Simon's Sandbox

ICT For You OCR

2011-07-14T10:01:00.000-07:00

My Blackberry's Not Working

2010-12-22T02:01:00.000-08:00

Tide Turns Towards Trusting Teachers: BBC News Article

2009-04-06T07:58:00.000-07:00

BBC NEWS | Education | Tide turns towards trusting teachers

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Includes an interesting chronology of Government Interventions into Education in the UK.

Innovation Adoption Curve

2009-03-07T14:49:00.000-08:00

Innovation adoption curve of Rogers - Innovators, Early Adopters, Early Majority, Late Majority, Laggards - innovations diffusion change model via kwout

New Term, New Year, New School, New Ideas.

2009-02-17T01:37:00.001-08:00

I have neglected my Blog for a while, but I am looking forward over the coming months to sharing with you the fruits that my abscence has spawned.

Several of my previous posts have hinted at the reasons for my absence and on Monday next our new school building will open its doors for the first time to students. Our Reception children and Y6 Students returning to school as part of a phased induction, with the remaining Primary age children starting back on Tuesday.

The new campus will be one of handful of "through schools" in the UK. and has been developed in part within the Building Schools for the Future Programme. The campus will eventually bring together a number of previously existing educational establishments on one campus site. These include a Primary, Secondary and Special school, and extending the range of learning opportunities provided will also include post 16 and vocational education opportunities through onsite partnerships with FE and one of the city's universities. We hope that bringing these diverse areas of expertise together in one place will create new and exciting learning opportunities not only for the community we serve but in seeing everyone on site as a learner enveloping an ethos that promotes and models learning as a life long process.

The last few months have been incredibly exciting the anticipation and build up. Planning and organising the logistics of rationalising and transferring our 90 odd client network from our old building to its new home, reconfiguring our existing website to support colleague access to tools. But I have to take my hat off to our commercial partners who have worked tirelessly and helped in the realisation of these plans as we set out to lay the foundations on which to build our vision.

Leaving work today I found myself feeling an enormous sense of pride in what has been achieved to date, though I am sure our teething problems are far from over. I wanted to share some of my favourite moments from this week captured in the three photographs scattered throughout the remainder of this post and captured during the coffee break from our VLE session on Thursday. The liberation of Wireless connectivity. Teachers working together in an online classroom, one that exists not in a suite but one of our learning bases, more than that a virtual classroom that exisits somewhere, we are not sure where, but beginning to realise that this may not really be an issue. What is important is the anywhere anytime access to learning tools that this in time will afford. The photos represent for me the value of risk. Starting with colleagues to develop images of 21st century learners, exposing, engaging and presenting contextually possibilities as they explore tools that might make this possible.

All that is mobile or ICT supported is not neccesarily glorious and in this session we experienced the limitations as well as the expansive possibilities of wireless networking, access and mobility at first hand. Yes... we did suffer AP overload and connection drop out, but as part and parcel of the pedagogical experience of engaging with these tools in a classroom. In this situation we were able to experience at first hand, observe the reactions of our peers to this and explore the limitations of the access we had. We had space to think about how this may effect our students and its classroom implications while beginning to equip ourselves with a shared experience of when this happened and how it was dealt with, something we can build on as a "roll back" or reflection point later when considering how these tools might affect our working practices, and the potential pitfalls when we have to work in this way ourselves...

These images are particularly poignant to me because they depict colleagues, engaged in similar types of activities and situations that emerged in my recent MSc research project. In this research process I began to explore and share how it is not just what goes on onscreen that is important as we learn with ICT, but what happens in the spaces we as designers for learning create around the devices. ICTs just like any other classroom tool mediate learning, they can bring people together physically as well as virtually when the situations are intentionally and purposefully designed to do so. They can act as a person plus or scaffold, perhaps even a starting point, but there is still nothing like human interaction as a vehicle to drive forward the process.

In these spaces learning is manifest multimodally, gesture, action and discussion effect what we do as learners. They act to scaffold and suport and extend our onscreen activity as we seek to make sense of and resolve what is occuring dynamically before us. The processes that occur beyond the interface and in the spaces around the devices are as important in evaluating and considering the learning that takes place when we use ICTs, as the outcomes we produce through our interactions with the technologies.

