Notable gender differencesGirls leading the boys with music, pictures, chatting and social networks, and blogging and school related learning (16 point difference here!)Boys taking the lead for learning unrelated to school, games and cheats, hobbies, video, ict skills and making websites.
Gender differences again show a similar pattern with games, video editing and programming more popular with boys, writing things, making pictures, presentations and photographs the girls.
/If these figures are to be believed/ and remember that our sample is far from random, we see a massive take up of Web 2 technology in schools since Terry and I presented on blogs, wikis and podcasts at BETT two years ago. 50% of our sample using wikis in school is remarkable, although this might, I guess, just be wikipedia itself in some cases.The enthusiasm amongst a minority of our sample for social networking is school is interesting – particularly for facebook style features such as friends lists and comment walls.
Start address: London<br />End address: Dover<br />Distance: 78.9 mi (about 1 hour 53 mins)<br />1. Head south from Saint Margaret Street - go 250 ft<br />2. Continue on Abingdon Street - go 0.2 mi<br />3. Continue on Millbank - go 0.2 mi<br />4. At the roundabout, take the 2nd exit onto Millbank - go 0.5 mi<br />5. Turn left at Vauxhall Bridge Road - go 0.3 mi<br />6. Turn left at Wandsworth Road - go 213 ft<br />7. Bear right at Kennington Lane - go 0.2 mi<br />8. Turn right at Durham Street - go 0.1 mi<br />9. Turn left at Harleyford Road - go 0.1 mi<br />10. Turn right at Kennington Oval - go 0.2 mi<br />11. Bear right at Harleyford Street - go 0.1 mi<br />12. Bear left at Camberwell New Road - go 0.1 mi<br />13. Turn right at Brixton Road - go 1.5 mi<br />14. Continue on Effra Road - go 0.4 mi<br />15. Continue on Tulse Hill - go 1.1 mi<br />16. Bear left at Thurlow Park Road - go 0.8 mi<br />17. Bear left at Dulwich Common - go 0.3 mi<br />18. Bear left at Dulwich Common - go 0.6 mi<br />19. Turn right at Lordship Lane - go 0.2 mi<br />20. Bear left at London Road - go 0.5 mi<br />21. Turn left at Devonshire Road - go 0.1 mi<br />22. Bear right at Waldram Crescent - go 0.3 mi<br />23. Turn left at Sunderland Road - go 0.1 mi<br />24. Turn right at Stanstead Road - go 0.9 mi<br />25. Turn left at Catford Road - go 0.4 mi<br />26. Bear left at Rushey Green - go 0.1 mi<br />27. Bear right at Brownhill Road - go 1.0 mi<br />28. Continue on Saint Mildreds Road - go 0.4 mi<br />29. Bear left at Baring Road - go 216 ft<br />30. Continue on Westhorne Avenue - go 0.7 mi<br />31. At Clifton's Roundabout, take the 3rd exit onto Sidcup Road – go 2.7 mi<br />32. Continue on A20 - go 6.7 mi<br />33. Bear right at M20 - go 50 mi<br />34. Continue on A20 - go 7.1 mi<br />35. At Western Heights Roundabout, take the 2nd exit onto A20 - go 0.3 mi<br />36. At Limekiln Roundabout, take the 1st exit onto A20 - go 0.2 mi<br />37. At Prince of Wales Roundabout, take the 1st exit onto A20 - go 0.3 mi<br />38. At York Street Roundabout, take the 1st exit onto York Street - go 0.3 mi<br />39. At A256, take the 2nd exit onto Priory Road - go 0.1 mi<br />40. Bear left at High Street - go 186 ft<br />41. Turn right at Ladywell - go 0.1 mi<br />42. Continue on Park Street - go 0.1 mi<br />43. Turn right at MaisonDieu Road - go 97 ft<br />These directions are for planning purposes only. You may find that construction projects,traffic, highway men, or other events may cause road conditions to differ from the map results.<br />Google, 2006<br />4<br />
The e-strategy<br />Ensure integrated personal support for children and learners<br />Schools … will want to develop eventually an e-portfolio where learners can store their work, record their achievements, and access personal course timetables, digital resources relevant to their own study, and links to other learners<br />
Pupils’ home use of computersValentine, Marsh and Pattie, 2006 <br />High level of access<br />Educational opportunities outside school are beneficial<br />Children value the freedom they have at home<br />Extensive use of communication<br />
Learners and Technology: 7-11Cranmer, Potter, Selwyn, 2008<br />“Many primary pupils’ actual engagement with ICT to be often perfunctory and unspectacular - especially within the school setting…<br />Home internet was dominated by online games, watching video clips and, to a lesser extent, chatting and using social networking sites…<br />it was notable that creative and collaborative uses of so-called ‘Web 2.0’ applications were not prevalent either inside or outside school, with passive consumption rather than active production the dominant mode of engagement.”<br />
0<br />Virtual Learning Environment<br />Taking the best of the classroom and making it available at home<br />Discussions <br />Immediate feedback<br />Range of resources <br />Range of activities<br />Collaborative work<br />Review the lesson<br />
