Tag Archives: Technology

Flux Capacitors, Stopping the Boredom in Schools and Getting Started with Technology…

This post was written for and first published in November’s edition of ‘The Feed’, an online publication for schools by Microsoft Education UK.

October 2015 is a historic date for those of us who grew up to the backdrop of Michael J. Fox’s skateboard, lead guitar and time travel adventures. In part 2 of the Back to the Future trilogy, ‘Marty’ is catapulted 30 years forward from 1985 into a futuristic world, brimming with technological advances, dreamt up by the prophetic Robert Zemeckis. For many, these scenes of what 2015 might have looked like have provided food for thought and discussion over the years as well as a flurry of articles recently about what has (and hasn’t) become a reality. And now the 21st of October 2015 has been and gone and there are still no streets full of hoverboards, flying cars or automatic laces on shoes; no self-drying jackets or giant holograms outside cinemas. There are many accurate predications though such as the widespread use of technology, cashless payments, tablet devices, targeted advertising, voice enabled interactive TVs and (sadly) murkier themes around the use of guns in society, corporate greed and corruption which I won’t dwell on in this education-focused and more optimistic publication.

Whilst Marty was still riding around Hill Valley on his skateboard in 1985, I was in the First Year (Year 3 in new money) at Earls Barton Junior School, waiting weeks at a time for a turn on the rota to use the school’s single Acorn computer which sat in the corner with floppy disks and tapes, providing us with the excitement of ‘Trains’ or ‘Granny’s Garden’ to break up the sunny pre-national curriculum days of reading, music and rounders that I now look back on with affection, undoubtedly through rose-tinted glasses. Today, 30 years later, as a Headteacher I have walked around school seeing 10 year olds hold an online conference with a school in Palestine via Skype, 8 year olds programming their own online games and designing web content whilst 5 and 6 year olds talk confidently about inputs, debugging and algorithms. The world has changed beyond recognition and, overall, I think that Zemeckis called it pretty well.

Granny's Garden on the Acorn...
Granny’s Garden on the Acorn…

Rarely is the future accurately predicted when it comes to technology and in schools this is particularly true. If we were to head back just 10 years from today in a Delorean, we’d be reminded of a world where the Government gave schools e-learning credits to spend on technology which were used up readily like Tesco clubcard points; Headteachers scouring through the catalogues to see what gadgets might transform their still largely-analogue schools. At this time, classrooms were unlikely to have more than the odd few desktops and the now obligatory screen or board was a new addition; having individual class cameras with rechargeable batteries was fairly forward-thinking and the explosion of handheld devices was still lurking ominously in the shadow of the much-heralded IT suite. The Government of the day was still dreaming up the statutory targets for schools around every child having access to a learning platform with parental access (which were never enforced or checked on) and the march towards this online future fizzled out predictably, partly due to a change of Governments but mostly because there were no obvious benefits to learners of these expensive and complex side-shows.

Even in more recent years, predictions about how technology is used in schools have been more often about automation in the classroom. How could tasks be allocated? How could tests be auto-marked? How could assignments be managed? In the future, would we even need teachers as we know them, as online quizzes and class voting systems enjoyed a brief spell of being in vogue? Wiggle the flux capacitor a bit and we’re back to 2015 and whilst the efficiency of technology has clearly played an important part in improving the effectiveness of school business and communication, it’s not this mechanical aspect where we’ve found any real impact in learning. The explosion of communication and social media in recent years has led us to richer pastures with opportunities to create, collaborate and publish now revealing themselves as the areas where learning can really be made better.

At October’s #RedefineLearn conference in London, this thinking was distilled provocatively by Mark Sparvell who challenged us to ‘Use Technology to humanise learning, not digitise the curriculum’, a call to action which echoes the never-more-relevant work of Michael Fullan who talks about harnessing the ‘pull effect’ of technology as a way to combat the widespread disengagement of learners in modern day schools. Global research shows us that enjoyment and engagement levels decrease with every year a child spends at school so that by the age of 16, only 40% of children are intellectually engaged in their schooling (Jenkins, 2013; Willims et al., 2009). Technology must be used thoughtfully to help reverse these depressing truths around school engagement. The challenge is, as Fullan and Langworthy write, that “Education under these terms needs to be radically rethought — partly to stop the boredom, but mostly to blow the lid off learning, whereby students and teachers as partners become captivated by education day in and day out.”

