@icttalk

Plus ca change

Posted in Uncategorized by icttalk on January 17, 2019

Imagine a new, exciting piece of technology with risks understood by those close to it but that can even cause death for an enthusiastic user whose lack of experience and understanding lead them to take risks that the more informed would view with horror. The Internet? Well actually no, it’s the railway which in 1830 at the opening of the Liverpool and Manchester Railway saw William Huskisson MP leave his train at a water stop to walk back along the line to speak to the Duke of Wellington only to be hit and killed by the famous locomotive Rocket on the other line.

The point of this? I would argue that new technologies in which new users have no experience cause them to do things that are later seen as dangerous, even extraordinary. Sometimes these risks cannot even be recognised as present. Perhaps this is because risk is something taught to us by a previous generation whose experience and understanding was in turn developed by yet another generation. With technological innovation these generations do not exist.

Anyone who has ever tried to organise an information giving meeting about staying safe online with a conspicuous lack of success could be forgiven for thinking that people don’t care. I believe that people don’t have a background to recognise its importance.

What can we teach people when we have a captive audience like, for instance, in school? Unless there is a specific problem relating to a particular application, website or social network I’d avoid the huge task of addressing each one and instead I’ll suggest ten aspects that might be common to each one. With technological development accelerating, some might say like a brakeless bicycle without, one hopes, the same consequences, focussing on the product becomes impossible; there’ll be another one along in a minute.

Each of the ten interrelated key features should be overlaid by consideration of the vocabulary we use. We use the same words in vastly different circumstances. A good example is ‘friend’. Once we might put our number of friends in single figures, now in social networks they might number hundreds but with hugely different characteristics; we might never have actually met some of them. This use of the same vocabulary in new situations is amusingly and accurately demonstrated in the film ‘Can I Be Your Friend?’ https://www.youtube.com/watch?v=aDycZH0CA4I&t=14s

The key features are listed here:

  • Personal information
  • Control of information
  • Permanence
  • Scale
  • Separation of online and offline (Not face to face)
  • Trust
  • Anonymity
  • Instant gratification
  • Secret vs Private
  • Personal behaviour

I haven’t developed a hierarchy for these items but it might help to start with something that will concern anyone who’s ever had one of those calls out of the blue about PPI, access to personal information. Other people knowing who you are and a huge range of personal details such as life history and preferences is nothing new. It’s impossible to spend time in someone’s company without picking up some of this information so what’s the problem? It relates to scale, the number of people to whom it is available online, and the ease with which it can be passed on even inadvertently. It relates to trust in the people who read it and the separation of the online and the offline if people share things online that they would never consider sharing offline.

What is it safe to share and what might the consequences be if it falls into the hands of someone you can’t trust, the online version of stranger danger? Incidentally, if you ever have the chance ask a group of young people if they’ve been given the advice by someone close to them not to talk to strangers. Probably all the hands will go up, an example of familiar safe behaviour being passed on from generation to generation. Then ask them to keep their hands up if they’ve never talked to someone online they haven’t met, perhaps while playing a game. You’ll get knocked over by the rush of air as the hands come down. They talk without thinking about it to people they don’t know online – strangers. Has this to do with an unwarranted confidence in not being physically close to that person?

In any event as well as unwanted contact mentioned above personal information about location can be used to determine when someone’s property is empty, for instance an enthusiastic post about an impending holiday, or, in the case of a child, where they go to play, what they look like and their name. Lethal.

If a profile can be built up impersonation is possible and privacy breached in other ways when people post information that is very personal and wouldn’t be shared face to face, a good example of the difference in behaviour offline and online.

Harking back to the use of language in a new context I recall a child of about 10 doing what, offline, any parent would be proud of, looking for a part-time job. She wanted to work with her great enthusiasm, horses, but advertised her services online giving her ‘phone number, post code and even a photograph. In days gone by such a post in the local newsagents minus the picture might have been a good idea but online it attracted far more views than there were stables in the area before the advert was removed. With post code and online maps particularly the child could have been easily traced.

Offline one has far more control of information. Imagine telling someone something inappropriate or showing them a picture, remembering this might be less likely face to face. In the event they try to tell someone else the owner of the information can always deny it in the face of lack of evidence. Posted online it is out of control and might be copied or shared even by people unknown to the owner. The scale of people to whom it is now available is also huge. Sexting, the process of sharing sexually explicit images of oneself, can go horribly wrong because of this. Trust, also on my list as something changed in the online age, can be betrayed sometimes not even out of malice but perhaps out of a misplaced admiration. The claim that the information is visible to friends only is no help when the definition of friend has changed and the friend might share to a wider audience.