This is one of the key factors I feel increasingly we need to engage with and understand as educators, if the paradigm shift we expect will ever take place. Even in virtual learning networks what we learn is socially determined. Technology does not determine what we achieve indeed it often limits it, so we as social beasts change it, we find work arounds or seek out someone who can to enable the tools we want to use to meet our needs in meeting our intended purpose, the transaction and sharing of meaning between ourselves and others. Understanding how this happens and realising why, requires us to change views and to see ourselves as learners about learning.

Having spent my Christmas holiday celebrating the achievement of my MSc award I am now considering an application to engage with the PHd process. Although interested in the role of ICTs in the classroom, I am have become increasingly interested in how these as tools effect the ecology of learning situations and what learning looks like or how it manifests itself as action in practical and process based learning situations such as those mediated by ICT. How as teachers do we evidence these often transient or momentary learning behaviours? What do they look like in action? Without use of a ticklist how do we evidence and what do we look for beyond student outcomes to "measure" and "share" student achievement within the context of Blended learning situations? This is a very broad question, but is where I feel the next stage of my learning journey needs to begin, not with assessment in its traditional sense, but in engaging with and exploring frameworks that see learning outcomes as multimodal, where all modes of representation have an equal weighting and where learning itself is seen as potential and contingent rather than solely outcome driven within designs for ICT mediated learning,

Happy New Year to you all, and an enormous thank you to all who have followed the learning journeys of myself and students to date.

Multitouch Parody

2008-11-03T11:10:00.001-08:00

From 5.20, in video clip a great how not to use your whiteboard sketch!

Pondering and Wandering

2008-10-18T09:46:00.000-07:00

I am just thinking about presentation at the grad school next week around my dissertation submission. Wondering how cool it might be to use a blog space google docs and or slideshare support the session this time. Using these environments would be fine for the slide show part but pondering the ethical issues around using other web 2.0 spaces to share and upload digital data samples. Perhaps These will still need to be presented locally.

Intel Developer Forum Via Kwout

2008-08-24T15:12:00.000-07:00

Intel Developer Forum - Video, Podcasts & Webcasts

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Awestruck by the invited contributors to Justin Ratner's Keynote. Some Winter time reading here, once Dissertation submitted. Really fascinated by the issues around Robotics and Human Machine Interfaces, and how this relates to learning as meaning making... The Concept of Interfaces and Interspaces in action?

The Dawn Of Intelligent Machines? via Kwout

2008-08-23T01:30:00.000-07:00

BBC NEWS | Technology | The dawn of intelligent machines

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Interesting thoughts are swimming around the concepts of interspace, interface and links between social interaction and learning. The Concept of "the singularity" interesting. The notion of emergence in action too, is something that seems interestingly framed by the process of learning to learn. Must try to see this keynote. Scary or not, what might moving towards this "singularity" and the research process and developmental work tell us about learning as a process?

NCETM IWB Bulletin Article

2008-08-09T08:58:00.000-07:00

Just rereading an evidence bulletin by The National Centre for Excellence in the Teaching of Mathematics' (NCETM). On a personal level I would not disagree with the overall sentiments of the bulletin. However I have concerns about the assumptions it makes about teacher knowledge and capability with ICTs and IWBs in particular. Personal experience tells me a very different tale of everyday folk, to that assumed and presented through the lens of a limited and highly selective use of literature, which serves to tell a very particular narrative, a here we are..... this is where we were.. before drawing on a transcript to vision a where we want to be image. As a progressive view this is great, but could be misleading if used to generalise and globalise the realities fo classroom landscapes and tool use by colleagues.

If I relate the narrative to my own learning story, I would find it difficult to disagree with its sentiments, however my learning story is very different to many of the colleagues around me, and what I find problematic are the assumptions that underpin it.

Not everyone has access to a whiteboard on a daily basis
Even if they do, recent INSET sessions tell me not everyone has a level of "ICT capability" that allows them to see beyond the technology, something I would argue is prerequisite to being able to "enliven their lessons through interactive Presentation...." what ever this may mean or look like
Where colleagues have the capability to use Notebooks etc to develop "interactive presentations" with the features described, students perceptions tell me boards are still more often than not used as a projected worksheet.