So (partly) with this call to action ringing in my ears, we’ve started the school year by announcing a series of #RedefineLearn conferences which will be held at Simon de Senlis over the course of this academic year. Sponsored by Microsoft, these are free and are aimed at all school leaders or teachers who would like to join the debate around the place of technology to improve learning. They include hands-on sessions with devices as well as opportunities to see the school in action and exchange ideas with colleagues from other schools. What these sessions have taught me so far is that as well as the obvious need for developing a school vision around learning and practice, schools still have lots of questions about upgrading hardware, procurement and deployment as they wrestle with the practicalities of updating their infrastructures within tight budget constraints.

Redefine Learn
Images from our Redefining Learning Conferences at Simon de Senlis…

So in the spirit of keeping it simple, here are some answers to some questions that I was asked by a group of school leaders who attended the #RedefineLearn workshop at Simon de Senlis earlier this month which are focused on getting started – particularly if you’re new to a school or have decided that the time has come to update the technology but aren’t sure where to start. Unfortunately, there are no Deloreans, freebies or shortcuts to get there quickly but with a clear vision, a pragmatic strategy and plenty of patience, it’s possible.

Where do I start?

At the very beginning! When I joined Simon de Senlis Primary in September 2012, the technology picture was one that many schools will still recognise. There was an aging server and an IT suite that was so slow logging into the network that staff had stopped using it. A handful of iPads were scattered around the school and the staff laptops were old. Everywhere I looked there was someone else telling me that we needed to ‘update the laptops’.

Although there was pressure from everyone to buy new devices, we realised that it was pointless until we had upgraded the broadband and installed an enterprise standard Wi-Fi solution. The first year’s budget was spent on these upgrades and updating the oldest staff devices. It wasn’t until Year 2 that we started to really invest in new devices for staff. My advice to anyone is to fix the infrastructure first before looking at buying in more devices.

How do we fund it?

There’s no easy answer to this one – particularly with the decrease in capital budgets in recent years. It has to be staged over a number of budgets with a plan around which areas of school to impact on first. There are still some Local Authorities where capital loans are available with either zero or very low interest rates which are worth looking at if you can afford the 3 or 5 year commitment to repayment.

The good news is that the cost has come down significantly. When I priced up 60 laptops and our Local Authority Learning Platform in 2012, the cost including storage was around £30,000. This summer, with more cost effective Windows 10 devices and free Office 365, we have been able to achieve the same solution for just over £10,000. With the cloud now our main storage site, we’ve also taken out the cost of on-site servers and the maintenance of these which is a worthwhile saving.

So who gets the devices first?

I’m an advocate for flooding a year group or department at a time rather than sharing out new technologies on a rota. If classes still only get to use devices once or twice a week, there’s no way that daily practice will change so I’d prefer to see a year group where they get access all the time so that children get used to having technology as just another classroom resource like the paint brushes, numicon and pencils. At Simon de Senlis, we started with Years 5 and 6 and then targeted different year groups as and when the budget allowed. One thing I would recommend is to allocate sets to individual classes which works much better in my experience than shared trolleys where there can be more issues around devices not being returned, charged or stored securely – having clear ownership means that children and staff tend to care and look after the kit better.

Which devices should we buy?

We have a variety of different devices across school at Simon de Senlis and part of the rationale for having a ‘mixed-economy’ is so that children can choose the right tool for the job which all run on the common platform of Windows 10 and Office 365. Smaller tablets are used for capturing media, having quick access to content online and for online games and applications whereas notebooks and laptops are more effective when producing writing, creating multi-media content or coding. It’s good to have some more powerful devices in school for more complex working but the vast majority of work carried out is based online and therefore can be achieved without breaking the bank. In my experience, the cheapest rarely offers best value though and our choice has been for mid-range student devices to increase longevity and higher-spec teacher devices to keep the staff productive.

