has i$poved and as one of the

fist classes to use it6 'e have seen it go'. The teache

no' has contol ove 'hat can be posted and can ta3e

a'ay eveyone@s ability to post in ode to sho' the$

so$ething specific.

n ou $oe ecent lessons using )M*(T *$p6 'hee 'e

ans'eed e5a$:style Auestions set by ou teache

involving finding the volu$e of shapes6 'e can eally see

that these changes 'ee necessay fo ou leaninge5peience because no' 'e ae able to focus on the 'o3

'hen necessay.

)M*(T *$p has not co$pletely oveco$e the poble$s

'ith intoducing technology into the classoo$. *lthough

$oe people concentate than peviously6 the change of

at$osphee is a distaction fo so$e. t is difficult to use if

'o3ing in pais because students 'o3 at diffeent paces

but $any schools do not have enough access to technology

to distibute i&ads8laptops individually. ;o'eve6 if

students 'ee able to use thei o'n $obiles fo it in the

futue6 this difficulty $ay be oveco$e.The soft'ae is fee and easy to use6 and 'ill soon be

available fo $ost devices 'ith access to the intenet. This

$eans that in the futue teaches 'ill be able to set

ho$e'o3 fo the students on this soft'ae 'ithout $uch

e5planation6 because it 'ill be online.

n a no$al classoo$6 'hen a teache as3s fo a student to

contibute to a discussion6 the sa$e people 'ill no$ally

spea3. ;o'eve6 students see$ to feel a lot $oe

co$fotable posting online6 $eaning that eveyone can

shae ideas $oe feely. n addition to this6 in ou Maths

class 'hee 'e use )M*(T *$pF ou teache 'ill oftenteach us ho' to 'o3 out a paticula poble$6 but not

eveyone 'ill undestand. f othe class$ates post

e5planations o othe $ethods they 3no' of6 eveyone 'ill

have a geate undestanding.

Iveall6 )M*(T *$p definitely has the potential to

i$pove students@ ability to lean6 but shouldn@t be used

e5cessively. t allo's eveyone to collaboate and shae

ideas but the distaction of technology that students ae

used to using in thei spae ti$e can pevent it fo$ being

as helpful as possible. ;o'eve6 it ceates a ne' 'ay to

lean that is inteesting and $oe fun to use than odinayte5t boo3s.

9o $oe in fo$ation about )M*(T *$p6 please visit

http788education.s$attech.co$8en8poducts8s$at:a$p.

bout Ellie 4regson

llie is a ,ear student at Thomas Tallis school in

!ondon. She is studying for her *CSs+ en/oys 'riting

and is considering a career as a /ournalist.

5eurodeterminism as an antidote to common

sense6 ' doubt it7

)el Thompson discusses a certain type of determinism

found in the area of 0hilosophy these days. Some time &

ago & discussed this phenomenon in the field of

educational technologyii+ and later disco#ered that )el

and & shared certain #ie's and frustrations1 Read )el2s

article3 do you detect any similarities bet'een our t'o

disciplines4

*dvances in neuoscience have given us ne' insights into

the 'o3ings of the bain6 at least to the e5tent that the

$easue$ent of blood flo' suggests 'hich pats of the

bain ae opeating at any one ti$e. When 'e $a3e a

decision6 the onlyphysicalevidence fo ho' 'e do it is in

te$s of bain activity6 ust as 'hen 'e go fo a 'al36 the

only physical evidence fo ho' 'e do that is the

$ove$ent of $uscles and li$bs6 along 'ith the

coesponding unconscious bain activity. )uch an

obsevation is in accod 'ith a co$$on sense vie' of the

$ind6 fo fe' today 'ould subscibe to the idea that 'e

have a dise$bodied self6 independently capable of pulling

ou physical puppet:stings. We thin36 'e 'al3 and 'e

decide 'hat to do C that is ho' 'e e5peience ouselves.