“I deleted it” is often heard when someone realises that they have posted something that they now wish they hadn’t. What isn’t recognised is that content on the Internet is archived and often able to be found later. With employers now more than ever ready to search for information about an applicant online rather than in their CV this might be what Eric Schmidt, at the time chief executive at Google, had in mind when he said that we might be looking at the first generation that would have to change their names before looking for employment. There is an upside to this in that an online presence that demonstrates things like creativity and useful endeavour might be a real advantage.

To return briefly to scale something that seems obvious might not be clear yet to everyone. How many people might now have access to details you thought were private? How quickly can this information be spread? It is also more likely that physical distance is now longer the protection it was although I have been told by a parent in a remote rural area that his children were safe because they were miles from anywhere. This is hard to agree with if the assertion that a sexual predator might be increasingly likely to abuse online rather than risk meeting.

We need to know more about if and how people behave differently online too. The phenomenon of sexting suggests this is so and the possible deluge of aggressive comment to an opinion given online is another trend that is much less evident offline.

To turn to the question of trust I believe this has two facets, people and content. People relates in no small part to the use of the word ‘friends’. If we are interacting more with unfamiliar people we need to understand that the predator will not be unpleasant immediately but might employ a sophisticated range of strategies based on flattery, bribery and threat. Now more than ever young people need to be able to find a sympathetic adult if they find themselves slipping into trouble. The threat that they have done something wrong and will be in trouble must not be allowed to work. Adults need to understand that the perceived possibility of sanctions against the young person might stop them from asking for help. They also need to understand in the case of sexual predators there is only one person at fault and that is not the young person however unwise they might have been.

There might be a crossover point where trust in people meets trust in message, perhaps particularly with the purveyors of scams but I’ll turn to websites and the ability to recognise the truth. It is not exaggeration to say that for the majority, old or young, information literacy is non-existent.

“If the children are the future, the future might be very ill-informed.” – Evaluating Information: The Cornerstone of Civic Online Reasoning November 22, 2016 (Stanford University – History). This study uses words like “dismaying” and “bleak” to describe the ability of people to evaluate information, or fake news as it has become known.

It’s no exaggeration to say that young people, and older ones for that matter, are unable to evaluate the accuracy and/or honesty of websites, identify the author or check whether the links are all to websites by the same person or organisation. It is also telling to be able to see what sites link to the one you’re looking at, a skill not at all widely practiced.

Even basic search skills such as creating key search terms, narrowing searches to specific sites or searching only sites from a particular country are unavailable to most. The latter raises the debate beyond questions of honesty and accuracy to the idea of multiple realities.

Moving on to identity online, linked to the issue of personal information discussed above, anonymity is a doubled edged sword. Often used by gamers in the form of a nickname this can protect privacy but also disguise a predator.

Another aspect of privacy is its place in the online world where increasingly everything is posted from the indecent selfie to holiday plans. In the offline world some things are still private and there is discussion to be had about the place online of things that are no secret but perhaps should be private. An example might be of a group of professional people on a night out. It’s no secret that lots of people enjoy this sort of experience but could the sharing of it damage reputations? My favourite analogous example is one that gets a delighted reaction from primary school children; it’s no secret that everyone goes to the toilet but it really ought to be private!

Related to scale but in terms of time is the concept of instant gratification. As an example, it’s always been the case that people have become angry perhaps at work of school and returned home in a bad mood. In the past slamming the door and a few other expressions of frustration would be followed by a cooling off, not necessarily happiness but a sense of perspective. In the world of social media all the old fashioned manifestations of anger are followed by an angry post. It’s only when the cooling off kicks in that the writer realises that control of the post is out of his/her hands and there’s no ‘take back’ button. Of course, this applies not just to anger but any sort of impetuosity.

A good place to finish perhaps is where online safety education should start. Recognition of what is appropriate behaviour online might reduce the population of trolls in future years. Firstly, it seems likely that we behave differently online. We might be braver, more outgoing, more aggressive… the list goes on. Do people recognise this only if challenged? As a society we put in a lot of work into coaching appropriate behaviour in the offline world and we need to develop similar strategies online. First though we need to know why we are emboldened. Has it to do with physical distance and a perceived safety of being in a comfortable environment? One thing is for sure, it’ll be complex and personal.