A recent INSET session lead by a Maths consultant, was driven from her seat via a laptop, with no engagement with the group from or through the board, no suggestions made about how she would use the device, or engage the class "interactively" with the content. This session was a stale and boring affair, could have been enlivened so easily by use of the tool to model in presentation of the session its potential. Effectively educating educators by framing the session as to model pedagogical role using the tool as she worked. The problem of "quality" board use as with other technologies seems to be in its percieved relevance, how we create and use tools in context, and how this is seen and transmitted by others. How do we take ownership of such devices and fit them within or or use them to support changes in our pedagogical approach. This however seems unlikely in situations like that above, where the point has been missed, in part from a wider failure to identify the whiteboard for what it is, a tool, a computer interface device, differing from the monitor and computer alone in its "broadcast" potential. We need to enable teachers to see, perhaps through modelling and permissions to play, how they have an instrumental role to play in exploiting and developing the potential of ICT tools, and how this is likely to involve considering new ways to structure class engagements, seeing the shared textual nature of these devices and using them to orchestrate and support passages of class discourse through prepared and shared dynamic content. This requires an ability to see beyond the technology and to draw on their skills not with the tool itself but as teachers to identify and feel safe in using tools such as this while adapting existing pedagogies, from an input output process to one which uses tools within existing learning communities and learning experiences as active and shared engagements. My key concern from the digest is the assumption that everyone is at this stage.

The placement of this particular digest is interesting, appearing as page 8 amid others that stress the importance of structured discourse to mathematical engagement, rather than delivery. ICT however if I may generalise for a minute is still seen by many to be the domain of those who can, making parities between the whiteboard and the other shared text resources they use I think is one way of enabling teachers to move from the adopt stage many are currently in to the adapt phase. Book and paper based evidence has been a requirement of "proof" for so long, and one exciting element not within this particular digest but through out the bulletin is the embedding and value placed on whole class and group talk. However Placing IWBs on their own here colleagues, may not naturally make the link, between this implication and the technology, though this is something which I have sought to do throughout my research activities.

Did IWBS make a difference to teachers' Interactions?

The Smith et al, paper is situated within the work of Higgins et al (2005), whose original report can be found on the BECTA website. Unfortunately within the NCETM digest the authors have missed a trick, by not engaging pariticularly with the extensive literature review that points to the lack of existing research around IWBs as learning tools. Steve Higgins', one of the co-authors of this paper, has often engaged with the idea of "Thinking Together," a process engaged with earlier in the bulletin, and emerging from the work of Neil Mercer. A process that at it's heart sees talk as a vehicle for reasoning together, how we negotiate understanding and acquire "Common Knowledge". The so called long conversation between teachers and learners, which is seen as central to this process is likely to underpin the use of questioning styles as indicators and comparators, in this work, around a process where teacher designed tools and resources are all seen as scaffolds and supporting structures within collaborative learning situations. I would suggest therefore that the viewpoint of the original report sees classrooms as a "communities of practice," where lessons based on this long conversation are seen as "communities of discourse" and where the role of the whiteboard is seen as part of a toolbox, physical and semiotic, to support mediation in learning as a co construction process. As such limiting factors are not placed solely on the tool but also on the knowledge and experience of its users. For me the key to these papers is not whether the tool makes a difference but how the users interpretation of the tool and its potential affordances have been interpreted by or presented/recieved by the user. In this instance I think the recommendations of the bulletin to be too selective. Drawn from the findings of this research, they pick out one recommendation, the need for teachers to collaborate with colleagues, to refine their practice. What is not presented here but begins to be addressed in the BECTA Published report is the need explore our pedagogical practices where ICTs are used to develop learning. How do we change a view point from delivery and presentation to one which facilitates full participation. This Higgins et al (Op Cit) suggest requires further investigation. And even though the idea of coaching and collaborative action between teachers is one means of doing so, research of this sort is notoriously difficult to quantify, share, access and validate, another issue raised in their search of the literature. If we are to Say IWBs have no impact on interactivity in lessons maybe we need to explore the why? This requires us:

to differentiate between the tool's technological interactivity and its application in the mediation and scaffolding of social interaction
identify clearly what we mean by learning,
enable space and time to engage with these ideas and their implications for the classroom
ensure our colleagues are adequately supported in exploring the potentials of these tools,

This theoretical viewpoint is assumed within the digest, and presented around it but from where I am sitting these links are not made clear or explicit. The ICT is treated in isolation from the curricular content and the pedagogical approaches that might be used to embed it.