We ae eal and 'e ae e$bodied.

a$ uttely fustated6 theefoe6 by those 'ho ta3e afuthe step and ty to suggest that the self is nothing other

http://education.smarttech.com/en/products/smart-amphttp://education.smarttech.com/en/products/smart-amphttp://education.smarttech.com/en/products/smart-amp


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thanneual activity6 o that ou evey decision is an

illusion6 ceated by neual activity that has ta3en place

pio to ou beco$ing a'ae of it. They suggest that6

because they can detect activity even a faction of a second

befoe 'e $a3e a decision6 it is not 'e 'ho have $ade the

decision at all6 but ou bains6 and theefoe that 'e have

no $oe than an illusion of being in chage o of being

$oally esponsible fo ou actions. *t this point6

neuodete$inis$ pats co$pany 'ith co$$on sense. We3no' 'hat it is to agonise ove a decision and then ta3e

esponsibility fo it6 and no analysis in te$s of neual

activity is going to ende that pocess illusoy6 any $oe

than a Moat sy$phony is endeed illusoy by being

analysed in te$s of a seAuence of sound 'aves. If

couse thee is no sy$phony 'ithout sound 'aves6 no

so$e e5ta:teestial ghost of Moat6 but no list of

feAuencies is going to eplace 'hat 'e $ean by the

sy$phony o ou e5peience of heaing it.

,euodete$inis$ only $a3es sense if 'e assu$e that the

hu$an bain is the cause of its o'n activity and that

hu$an social inteaction and co$$unication ae $eely its

by:poducts. ndeed6 so$e enthusiasts fo neuoscience

$oc3 the co$$on sense vie' that 'e have of ouselves as

thin3ing6 choosing6 ceating6 conscious beings as a elic of

a pe:scientific outloo3. f it can@t be $easued6 it can@t

e5ist/

n fact6 'ould ague that the elationship bet'een self

and bain is e5actly the evese. #o$$unication and social

inteaction6 'ith the develop$ent of signs and language6

povided the conte5t 'ithin 'hich natual selection

favoued the develop$ent of $ental capacity. Those best

able to identify one anothe6 co$$unicate and $a3e gooddecisions about ho' to act togethe6 'ee able to suvive

in a co$petitive 'old6 and the bain capacity that $ade

possible such thought and co$$unication theefoe

inceased ove ti$e. To suggest othe'ise eAuies belief

in so$e e5tenal foce that appeas to have dete$ined that

ho$inids should have eve:inceasing canial capacity.


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no' to the last ti$e it featued in a poect. t allo's you

to consolidate thei undestanding6 build on thei pio

3no'ledge and e5tend it futhe.

This consistent use of vocabulay also suppots you

assess$ent. t 'ill help you focus on the 3no'ledge and

s3ills you@e tying to build and then you can give useful

feedbac3 to students on thei pogess.

This feeds into a $odel of assess$ent 'hich $atchespoect leaning6 'hich is to assess stands of 3no'ledge

and s3ills. *t ou cente 'e use the sa$e stands fo

assess$ent 'e use in poect 'o37 pesenting

info$ation6 data handling6 co$pute science and digital

liteacy. Each ti$e students do an ele$ent of a poect 'e

flag to the$ 'hich of these stands it fits 'ithin as 'ell as

the 3no'ledge and s3ills 'e@e coveing C 'hich is 'hee

the consistent liteacy is citical. The $a3 'ithin each

stand efes to thei $astey of it.

*t pesent 'e@e tialling this unde a


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i ,ote that a subsciption is payable to access these esouces.

ii Ed Tech dete$inis$ and so:called conventional 'isdo$7http788'''.ictineducation.og8ho$e:

page820148H81%8ed:tech:dete$inis$:and:so:called:conventional:'isdo$.ht$l
http://www.ictineducation.org/home-page/2014/5/13/ed-tech-determinism-and-so-called-conventional-wisdom.htmlhttp://www.ictineducation.org/home-page/2014/5/13/ed-tech-determinism-and-so-called-conventional-wisdom.htmlhttp://www.ictineducation.org/home-page/2014/5/13/ed-tech-determinism-and-so-called-conventional-wisdom.htmlhttp://www.ictineducation.org/home-page/2014/5/13/ed-tech-determinism-and-so-called-conventional-wisdom.htmlhttp://www.ictineducation.org/home-page/2014/5/13/ed-tech-determinism-and-so-called-conventional-wisdom.htmlhttp://www.ictineducation.org/home-page/2014/5/13/ed-tech-determinism-and-so-called-conventional-wisdom.html

digital education late july 2014

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