One last aspect of this is intellectual property. There can be hardly a person who hasn’t used content or images online probably with no regard for copyright. It might be argued that if you don’t want it copied don’t post it but really online content doesn’t differ from that in a book.

In summary we are interacting with a new technology in the same way people have always done; a way that will be viewed with astonishment by future, more experienced, generations. There is work to be done to understand the implications of this and then to persuade others that the issues exist. When we recognise that the vocabulary of offline does not equate with behaviour online we will have made progress.

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Websites for learning

Posted in Uncategorized by icttalk on September 19, 2018

I’ve done a fair bit of work on websites for various organisations but it took a reminder to convert classic Google sites to new Google sites to tell me that I’d also done a lot of website work for learning purposes.

I’ve been a part of a number of projects all of which wanted the project outcomes on the web but, as essentially static websites, didn’t want to find domain name and hosting renewals from shrinking budgets.

So I turned to Google sites (other types are available as they say) and I thought I’d share a few.

It all started when I was doing a lot of training events and realised that the cost in paper to share the resources I used was soaring. I started making simple websites with downloads of documents and hyperlinks to referenced websites. It worked well and meant all I had to do was give out a URL and I could add to the site if requests for more information came up during the training. It also meant that my site had to be merely presentable and as it had a specific purpose I didn’t have to spend hours updating it. It was simply there for those who wanted the resources.

Later I became involved in those projects I mentioned above, sometimes as part of a team and sometimes alone, and as I said I thought I’d share some of the resultant websites.

Click on the titles to go to the sites.

Life on the line

lotl

This was part of a project that produced materials for schools about the railway system past and present across the south of England. I found lots of resources for my area, the Isle of Wight, and called upon my days as a trainer to build a website to showcase the resources.

St John’s House, Ryde

St Johns

For many years I worked at a school that I loved. Its main building had been built as a house in 1769 and as part of an after school club I and a group of year 8 pupils decided to research its history. We produced a booklet that went into local libraries and more recently I converted it to a website so that it might have a longer lifespan and hopefully more readers.

Information literacy

info lit

I’d discovered a great website on explorers that deliberately had fake information and could be used to encourage children to check their sources and I thought it would be a good idea to have one about the Isle of Wight that could be used locally or by schools planning a visit here. With the help of members of a local heritage group on Facebook I collected information supplied by them, some downright falsehoods and others bizarre but true.

The Isle of Wight Rifles

IWRifles

This was the first time I’d been part of a group and my task was to produce a free, low maintenance website. With the heritage team at Carisbrooke Castle we collected resources that told the story of a local regiment that suffered horribly at Gallipoli in World War 1. Amongst other things it contains the letters of young sweethearts whose family homes were in adjacent streets and only a short distance from mine. She was still sending letters assuming him to be a prisoner long after he had been killed in action. Have the tissues ready! There are also ideas for use in school.

Intergenerational

intergen

This is another project with the local heritage team and a local school. It brought together the pupils and local elderly people to record the memories of those people before they were lost. It includes the sound recordings as well as photos. The project was a huge success not least in the way the generations came together.

Accessible heritage

accessible

This was a project with local education company InspirEd. We have many great facilities on the Isle of Wight and wanted people of all ages with learning disabilities of varying degrees to be able to visit them and record their impressions. With appropriate and different levels of support some made short movies while others responded to photographs of their visit and had their comments recorded. I wish we could have gone to more places!


I hope you enjoy looking at the sites and perhaps even use some. Unlike the glossy corporate websites these gave me a great way to either present resources, record experiences or both.

Fake news

Posted in Uncategorized by icttalk on July 2, 2018

The recent flurry of interest in ‘fake news’ is interesting not least because I have been making a fuss about it for years with little success. Cynics might say that its current profile is one that allows politicians to behave badly and then scream, “Fake news” when it is reported but there is so much more to it.

It has always been with us but we have been comforted by the mediation by recognised publishers making us assume everything is accurate. I remember a story, probably improved by retelling of a school in the far east setting up a connection with an Inuit school in Canada to learn about different cultures. They did their research in the library finding pictures of small children in fur lined hoods fishing in round holes in the ice. It must have been with some surprise that on opening the pictures they were sent the first was of a boy going to school with a Thomas the Tank Engine bag on his back! This story not only shows that being digital breaks down stereotypes but also that books do not update as they get older. Nor, of course, do some websites.