So should we get rid of the IT suite?

If you can afford the space, replacement and maintenance, I think that dedicated suites are still a really valuable resource, particularly for specific curriculum areas such as computing where all children need simultaneous access to programmes or cloud applications. They do offer more stability and reliability than laptops but they don’t change practice in the classroom.
How do we set up our devices… on the server or as stand alone machines?

To avoid the slow startup times that can be associated with a server, we’ve set student devices up as stand alone and then children log into their Office 365 accounts or other cloud applications as and when they need to open, save or edit content. This means that as soon as you switch on the device, you’re online and so get that instant interaction with the web that we now expect and demand. In Windows 10, staff and students are also able to login with their Office 365 IDs which is another great way to have children interact with their documents and online.

I guess you guys aren't ready for that yet; but your kids are going to love it… Marty was 30 years ahead of his time and it's a good reminder that whilst we need to have an eye and one foot in the future, we also need to make sure that our attention is focused around the realities of the here and now when implementing new technologies and change in a school.  Some of us who have been trying to introduce technology in schools for some time will recognise the glazed looks that enthusiastic and avid 'expertise' can create in a staffroom and so we must do better at simplifying the processes, expectations and technology itself if we are to avoid having to shuffle awkwardly out of CPD sessions muttering something about how the kids will love it, even if you're not ready for it yet.
I guess you guys aren’t ready for that yet; but your kids are going to love it…
Marty was 30 years ahead of his time and it’s a good reminder that whilst we need to have an eye and one foot in the future, we also need to make sure that our attention is focused around the realities of the here and now when implementing new technologies and change in a school. Some of us who have been trying to introduce technology in schools for some time will recognise the glazed looks that enthusiastic and avid ‘expertise’ can create in a staffroom and so we must do better at simplifying the processes, expectations and technology itself if we are to avoid having to shuffle awkwardly out of CPD sessions muttering something about how the kids will love it, even if you’re not ready for it yet.

Computers Do Not Improve Pupils’ Results – and what the OECD report actually said…

This post was originally published in the September edition of #TheFeedUK, a monthly online publication of blogs and stories about technology in education from schools.

And so another school year is underway, bringing an autumnal mix of both fresh and well-trodden challenges to schools.   Assessment. Curriculum. Technology. Behaviour. OFSTED. Safeguarding – just a few of the many challenges that will be occupying the thoughts of teachers and school leaders this September.   Another week, another headline around the use of technology in schools, this time not calling for more industry-ready skills or computing in the classroom, but announcing that ‘Computers do not improve Pupil Results’ – a loose interpretation of the recent OECD report, ‘Students, Computers and Learning’ which is well worth a read in its entirety at http://www.oecd.org/publications/students-computers-and-learning-9789264239555-en.htm

Well no, on their own and without the right approach, they don’t. And neither do pencils, uniforms, books, assemblies, paintbrushes, letters home, furniture and other vital threads of a school’s rich tapestry. Technology as a tool for learning, is only as effective as the quality of teaching that accompanies it (I’ve been banging this drum for a while now). So before we all gather up the devices and ask the digital leaders to list them on eBay to raise funds for textbooks or Latin teachers, it’s worth digging behind the headline a little further to understand the real messages.

WHAT DOES THE REPORT ACTUALLY SAY?

In short, the report highlights that education systems that have invested heavily in technology, have not yet seen a noticeable improvement in academic attainment as a result.  Whilst this may provide a concern for some, these findings are consistent with previous research such as that by the Sutton Trust and John Hattie which indicate only a ‘moderate effect size’ where technology is used. This comes as no surprise to those of us who see schools grappling with the implementation of technology in the classroom, still searching for the right route in this still relatively new labyrinth.