How can IWBs become tools for enhancing Pupil's understanding?

This single paragraph response introduces a short transcript involving discourse between two students and their teacher about the properties of quadrilaterals. Using a dynamic geometry environment, they discuss and explore the properties of a square and a Rhombus, but because the figures have been constructed using the affordances of the software environment around their mathematical properties, the shapes when dragged behave according to the rules which determine these properties, creating space immediately to explore why questions, and how scenarios. The researcher comments about how the passage of discourse, mediated by dragging and physical engagement with the shapes supported discussion and children to derive their own definitions, through interaction with each other and their teacher. Observations from video data in my classroom currently tends to support this, by how discussions not only within the "broadcast" but among the audience itself contributes to teacher and tool mediated cumulative talk, in sharing and constructing common ideas from the experiences brought to the dynamic context through the refining and distillation of contributions developed from the community of learners as a whole. Perhaps the key to how Interactive Whiteboards can help make learning interactive, is understanding how we exploit the relationship between technological interaction, its outputs in terms of for example feedback, and in practice utilise this as a contingent element in our planning, curricular learning engagements and the discourse which evolves as a result.

As an overarching set of principles for the bulletin the authors state as a starting point
some of the key principles for effective teaching of mathematics:

build on the knowledge learners bring to sessions
expose and discuss misconceptions
develop effective questioning
use cooperative small group work
emphasise methods rather than answers
use rich, collaborative taskscreate connections between mathematical topics
use technology in appropriate ways.

These principles are also apparent in the New Primary Framework For Mathematics (http://www.standards.dfes.gov.uk/primaryframeworks/mathematics/) , with its increased emphasis on using and applying processes and methods while working mathematically. In this list the key phrase returning to IWBs is "to use technology in appropriate ways," and it is here as teachers many of us are very much the learner. The challenge faced by policy makers, teacher trainers, strategy consultants and school and curriculum leaders as examples, is not not one I envy, as the development and distribution of tools in the current give and go stop gap approach is insufficient. What is necessary is practical thoroughly researched help and education that will not only engage our struggling colleagues, but also help those more confident teachers identify and evaluate how and when technologies as tools might help or are enhancing their practice. The process requires proactive engagement in classrooms in addition to the often second hand, albeit entertaining exposition we frequently experience from the stage. Experiencing and appreciating from first hand the extent of learning and change required by some less able colleagues, as they struggle not only to understand the changes in pedagogy necessary to effectively use technologies in their professional engagements, but also the very real need for basic ICT training for some colleagues to get this far.

Geek Meditation

2007-12-02T03:03:00.001-08:00

Received this link from a colleague through twitter this morning. Much appreciated.

Narratives of Learning: Reflections on Seminars and Teaching as the Basis For Research

2007-07-08T02:10:00.000-07:00

I have experimented with a number of different digital tools to present data collected in my classroom, to support essay writing and help me review and investigate learning events in my classroom. The tool I have found most valuable and powerful, and which I want to develop more widely with colleagues as an assessment and recording tool is what I have come to refer to as a "narrative of learning." A narrative of learning is quite simply what it seems, a learning story, an extension into the digital world, of something which was quite common in the primary classroom when I began teaching, the floor book. A "narrative of learning" can be developed using a host of readily available digital tools. I was privileged a couple of years ago to present with a colleague at the National Teacher Research Conference, where I drew on one incarnation of the tool in the form of a PowerPoint presentation, to support and form part of another in the form of a simple "video paper."