This sort of information literacy seems to have two strands. One is about the questions you ask search engines and the sort of results you might get from different keywords and the second is about how you validate the information once you get it.

Alan November, the well-known American expert in this field, apparently takes a mischievous delight in asking young people if they know how to use Google just to see the looks on their faces. He is then able to demonstrate that maybe they don’t if like most people they bung in a couple of likely words and don’t get past the first page of results. After all the best results will be on the first page, won’t they? Won’t they?

Users need strategies to get at the best information and to limit the number of hits they get. As well as beginning to think about how authors might describe their work and to adapt keywords for search accordingly there are a range of much underused search engine tools that will help. For instance, once you can think outside the box with your search a great way to find alternative viewpoints is to search only sites from another country. Multiple realities are within our reach but bring us a step closer to the need to analyse the accuracy of what we see.

Before I look at how to decide whether what we have is fake news or not let me ask some questions that highlight the differences between a book-based reference system and the online.

  • Does your search engine have a Dewey classification system? No, it doesn’t. It relies on your abilities as a searcher.
  • Who’s the author?
  • Are those links really to sources created by others or is there a self-validation going on?
  • When was it published?

These are easy to answer about a book and can give you information or at least leads to its validity.

A good place to start when trying to verify a source is not technical. Use common sense. This works well with one highly placed site in any search engine about Martin Luther King targeted at education and learners but in fact a neo nazi organisation’s site. It’s not good hoping it’ll be removed by the nice search engine people, it’s been there for years. The web is like the wild west, full of opportunity but quite lawless.

It’s useful to know how to identify the author, what sort of site has links to the one you’re looking at and what the site looked like in the past but too few people know how. I can see that using these techniques will be time consuming but they are vital if we are not to be fed lies or a collection of sites by the same writers that by their number appear to confirm the information.

Before the end of this short post (yes, it is short, the reality is complex) a word about copyright. You want to use that picture? Simply being on the web doesn’t mean you can use other people’s intellectual property. Do all those Google users know how to see if the author has allowed use and in what form?

The above is an outline of what people need to learn if they are to be safe online. The alternative? If you’re very young it might be a poor piece of homework, in your teens a dietary fad or unpleasant cult and as an adult you might end up buying a car that doesn’t exist.

Using calculators

Posted in Uncategorized by icttalk on March 23, 2018

The debate surfaced again on Breakfast TV this morning and seems not to have developed in 40 years. As only something of a simplification, the moment you open your mouth you are either a Luddite or someone who cannot countenance ever doing a calculation mentally again. There seems to be an inability to accept that there are people who see this technology as neither vital to modern life nor something that will dumb down mathematics. There really are people who when carrying one will use it and when not will calculate using other means.

Enough of the perceived extremes. In my diagram below I set out three types of calculation. We will usually work mentally first and, failing that, move to pencil and paper and then on to a calculator.

Notice the overlaps where a user is not sure which route to go. An ambition must be to move these to the right where possible.

The calculator also reinforces the need for other mathematical skills such as estimation and approximation. Without these the calculator does not guarantee accuracy. They are essential checking tools.

In the past I’ve used calculators as a teaching tool. They can be used to learn multiplication facts by heart (yes, really) and things like multiplication and division by powers of 10. The calculator is not there to do the calculation but to help the learner to a state where s(he) does not need it. It’s been a strategy that I’ve found it very hard to get across to the more traditionalist members of the community.

Einstein said:

Posted in Uncategorized by icttalk on December 18, 2017

“It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.”

Is that true? Are you sure?

Posted in Uncategorized by icttalk on November 13, 2017

200 years ago John Keats wrote, “Beauty is truth, truth beauty, – that is all Ye know on earth, and all ye need to know.”

Today in the Internet age we are wrestling not only with what constitutes truth but whether there are multiple realities in a connected world depending on culture and background. This is compounded by having a never seen before source of information, the web, and no history of strategies for being able to verify its accuracy.

Why is this important? To offer a sweeping generalisation if you are at primary school you might hand in a poor piece of homework, if you are in your teens you might end up with a risky diet and if you are of working age you might buy a non-existent timeshare. The actual list of dangers of not being web savvy probably runs to pages.