OECD findings were no surprise and reflected several other reports and research projects...
OECD findings were no surprise and reflected several other reports and projects…

A key message from the report is that teaching approaches (not devices and software) must change to make effective use of technology. I believe this is essential, but not just for the sake of leveraging the potential of technology; traditional instruction remains the default pedagogy in classes across the world and this is another indicator of how many miles there are still to tread on the march to develop more widespread contemporary practice in order to develop a generation of learners, fit for the modern world. As Andreas Schleicher (OECD Education Diectoriate and author of the report) says:   ‘We have not yet become good enough at the kind of pedagogies that make the most of technology; that adding 21st century technologies to 20th century teaching practices will just dilute the effectiveness of teaching.”

Changing practice is the crux of the issue; for a variety of reasons, there still remains the misconception that the ‘magic bullet’ of technology can be dropped into a school and will solve problems and raise standards. The 2013 paper ‘New Pedagogies for Deep Learning’ (Fullan & Langworthy) cuts eloquently to the heart of this issue:

“In much of the language and thinking on technology in education, there has been a quest for a “holy grail” that would transform education through technology. By now, it is clear that no holy grail exists; rather, technologies used to enable and accelerate specific processes can dramatically improve learning, but its impact depends on how it is used.”

HELP OR HINDRANCE?

In a sense, it’s reports (and headlines) like this that contribute to the slow evolution of schools and education systems by awarding success or failure on the basis of the PISA tests and their narrow academic focus. Never has the case for developing a wider set of skills and competencies been more compelling, with leading academics, researchers and schools now all joining the clamour for 21st Century skills, competencies or habits to be the focus of children’s education. Studies such as the ITL Research (Innovative Teaching and Learning); the CBI report: First steps: A New Approach For Our Schools and the OECD’s own paper, ‘The Case for 21st Century Learning’ (authored by Andreas Schleicher), all tell us that employers and governments across the world need the next generation to be educated differently; to have more than the academic ‘basics’ which too many current school systems are entrenched in across the world. But still governments and the world’s media dances to the tune of achievement in the 3Rs. This too, must change if the world is to move beyond rhetoric.

21CLD is a great resource which we are using across the Northampton Primary Academy Trust to develop key competencies including an academic focus.
21CLD is a great resource which we are using across the Northampton Primary Academy Trust to develop key competencies including an academic focus.

Helpfully though, the report also highlights some areas where the potential impact of technology is now clear. It also provides us with the following call to action:

“School systems need to find more effective ways to integrate technology into teaching and learning  to provide educators with learning environments that support 21st century pedagogies and provide children with the 21st century skills they need to succeed in tomorrow’s world,” said Andreas Schleicher, OECD Director for Education and Skills. “Technology is the only way to dramatically expand access to knowledge. To deliver on the promises technology holds, countries need to invest more effectively and ensure that teachers are at the forefront of designing and implementing this change.”

WHAT DO WE DO?

Having been fortunate to work with many teachers and schools where technology IS making the difference to learning, I’ve pulled together some ideas and suggestions that might be useful when planning how to develop technology further in your school this year…

 

