It would seem that the BSF choice to make schools decide how they will use ICT in 10 years time has not really led to impressive transformed learning…yet. (http://www.agent4change.net/policy/bsfpcp/586-ict-fares-well-in-bsf-review-but-no-transformation.html) The BSF managed services I have seen do not seem able to respond to the individual needs and choices of every school. The idea that one size fits all is not great. It seems strange that ICT can be considered as something that schools are not allowed to manage and yet still remain responsible for all other aspects of learning.
Much of the great developments in ICT have come from schools and rarely from businesses. I appreciate there have been schools with no idea and tremendous wastage but the money that was wasted was to businesses providing inappropriate equipment or advice. Isn’t this what is now happening by handing the whole provision over to businesses?
I am wondering (like this link) if there is anything to be gained by using Little Big Planet in primary schools. I think it may be the game itself or the preparation or follow up that relates to the game. Even Obama thinks there might be something in it. They have been called contextual hubs like work with Myst from a number of years ago.
My difficulty is that I struggle to see how we can ration the time withe game so everyone gets a go but also that the learners have long enough with the game to move on and be motivated.
I think there might be something in it if we could only scale the solution to class sizes. I have a similar hunch that animal crossing on the Wii with Wii Speak might also be good for Early Years learners.
This is an open source version of a program that creates an online testing environment where students using computers interact with questions posed by the teacher.
|Is this BECTA document an example of future thinking incorporating the word personalisation but presenting a future where ICT has delivered an independent rather than personalised learning environment?
“Priority 2 asserts that traditional educational approaches have not achieved enough, and that we need to develop an understanding of how ICT can support the transformation of education so that it makes use of pedagogies appropriate to the 21st century. Central to the e-strategy is the drive for personalisation of education, so that learners are supported at times and places that are appropriate to their needs and in ways that suit their personal dispositions, in order to maximise learning outcomes.” (page 51)
I suppose I feel that ICT will follow pedagogic, curriculum and assessment changes rather than leading the change. In fact without these broader changes ICT will enshrine current practices and the ‘modern’ technology will mask the lack of actual change. This is a common situation where leaders point to children using PDAs or the new technology and make this a proof that things are changing.
I have wondered whether buying 30 Nintendo DS would be a good idea for a daily mental maths development with Professor Kageyama’s Maths Training. I thought if there were quick mental maths questions wrapped in the alternative package of a Nintendo DS then maybe we might raise table knowledge or quick calculation. Children can also compete in groups of 15 which is also interesting. This review http://www.eurogamer.net/article.php?article_id=92874 isn’t too complimentary because it says it could have been more entertaining. Will it last just long enough to keep the children motivated until their maths improves?
I had wondered whether to give children The Hundred Cell Calculation Method on paper might do the same job for less.