How easy it was with old technology, books. Well, yes and no. The confidence of accuracy with which we might have approached the school library might have been misplaced. Certainly, the contents of a book might have been mediated by its journey through the editing process but once printed there it stood, unchanged, as time, ideas and new discoveries overtook it.

However, there are facets of the old technology that are disappearing and these impact on a reader’s critical analysis of evidence. In the library you would find a considerable but, compared to online, still limited selection from which to choose. Decisions would be made, texts scanned. Online one seldom gets past the first page of search results. Stop to think about how something gets to the top of a search and you could be forgiven for thinking that it’s ranked by suitability but it’s not. This is where we enter the dark arts of search engine optimisation (SEO) a subject so mysterious and difficult that it’s probably why there were seven different teachers of defence against the dark arts plus one fraud in Harry Potter’s time at Hogwarts.

As an almost automatic authenticity check a quick scam of a book’s cover would tell you the author, the publisher and the date of publication but how many people can say the same of a website? To find further work of the same kind a book would publish a bibliography but with a website we have hyperlinks. Can you tell if they’re just links to other authors who perhaps have in a sort of incestuous way been sources for the site you’re looking at or have used that site as a source for themselves? The information can just circulate round a group of sites, the volume making the content appear more prevalent than it actually is. You might even be looking at links to the same author’s other work and this will not be clear.

Where to start? The first stop must always be common sense particularly if the reader is taken by surprise by the content. It’s also helpful to begin a search with a site you trust. There might be errors but at least you can be sure that they are honest ones.

Knowing how to search is also an underdeveloped skill. That might come as a surprise given the number of daily hits on search engines like Google but choosing key words is something that needs training. Imagine you know how to limit your search to sites from a particular country. Different countries on different sides of the same event will not refer to it in the same way. If you want to see the point of view of country X then you’d better search their sites using their own terms.

It’s also possible to search on just one site or just academic sites.

Next stop might be to check, if not the author’s identity, then the domain name registrant. Follow up but checking links in to the site. If they’re all from questionable political groups or sites suggesting sources for researching about ‘fake news’ then alarm bells will ring. Then have a look to see if the website’s assertions have been called out on sites like snopes.com.

All this takes time but an acceptance that it’s necessary at least means that blind acceptance of published content is decreasing.

The punchline, however, is how many schools teach their pupils these skills?

Digital storytelling or demonstrating learning

Posted in Uncategorized by icttalk on August 24, 2017

It takes a long time to integrate fully a new technology and see it become the norm. I suspect the dominant method for creating stories or reports is still paper based but there are opportunities to tell stories and demonstrate learning in transformational ways.

The downside is that achieving good levels of production makes this a longer job than traditional methods but the upside is that it delivers some of the computing National Curriculum.

A personal favourite is creating a map. If your story is location based or you are reporting on some historical event, for example, putting markers on a map that when clicked on reveal text, images and video is very exciting.

I first got the idea when Penguin released a book like this. Unfortunately, Google Maps has ‘improved’ making it harder but scribblemaps.com is also worth a look. Markers can be numbered to take you through in sequence. If maps can be saved as a .kml file they can be used to make a tour in Google Earth. I particularly like the idea of being able to visit some of the locations in classics like War and Peace.

My rather ordinary example has just two markers but having clicked on one it reveals some text, a photo and a video. I’m sure you can do much better!

What about making a film? The scriptwriting alone is a literacy task of some magnitude. A news report from history might be made using an app like Green Screen that now costs a massive £2.99 and will allow you to deliver a report against a background image or archive film. Don’t spend a fortune on a green screen though. A background of sheets of sugar paper works too.

With programming such a focus writing a program that demonstrates presentation of some other curriculum area gives it a real purpose. An animation in Scratch is a very good use of it.

And on the subject of animation, don’t tell anyone but you can use PowerPoint to make an animation that transitions automatically from slide to slide and then export it as a movie file. No one will ever know!

Instead of setting an exercise to demonstrate mastery why not make a ‘how to’ screencast or use an app like Explain Everything or Educreations?

You can make an online book with turning pages by writing your content in a word processor or something like PowerPoint. You’ll need a lot of content or you won’t have pages to turn though. Save as a .pdf and upload to issuu.com or youblisher.com. Be patient for the upload to complete and make sure the provider won’t put adverts on your work.

And then there’s an interactive information screen where users click on hyperlinks to go to the content they want.

And that’s leaving aside the plethora of apps created specifically for telling a story!

Online safety and digital literacy: how do they feature in schools?