Video Papers are interesting as they are a relatively new forms of digital publication, and a medium in which some researchers are beginning to combine data in the form of multimedia, supported by traditional text types to disseminate and share findings. Using hypertext, the reports and documents, are divided into chapters and sub sections, where the use of a hyperlinking enables the reader to engage with the document in a number of different ways. For example the "paper" might be a collaborative exercise, involving a classroom teacher and an academic colleague, so we might structure it purposely to be written from two different perspectives, the teacher view and the more theoretical academic view. This on the surface appears not to be that different from a paper based document, we would still include the methodological processes, references to literature etc, but using the hyperlinked navigation structure we are able to read the paper in a non linear fashion, dipping in and out of areas of interest, or backtracking, perhaps clicking on a hyperlink to view the full reference, for a paper or author mentioned, or a back reference to something mentioned earlier or later in the paper, or to compare the teachers view on a particular aspect of the data with that of the professional researchers. We are also able to compare different perspectives on the same data, by having the analysis and review appear alongside the video, audio or image being analysed, without needing to take our paper apart, or flick back and forward between pages. From the point of view using digital and multimodal data, this can be incredibly complex to share in paper form, with video papers following initial stages in analysis we can select and embed samples from our data files so the paper can be read alongside it on screen. We can therefore watch and see first hand what the authors are evaluating and then use the hyperlink structure to see and read perhaps two comparative views of what is perceived as going on. Within this format however the reader can also be seen as co author, as they bring to bare their experiences, perhaps they see things differently constructing on the viewpoints presented in line with the evidence their own unique perspective. As these structures develop perhaps web 2.0 environments will be used to extend the interactivity of research papers and programmes with multiple author environments enabling, commenting to contribute to ongoing research, where perhaps part of the researcher role is to moderate these papers, as a single activity or evidence based task undergoes cycles of iterative refinement and teachers and researchers work alongside each other to form deeper understandings of each other's perspectives on classrooms and what constitutes learning. From a teacher point of view these are potentially powerful tools. They could facilitate engagement with ongoing research activities, while encouraging new ways of seeing. But perhaps what excites me more is the way in which the focus of such activities changes the way we see, from what we are delivering, to thinking about what students are receiving, and how they are learning. Changing the view of research from something which is done by others, to a basis for reflection, which sees classroom activity as the basis for research, reflection, and informed practice. These are key elements to me, that form the difference between teaching as an occupation and teaching as a profession. They also underpin for me one of the principle whys about assessing student learning.

Assessment for learning must be an essential element of research informed practice as it represents how we, iteratively engage with the learning process as it emerges in our classrooms on a day to day basis, identifying where students are and what they need to do next, identifying gaps in student learning and thinking about and informing how we support next steps in their development and understanding. Anyone who has worked with younger students will know that what we see in terms of recorded evidence particularly is not always what we get in terms of knowledge and understanding. Having carried out a writing task with emergent writers we invariably need to go back and have the students read their text to us in order to understand what they have written, and to understand how they are developing in their understanding of text as a semiotic process of representation. This enables a window on what they actually know rather than what is recorded and what we think they should know. This notion of what they should know, worries me as a teacher, as it stems from an over reliance on summative assessment activities, as evidence of learning by outcome. Far from the personalised learning approach identified in Every Child Matters, it consolidates the importance of a cohort mentality, being more about input and output on demand, than recognising the importance of the cultural and social origins of learning as shared meaning making. Classrooms as communities of practice, are not just boxes, they are social and cognitive melting pots where our learning is embedded in not only the artifacts we produce as individuals, but also in the experiences we bring to them and the ways we create and manipulate spaces to facilitate thinking together or the rehearsal, sharing and connection of ideas. These "interspaces" do not always represent the whole class, but frequently change as the result of the way we engage with each other and how we organise, plan and manage the learning process in our classrooms as they emerge. They are important I believe as it is through engagement here that we as teachers inform our choices about the tools we will use to mediate and orchestrate the shared meaning making which constitutes the achievement of our aims. The tools we use may include the physical such as pens, paper or the computer, but also the more ethereal and transient such as spoken language, or gesture. Capturing the latter as evidence of learning is difficult, they are fleeting and momentary, but no less important than the symbolic representation we feel we must have, if we are to understand what our students are actually learning, rather than what we think they are taking away from the encounters we have shared. They support a process which sees not only assessment for learning but also assessment as learning.