      1. Create a Digital Strategy that is understood by everyone and sets out why and where technology is used in your school and what the plan is for further adoption (I’ve written about how we did this at Simon de Senlis earlier this year).
      2. Stay up to Date with school technology so that it is current and remains appealing for the school community to use. It costs money and time-heavy to implement and maintain but as soon as it becomes dated, usage stops in school. In too many situations, it just doesn’t compete with what’s at home (or in pockets).
      3. Think Learning not Tech. An infinite number of shiny possibilities present themselves as we start to use technology more in the classroom.       Continually asking ‘What makes Learning Better?’ is important to avoid waste time and energies into things which are cute or clever but don’t make learning richer or deeper. As John Hattie tells us, ‘Know Thy Impact’.
      4. 21st Century Learners need 21st Century pedagogies – This point is already made heavily above but researching this area or using approached such as Building Learning Power (by Guy Claxton) or 21st Century Learning Design provides a framework that helps develops the ‘stuff that matters’ in children
      5. Switch it Off and Put it Down – Whilst an essential and powerful learning tool, knowing when not to use technology is a critical 21st Century skill. The OECD report also tells us that a high percent of the school day spent in front of a screen is counter-productive.
      6. Empower leading teachers to champion the use of technology to make learning better.       It’s the best teachers (not techies) who will see where the impact on learning really is. Invest in developing expertise and make sure that things work and are effective in these classrooms before transforming these ‘islands of excellence’ into common practice across the school.
      7. Embed non-negotiables about the use of technology into daily routines. Many schools have this in place for administration such as online registers, email and logging behaviour; do the same for learning as long as it’s the stuff that makes a difference (see points 3 & 4).
      8. Manage expectations amongst staff around new hardware, systems or upgrades – it won’t change their life in the flick of a button; it will almost certainly require troubleshooting and snagging before it runs smoothly; it might make learning deeper, more relevant and more engaging.
      9. Nurture a growth mindset amongst staff around the introduction of new technologies in school. New hardware or systems are a great place for us to develop more of the resilience and problem solving that the Carol Dweck posters in our staffrooms promote.
      10. Share your successes and failures with others through platforms such as educational blogs, twitter or other social networks. Only a wider network of educators prepared to innovate and share in this way will help us gather momentum and establish the reformed and contemporary approach to learning that the 21st Century is so deeply in need of.

 

I’ll be using the column in #TheFeedUK column to write more about how schools I’m fortunate enough to work with in the UK are facing up to these challenges throughout the academic year. We’re also hosting a series of #RedefineLearn events at Simon de Senlis to continue the debate and create opportunities to support schools through this transformational time in education.

The next #RedefineLearn conference is free and will take place at Simon de Senlis Primary School on 9th December. You can sign up at https://www.eventbrite.com/e/redefining-learning-free-9th-december-2015-tickets-18989441932

The Architects of Tomorrow are in the Sandpits of Today…

‘The architects of tomorrow are in the sandpits of today’

A colleague Headteacher once shared this quote with me as he walked me around the early years setting at his school. He was passionate about children learning through exploratory, first-hand experiences – as are many of us. Too often, he argued, this approach to learning is one which is limited to the Early Years setting and children soon lose the opportunity to learn independently and through enquiry once they make the transition into more ‘formal’ instruction in Years 1 and 2.  More time in the sandpits perhaps?

In November, I travelled to London for the launch of the Microsoft Showcase Schools programme. I’ve written previously about how this experience contributed to our revised digital strategy at Simon de Senlis; it was also the catalyst for a project to develop a new learning environment at the school which we were pleased to open last week.

Microsoft have worked closely with ISIS Concepts to create a stunning ‘Showcase Classroom’ at their London offices. It’s a really interesting space – hi-tech and hi-spec whilst remaining thoughtful and playful.  As you would expect, the room is packed full of technology and flexible furniture and this surely played its part in helping to inspire and open minds throughout our day there, where we got to grips with new devices and technology. It includes lots of different break-out spaces and we were able to work in different ways together at different times during the day, in different size groups, with and without technology – some of which is captured on this YouTube video.

Showcase Classroom
Microsoft Showcase Classroom – Cardinal Place, London.

Whether or not this type of design would ever be replicated in schools in scale is a great discussion, but not really the point. The point (as I see it) is for spaces such as these to challenge and provoke us to think differently about ‘what might be’ back in our own organisations. For me, it was a similar experience to visiting the RM ‘REAL centre’ 5-6 years ago or the Silverstone Study Centre, Northamptonshire which expanded my thinking and led (in part) to the classroom refurbishments that we have made at Simon de Senlis in Years 1-4 so far.  For further provocation around learning environments, read the excellent ‘Clicks & Bricks: When digital, learning and physical space meet’, by Ewan McIntosh (or listen to Ewan present it here).

The big question for me when reflecting on all this on the train home was simple: Why not have one of these resources in a school?

Yes – a school! This would mean that children and teachers would be able to use it every day and evaluate its worth, shape its future. Instead of a ‘showcase’ or ‘classroom of the future’, rather a perpetual prototype which we can tinker with, carry out research in and learn lessons from with real children. We could share it; invite other teachers and their children in; other people who have nothing to do with school and see how they learn?