Posted in Uncategorized by icttalk on May 22, 2017

Christina Preston of MirandaNet and I are writing a report for the UK DfE on the teaching of digital literacy and, more widely, how to stay safe online in our schools. We think these topics might be slipping through cracks in the curriculum even as it becomes ever more important.

In this blog post the views expressed are my own, based on experience more than researched evidence, but Christina and I would welcome MirandaNet members’ thoughts on these issues. We invite you  to respond to this short, anonymous survey.

Your ideas and suggestions, for which we are grateful, will inform the content of the report and can have some effect on ensuring an effective curriculum policy on these issues. Drawing on the wide experience of MirandaNet readers will be absolutely invaluable.

My work nowadays is almost exclusively e-safety work with teachers, parents and children. Interestingly my last three engagements, and for that matter the next one too, have all been in response to safety problems arising from children’s online use. In terms of their understanding of risk and a readiness to separate their behaviour online from that offline little seems to have changed since I did my masters dissertation more than 15 years ago.

This sort of ‘firefighting’ means the short term is devoted to specific environments rather than the generic behaviours that will still be present when the current apps or social networks are passé and the next big thing has arrived.

In school online safety seems to be divorced from safeguarding in general or perhaps it’s simply not registering. Parental engagement is lukewarm, even from parents who are very careful in the physical world, which I think throws up some interesting questions about how safe behaviours are passed on. This is the first generation of parents who cannot pass on what they were taught by their parents as the phenomenon did not exist when they were young. It would be unfair to single out parents as being the only group struggling to come to terms with online life. Teachers, too, are playing catch-up with limited time available and like parents have no cultural background to fall back on. The demands of the tested curriculum and schools’ published accountability might also be an issue.

I suspect that in schools there is still an emphasis on ‘events’ rather than curriculum integration with e-safety, when it is addressed, seen as the preserve of the computing teacher.

It is alarming that not only do few students or teachers know how to use a search engine effectively but that no one is learning how to be critical of the sites they visit. Just as with online ‘friends’ there are issues of trust here. There are no strategies taught to find out who or what is behind a site. Ask a group of teenagers if they know how to use Google. They’ll look at you as if you’re nuts but few have strategies for deciding on search terms or looking at results that are beyond the first page. Very few will be able to search to find alternative views because searches use the language of the culture the searcher lives in. Issues of copyright or using Creative Commons are rarely thought about. This sort of thing is the bottom line of digital literacy.

As an aside, the introduction of effective technology use including these subsets under discussion is akin to turning a large oil tanker. It takes a long time and is very slow. It is all very well government telling us how important any given thing is but it won’t happen unless time is given to teachers. The issues, such as digital literacy, will not happen easily; they need an investment of time and this is something schools do not have much of. Additionally, it is worth reminding ourselves of the pressures of being a ‘good’ school and noting that this places an emphasis on externally assessed English and mathematics, particularly in primary schools, and not being surprised if schools respond to this pressure.

Once again, to respond to the anonymous survey on these issues please click here.

Your input is much appreciated. Thank you.

BETT 2017

Posted in Uncategorized by icttalk on January 29, 2017

I had my annual day at BETT on Friday. I always enjoy going but detected a not altogether unexpected quietness relative to other years. Luckily I made some new friends!

img_20170127_140033img_20170127_140420_01

I’m much more interested in what students learn than with massive systems that measure everything down to a learner’s pulse rate. Assessment is about being able to offer learning at the best possible level which is what good teachers do by osmosis.

Anyway back to my new friends (and their industrial counterparts) and their cousin Virtual Reality. Leaving aside the fact that some schools can barely afford staff never mind hardware of this quality I came away with a renewed belief that we need a curriculum for 2050 rather than one for 1950.

 

But I learnt a bit about dancing!

Let’s remember…

Posted in Uncategorized by icttalk on May 5, 2016

From the BBC:

“Computers ‘do not improve’ pupil results, says OECD” http://www.bbc.co.uk/news/business-34174796

From OECD:

“Schools have yet to take advantage of the potential of technology in the classroom to tackle the digital divide and give every student the skills they need in today’s connected world, according to the first OECD PISA assessment of digital skills.” http://www.oecd.org/education/new-approach-needed-to-deliver-on-technologys-potential-in-schools.htm

In short, it’s not about plonking students in front of a machine, it’s about being able to use the machine effectively and appropriately. Obvious?