I have vivid memories of working with a year one student, as a probationary teacher. I had encouraged an emergent approach to writing, among a group students who were reluctant to write. She read her story to me, and I followed up by reading back, following the received writing direction. I began reading her story from left to right, top to bottom, pointing as I went, only to have her stop me to tell me I was reading it wrong, and beginning in the bottom right she began to read back, from bottom to top, right to left. I guess I should have been horrified that I had missed this earlier, but as a teacher still very much learning my craft, once I knew, I actually became even more excited than before, as I began to spot how she had represented words, using what she knew about how text is represented, the one to one correspondence of phonemes as well as her emergent narrative to construct her text. I had also identified one of the gaps in her meaning making process, and the next steps I needed to take in my work with her and the class as emergent writers, in order to ensure that she and they always followed the writing directionality convention. I booked the school's single BBCB and used the word processor to help develop and consolidate this, using this as a model among many, offering it as a place to draft on screen, and print out texts as well as using pencil and paper models and emphasising left to right directionality when reading. This process is a constant reminder to me of the dangers surrounding making assumptions about what our students receive, and has lead, even when working with older students to a reluctance to rely on what they have written or recorded as reliable evidence of what they have learned. Learning about learning is the academic challenge of what it means to be a teacher, and as research practice in the everyday, this is the primary purpose of assessment for (or should I say "as") learning.

So.... Returning to Narratives of Learning, how have they helped me, and why do I think they are so powerful. Working iteratively with colleagues at the University of Bristol, on "ways of seeing" I was encouraged to think about how I might adapt some of what I was learning to explore more closely what learning looks like in my classroom. Much of the work students do using ICT, is practical and may not always be transparent, or physically evident through the outcomes they produce in a session. As I introduced the Interactive Whiteboard to my Numeracy Hours, I began to find myself increasingly drawing on speaking and listening activities to encourage "thinking together," supported by informal jottings and small whiteboards to scaffold this. This began to conflict with wider expectation that something should be be recorded in books from every session. IWBs as learning tools, like other technologies are seen in publications as "transformative tools." But with students cleaning boards in between tasks, the "evidence" of outcome was gone, and an emphasis on student recording seemed to devalue talk and group interaction as tools for shared meaning making. Amid our concern about the elimination of this "data" or "evidence" once an activity was complete, I turned to digital means of representing this, and an engagement with the development of learning stories.

Combining the use of the digital camera, card reader, computer, IWB and notebook Software I began to work with the students capturing them and their work as they engaged, using the images downloaded to support discussion. Taking and recording notes about what the students were saying as we worked together as a class, I was increasingly able to use photographs captured there and then to help facilitate and support this, or to provide feed back from the previous day's activity. Including these in PowerPoint Shows, that represented a teaching sequence with some areas the students found difficult I was increasingly able to use these as starting points and focal points for review when we returned to an idea later. For the Video Paper above, I tracked a unit of work where we used student's informal jottings to develop a written method, building on mental strategies, and using the learning story which evolved to help them see the links between the strategies they commonly used and the formal method we were expecting them to use. This was at times arduous and time consuming, but as a process really helped me to understand what it was that I was expecting of my students, and some of the common misconceptions they were taking away from the tasks we were developing. This did not only transfrom the learning context, but has also changed the way I view the teaching and learning of calculation, enabling me to see links between strategies and methods I had not seen or thought about before. With the emergence of the visualiser as a tool I now have the potential for direct digital capture of student work, and on screen annotation for inclusion in these notebooks, or to support the development of learning stories in software environments such as PowerPoint, as well as to improve the pace of activities which draw on or that I want to digitally store or engage with. This will certainly improve pace and the amount of time lost in importing images by other digital means.