Other benefits<br />Sense of community<br />Opportunity to look back<br />Learning from mistakes<br />Verbalizing mathematics<br />Personalized learning<br />ICT skills and understanding<br />Catching up<br />Assessment for learning<br />Knowledge management<br />
Looking back<br />0<br /><ul><li>“This has been a great year for maths. I loved moodle.” (6A)
“Its a great way of doing home work and its fun!!!” (6B)
“I really like to use moodle because I find homework disscusion really helpful” (5A)
“I like the idea of homework on the computer and homework disscusen when your stuck.” (5B)</li></li></ul><li>COLLES<br />I have found the work interesting<br />When we start a topic, we talk about things in the real world <br />The things I learn help me to understand the world better<br />I learn how the things I'm taught will be useful for me when I leave school<br />The teacher makes me think<br />The teacher shows me how to discuss ideas<br />Other pupils make good sense of what I say<br />
Education<br />Our concept of an educated person is of someone who is capable of delighting in a variety of pursuits and projects for their own sake, and whose pursuit of them and general conduct of life are transformed by some degree of all round understanding<br />R S Peters, 1972<br />32<br />
Choice and Voice<br />The DfES is proud of the way it has placed choice and voice at the heart of its policy making and service delivery. The recently published ‘Five Year Strategy for Children and Learners’ sets out the Department’s plans to radically reshape the system for delivering education and children’s services so that its central characteristic will be personalisation – a system that fits the individual rather than the individual fitting the system. <br />Evidence to public administration select committee inquiry into choice, voice and public services, 2004 <br />33<br />
Personalisation through Participation<br />A more customer-friendly interface with existing services<br />More say in navigating their way through services<br />More say in how money is spent<br />Users as co-designers and co-producers of services<br />Self-organization - the public good emerging from within society<br />Leadbeater, DEMOS, 2004<br />34<br />
The Learner’s Charter<br />As a learner I expect:<br />Choices<br />To take joint responsibility for and be seen as an active agent in determining my own learning priorities<br />Skills and knowledge<br />To draw upon and make connections between the expertise and competencies I develop across all areas of my life<br />Appropriate learning environments<br />To have access to people who are able to extend and develop my understanding in my chosen areas.<br />Feedback<br />To achieve recognition for learning that enables me to progress within the wider community<br />Futurelab<br />35<br />
The Rose Review<br />Primary children relish learning independently and co-operatively; they love to be challenged and engaged in practical activities; they delight in the wealth of opportunities for understanding more about the world; and they readily empathise with others<br />The touchstone of an excellent curriculum is that it instils in children a love of learning for its own sake. <br />
VLEs and Knowledge Management<br />“There is no obvious system for innovation in learning and teaching to direct the complex process of knowledge creation, capture and transfer” (Gilbert et al 2007)<br />VLEscan do much to support KM and organizational learning<br />Are used for sharing data, information and resources<br />Not used much to codify teachers’ tacit knowledge<br />Culture of collaborative working essential to reap the benefits and keep things manageable<br />Potential for data analysis not yet realised<br />Participation in design makes for better use of the tools<br />Introducing a VLE can help with organizational change<br />
An MLE should …<br />give priority to learning and teaching by integrating timetabling, planning, assessment and resources; <br />facilitate the sharing of pupil information between all those teaching a pupil; allow planning and assessment to be readily monitored; <br />provide a single integrated view of all the data held on any given pupil; <br />incorporate tools to support teachers’ and managers’ analysis of performance at fine-grained levels, and assess the effect of interventions;<br />improve communication within the school and between school and home; <br />facilitate opportunities for pupils to take greater responsibility for their learning; and<br />be accessible from home. <br />
Learners involved in a joint enterprise with one another and their teacher in creating new meaning<br />Dewey - the place of experience<br />Piaget - accommodation and assimilation<br />Vygotsky- zone of proxymal development<br />Social Constructivism<br />ATHERTON J S (2009) Learning and Teaching; Constructivism in learning<br />
Constructionism<br /> “Constructionism is a philosophy of education in which children learn by doing and making in a public, guided, collaborative process including feedback from peers, not just from teachers…”<br />http://wiki.laptop.org/go/Constructionist<br />