The Sandpit
The Sandpit. Mark 1.

And so, with thanks to ISIS Concepts, BENQ and Microsoft Education UK, the concept of ‘The Sandpit’ was born – and without a grain of sand in sight.   As well as the flexible nature of the room – designed to allow different types of physical spaces dependent on the learning, it’s also equipped with a  one to one Windows 8 (soon to be 10) deployment and two moveable screens

We were delighted to launch the space in its first iteration last week, and look forward to the tinkering, the prototyping and the learning that will come in the future.

There will be opportunities for other schools and teachers to come and visit and more information including dates will be published shortly; follow the school’s twitter account to keep up to date.

TR

 

PS – For those interested, this next section is taken from our teaching handbook which sets out some of the vision and also the ‘nitty gritty’ around learning environments and display at Simon de Senlis.

Learning Environments

“Environment as the third teacher…”

Reggio Emilia

 We believe passionately that the learning environment plays a crucial role in enabling high quality learning.  To be happy, we need to have bright, welcoming spaces that promote community; to be creative, children need clean and collaborative spaces to get messy, explore and generate ideas; to achieve mastery, children need individual quiet spaces to consolidate, apply and reflect.

At Simon de Senlis, our learning environments are:

  1. Decluttered
  2. Flexible and Functional
  3. Designed to Make Learning Visible

Decluttered Spaces

  • Cluttered rooms clutter thinking.  Surfaces should be clear. Bookshelves should be neat and organised. Everything should have its place.
  • Walls should be clear and free from ‘wallpaper displays’.  Space around displays is as important as the content of them as it draws attention and avoids not seeing the wood for the trees.
  • Glass is glass – it was designed to let light through and shouldn’t have notices, posters or prompts covering it.  This applies to doors and both internal/external windows.

Flexible and Functional

  • Furniture should be minimal to allow as much space as possible for movement, creativity.
  • Furniture should be flexible in its layout to allow for different configurations at different times for different size groups/ways of walking.
  • All core learning resources should be clearly labelled and accessible to children inlcuding pencils, pens, rulers, paintbrushes, paint, maths equipment (including rulers, tracing papers, protractors etc.)

Making learning visible…

We have three types of learning based displays:  

  1. Celebration Displays
  2. Working Displays
  3. Virtual Displays

Celebration display are where high quality work is presented.  This is displayed using the following guidelines to ensure that it its the quality of work, not the frills of the display that draw the eye:

  • Muted colour backgrounds and clean crisp backing and borders ensure that the eye is drawn to the work.
  • Only work of the highest standard (in relation to the child’s current ability) should be displayed.  This is to model what good work looks like in our school.
  • Each final showcase display should be labelled with an engaging title and a brief insight into the process behind the finished piece.

Working displays are used to make learning visible.  The following displays should be evident in each room:

  • Maths working wall
  • English working wall
  • Project wall
  • Art display

Virtual Displays allow learning to be shared, presented and interacted around through online spaces which add another dimension to traditional display.  Use of blogs, social media and online tools can increase engagement, make learning more visible, give an authentic audience to final work and give parents opportunities to engage in learning where they otherwise may not.

Each class will keep a blog as a way of offering an insight into their working week as well as being a place where communications take place with parents. Each class blog should be updated at least once a week with post sharing some of the learning that has taken place in the class that week.

 

Bett 2015 Review: School Technology is Growing Up?

I’ve been going to the BETT show as a Headteacher for 7 years now. Each year there’s been a different focus and reason to go, as well as different themes that seem to run across the show as the technology and research develops.  I wrote before this year’s show about the lure of the ‘shiny things’ on offer there and my aim to look for the learning beyond the technology.

To start with (about 2008 for me) it was very much about learning platforms and websites; then mobile devices took hold and we all went looking at iPads or alternatives and apps and storage solutions etc.  There’s always the presence of online resources which are  updated depending on curriculum changes and a walk around the ‘fringe’ stands is always worthwhile to look at the new ideas from startups and smaller companies.  It’s worth planning what you are looking for, but plans can often go out of the window; two years ago, I went there looking for different laptops and notebooks for school and came back inspired by the different furniture on offer which led to us refitting classrooms in the school with ISIS concepts.