The idea of a narrative of learning has taken on a whole series of new dimensions for me this year. As a socially constructed journey towards understanding, classroom learning in context must have a back story about what we have achieved together. The technologies I have used with students have progressively lead to a feeling that I need to share responsibility for logging the learning journey with my students. Podcasting tools such as Podium combined with the use of recordable MP3 players could lead to captains log stardate.... type reflections from reluctant recorders or even challenge the traditional writer to construct texts in new and different ways, while collecting their thoughts, the use of digital cameras as integral to the recording process could help with the embedding of multimedia authoring platforms such as Photostory, 2 create a story and PowerPoint in enabling group and class texts to be developed from the digital media collected in the classroom and encourage representation of process as well as outcomes through stories of learning multimodally, while the use of the class blog acting as part of the school website will enable students to jointly author, celebrate and publish learning logs, creating a sense of ownership and authorship of learning, while encouraging feedback and involvement from others about what we have been doing. There is an inbuilt sense of purpose when their is an audience to share our learning with, the quality of text development in our think spaces and PowerPoint while preparing for the Airbus challenge presentation reflected this. Yesterday the perseverance, self reflection, acceptance of critical friendship, self correction, recognition of the temporary nature of data, and willingness to rerecord aspects of the podcast some of the year 3s were making until they agreed that it sounded right, and reflected what they were trying to say, reflects for me how this is one of the ways to go with my students over the coming year. Just as learning about learning is the research domain of the teacher, then learning how to learn must be the domain of the student. It is of real interest to me how as technologies evolve our practices with them have changed little. Having attended sessions lead by Stephen Heppel, David Puttnam and Alan November recently, it is even more apparent that we must radically alter our view of what teaching and learning means in contexts where ICTs are employed. Shifting from seeing them for example as part of a delivery system, to adopting a multiple tool approach which sees technologies as combining with the creativity of the teacher to offer support for learning, This position not only sees the students in our care as learners, but also places us in this position, one where we are frequently outside of our comfort zone. Transformation and change is never easy or certain but one thing that is increasingly sure is that in the rapidly developing technological world change is the one constant. One which we must learn to accept, and where teachers must learn to see students differently, as coauthors of each other's understanding.

It all Depends How You Look At It

2007-07-06T11:33:00.001-07:00

Attended the West Of England ICT Conference this week, fantastic experience to have the chance to hear Stephen Heppel speak, and to explore and think about his views not only on ICT in education but perspectives on the future of learning spaces. He showed this video, which I'm posting hear so I don't lose it, and as it reminded me of some of the things I was thinking aloud about in my last post. It truly does depend on the experiences we bring to a video, as to the outcomes we take away.

This one is here just for fun.

Video Data, Comic Strips and Learning Stories

2007-06-17T10:13:00.001-07:00

Finally got back to my Masters Dissertation this week, and began by reading a thought provoking paper, by Lydia Plowman and Christine Stephen, of the Interplay project based at The University of Sterling. I had the priviledge of meeting Lydia a few years ago, at the CAL'05 Conference. Some colleagues and myself, had also presented our emerging work from a Research Project based at The Graduate School of Education in Bristol, as a symposium. Our methodology then as mine does now involved the analysis of video data collected in my classroom, and since this medium was also used by Interplay I was very interested to hear what Professor Plowman had to say. In the case of my current project, the data was collected by colleagues during the InterActive Project. It involved video capture during 8, Year 4 numeracy hours, where the students used Excel in guided investigations, to support exploration of the functions of graphs and charts. As my Tutor can verify, and I have to say she has been incredibly patient with my perfectionist attitude, I have spent a considerable time stumbling around the methodological process, not the analysis per se, but the sheer volume of data collected, and how I am actually going to write it up. There is also, an at times, alarming character based facet to this, in that everytime I come back to it I find something new, and with this a new set of questions emerge. This is an unfortunate by product of a rambling mind and not a lack of focus in my questions.