One question I often consider is whether I actually need to go down to London to update my thinking and knowledge of the market.  Couldn’t I just stay at home for a couple of days and research the world of ‘Ed-tech’ without the travel, expense and unfiltered noise that a trade show creates?  Looking back, this was may have been possible some years but the networking opportunities wouldn’t have been there and neither would there have been the chances to listen to some of the real stories from classrooms and schools across the UK which are always enlightening and sometimes inspiring.

2015 was really worthwhile and I found lots of inspiration both in and around the show from colleagues, speakers and technology.  The biggest shift in my thinking was around the role that ‘gamification‘ can play within schools; this was brought to my attention in Anthony Salcito’s keynote on Day 1 and I’m still pulling together my thoughts on this for a future post and thinking about the way we might explore the possibilities around gamification further in school.

Lots of people I met shrugged their shoulders and said, ‘there’s nothing new this year’.  I feel that this was a reflection on how the technology is now maturing, meaning that there are more conversations about teaching, learning and impact, and less excitement and prophetic talk of how holographic projectors or robots might transform the classroom.  As someone who is trying to see past the shiny things in order to get teachers to take small and sustainable steps forward with their use of technology in the classroom, this is helpful.

Is ‘Ed-Tech’ moving out of its troublesome teenage years that were so full of bold and brash decisions, false promises and expensive lessons learned, and into a more sensible (possibly less fun) adult existence where effectiveness, value for money and future-proofing are the way of life? Possibly.

Spending most of the week on and around the Microsoft stand, it certainly felt like the technology is growing up. Tools such as OneNote and Yammer now allow teachers and classes to easily achieve what many of us have laboured painfully towards in terms of student collaboration and online engagement in the past. The reality of Office 365’s long-anticipated potential has certainly arrived which finally allows schools to get into the cloud in an inexpensive, straightforward, safe and effective way.  For me, O365 has now graduated from ‘possibility’ to ‘no brainer’, offering schools free storage, email and online Microsoft tools which are accessible across all devices.  Wymondham High’s story is a great example and case study to follow. Continue reading Bett 2015 Review: School Technology is Growing Up?

What I Think About: Shiny Things, The BETT Show and Buying Devices for Schools…

One of the most common questions I often get asked by colleagues in other schools is which devices should a school buy.  Laptops or Notebooks? iPads, Chromebooks or Windows 8?

My answer:  I’ll tell you what we’ve chosen at Simon de Senlis and why but I’ll also tell you why in almost all cases, I think it’s the wrong question to be asking.

The only example I can think where the choice of kit defines success is in Formula One, where the manufacturers seem to influence the eventual winners of the championship more so than the drivers.  In every other example I can think of, it’s the vision, commitment, mind set, execution and resilience of the individuals/team that makes the difference.  Cristiano Ronaldo would still be one of the word’s best ever footballers whether clad in Nike or Adidas, Ian Botham would still have taken the Australians apart in 1981 whether he was wielding a Duncan Fearnley, Gray Nicholls or Slazenger Bat and I’m willing to bet that outside of the sporting world, today’s most successful individuals and companies would have achieved equally highly, regardless of which car manufacturer, brand of clothing, deodorant, laptop or mailbox provider they chose to use. You get my point.

Moving this back into the educational world, my view is the same around a choice of phonics scheme, curriculum resource or data tracking package.  It’s never about what you choose; it’s always about how well you use it, how this supports the overall vision for learning and the leadership that follows.  With technology and in particular devices, this is critical as the stakes are high, both from a cost and time perspective with any new implementation.

I’ve written recently about the process that we have undertaken to create our vision for learners and digital strategy at Simon de Senlis and this has been crucial in supporting our implementation of Windows 8 devices and combination of Yammer/Office 365/LP+ SharePoint learning environment.