We have used the idea of "iterative cycles of review" as a way of facilitating "ways of seeing." Video at first hand seems to offer a cornucopia, but it is easy to make assumptions that what we see is what we get, and to assume that everyone will read the data and see the same things that we do. This however is frequently not the case. Lets take the example of a visit to the cinema with friends. On leaving we may have all watched the same movie, yet from the discussions which emerge you could be mistaken for believing differently, as the group identify different parts of the film to talk about. Taken out of context, by an outsider listening in, these apparently disperate episodes would seem disjointed, even alien and have little meaning. There may be common high impact moments, but more often than not we highlight very specific individual moments of interest, parts that stood out and had personal impact and meaning for us, and which are very different to those of our friends. Even the same episode, might be described from a different perspective, the visual effects, the protagonists reaction and so on. As the discussion evolves we might eventually come to focus on specific moments, as the outing was a social event and we seek to create a common experience from the whole we have shared. Our approach to "Iterative cycles of review," involved a similar idea, a number of "viewers" worked together collaboratively to identify common themes within data collected, and using our shared experience over time set out to negotiate common meanings through discussions mediated by the data we had engaged with, attempting to tell a shared story based on the common experiences presented in the evidence we had evaluated. Within the analytical process for the symposium above we also used the Studio Code software environment, to tag episodes from the video which corresponded to instances of events and actions within categories we had agreed upon and identified in the data. This introduced some interesting questions for me around perceptions of what happens when children are learning in teacher designed ICT mediated situations, the role of the teacher, and what learning looks like during ICT supported tasks, and so my return to the original InterActive Project data I am using for this project.

In the Plowman and Stephen paper, the authors have used Plasq's Comic Life, to present screen captured video data alongside captions and examples of dialogue between adults and students in the preschool/foundation stage playroom to exemplify particular forms of what they call "guided interaction." They use comparisons between ICT and non ICT based activities as frames to support "ways of seeing," and presenting how interactions observed within more traditional activities, might be developed, evolve and compare with interactions mediated by ICTs as learning tools. The use of the comic strip format sets out to share what has been learnt from their research and as well as forming part of the frame used in data analysis, is intended to support the dissemination process of findings to pre school staff, helping them to identify examples of guided interaction within their use of technology.

I am very much an amateur Mac user, and "emergent researcher." My Mac has largely been employed for multimedia work, video editing and the like, but I was so inspired by what I read, I felt I ought to try out the software, which I feel may help me present the data I want to discuss in my project submission. It also has the potential to extend my current assessment for learning practices and evidence collection activities as I prepare my porfolio for NAACE Mark assessment. In previous assignments for my degree I have presented data from video as "snippets from Learning Conversations." or as "Narratives of Learning." using text supported by images captured from video, or linear presentations using PowerPoint to support observations, analysis and presentation of visual evidence. These digital PowerPoint learning stories (Narratives of Learning), have proven to be useful tools in presenting classroom learning as it unfolds through linked events emerging from the class as a community of practice. I have however become increasingly aware through engagement with video captured of my students at work of the dangers of focussing solely on "the moment," and using dialogue and conversation as evidence when observing students using ICTs. I have also begun to think about what I have come to see as "meaningful inactivity," times when students seem not to be involved physically or verbally with a task at the computer, but when asked about this are able to discuss what they and their partner have been doing or what they have learned from the experience. This type of action has drawn into focus, some practical everyday issues, like those annoying moments when a student who has apparently not engaged with a class task, is then able to relay what has been happening around them. There are also occasions when single word utterances between students seem enough to change the direction of a computer ( or non computer) based task, however when these utterances are viewed within the original context of the video, gestures and visual feedback from the screen become part of a more complex picture than this apparently simplified student discourse would tend to suggest. Language may be a key support in the movement of a task, but the other tools used also seem to mediate and facilitate changes in direction through feedback, with the gesture and motion of the participants communicating what they would like to happen. The richness of the visual and verbal context presented in the video from the activity system which evolves around in this case the computer presents a much broader context to the activity from which so much can be lost, as elements are removed during analysis. And here in lies my conundrum, how to present this richness. I have used a range of methods, including transcription and an emerging framework for multimodal analysis of the data so far, but this is heavily dependent on detailed description, and reliant on the written word to provide context for the activities and actions of those involved. Maybe a multimodal approach to presenting data, will help support the refining of the analytical and presentation process. It will be interesting to see whether using the comic strip format will enable me to engage with the data and tell this particular set of learning stories, while enabling me to visualise and formulate more clearly what the evidence seems to be telling me about what learning looks like as action in ICT mediated situations.