We have chosen Windows 8 ahead of other technologies because it offers us a combination of hardware and infrastructure, at a price that we can afford to implement with low ratios of student to device.  I believe that Microsoft offers the most manageable, cost effective solution to a school with  a (growing) range of quality educational tools that support our vision for learning.  Creating the environment for classes to be able to work 1:1 with mobile tablets and also the full functionality of office and an online/app environment gives us the platform and flexibility (we think) to support our vision of creating curious, industrious agile learners who make a positive dent in the universe.

Moving on to the BETT Show, this week thousands of teachers will descend on the Excel centre in London for the biggest educational technology show in the world.  Going to BETT always reminds me of this scene from Red Dwarf.  For those who didn’t watch it, the Cat is a humanoid who has mutated from the ship’s cat over several million years.  In this clip, he gets completely besotted by ‘shiny things’, like kittens do with balls of string.  Similar uncontrollable excitement will be available at BETT – but will we be able to articulate what it is that the shiny things will do to make better learning and teaching?  Or will our kitten-like enthusiasm forget to watch out for the vision, strategy and pedagogy that will inevitably sit behind any genuine school success story?

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My goal this year is to look for the learning not the technology; look for questions not answers and enjoy the shiny things!

TR

PS – One of the markers of aging in a school is when the NQTs start and declare their Dates of Birth.  Mr Prosser’s admission that he was born in 1991 was a cat amongst the pigeons last year and brought both hilarity and sheer panic to the staffroom.  The other arbitrary measure is how many people remember the comedy programmes that are referred to within conversation.  It used to be me who smugly shook my head and made jokes about UK Gold when well-respected staffroom elders talked about Monty Python; now it’s me that gets a bewildered smile and nod when quoting Blackadder, Ferris Bueller or The Fast Show.

Last week when we were planning our visit to the BETT show this year and I showed this video of ‘Cat’ from Red Dwarf, several teachers revealed that they were far too young to have ever seen it.

#gettingold

 

 

Press Release: Microsoft Global Showcase School Announcement

Simon de Senlis Primary School has been selected by Microsoft as a 2015 Microsoft Global Showcase School for its excellence in transforming its learning environment to deliver more personalised education to students, using mobile and cloud technology to better prepare students for success in the workplace.

Simon de Senlis joins an exclusive community of over 150 leading schools from around the world and just six in the UK who are recognised to celebrate their pioneering efforts and innovation in rethinking teaching, learning and assessment in order to equip the children with 21st century competencies.

Microsoft Showcase Award Small
The Team from Simon de Senlis receiving their plaque as a Global Showcase School at Microsoft’s ‘Classroom of the Future’ in London.

Examples of the school’s work include innovative use of Surface devices to capture learning across the curriculum and the use of cloud computing to allow children to give and receive feedback to each other on their learning. The work in the school is driven by Headteacher, Tom Rees and teachers, Charlotte Coade and Tom Prosser, both who were given Innovative Expert Educator status before Christmas at a prestigious ceremony at Microsoft Headquarters in London.

“Being selected as a Microsoft Showcase School is a great thing for Simon de Senlis and I am delighted that the passion our teachers and staff have for creating the best learning environments possible has been recognised in this way”, said Tom Rees, Headteacher at the school. “We look forward to sharing our experiences with other schools in our community and the world to continue finding innovative ways to equip our students with the proper tools needed for success inside and outside of the classroom.”

As a Showcase School, Simon de Senlis Primary School will work closely with Microsoft to lead innovation in education and communicate a vision for education enabled by technology through the hosting and mentoring of other schools in the community on transformational educational practices.  The school will be announcing details of how it will be able to support other local schools in the near future.

“Microsoft Showcase Schools are inspiring examples of how schools are using mobile-first, cloud-first technology to increase students’ productivity and develop the skills needed in the workplace,” said Anthony Salcito, vice president, Worldwide Education, Microsoft Corp. “With an innovative use of technology, these schools are transforming learning environments and delivering more personalised education to students, allowing them to do more and achieve more.”