Skip to main content

Technology


To " improve the use of ICT to enhance teaching and students’ learning, including students’ use of geographical information systems especially in Key Stage 3". One of the targets given by Ofsted after the subject inspection in February.

The situation then? Rolling blackboards and ICT meant video, tv, Brazil 2000 and an OHP.

Today the final installations of ICT equipment has been installed in the department. This now makes geography the best equipped department ICT wise (after ICT). One suite of 20 machines, every teaching room now has access to a projector and at least one networked PC an speaker system (Year 11 found that these are very loud when I tested the equipment with the 'Where the Hell is Matt' video!) . No interactive whiteboards though but one step at a time.

The next step is to ensure that the equipment is used effectively. This means training staff that have little experience of using ICT in the classroom and making sure that the Schemes of Work allow the development of GIS skills. The aim? To make geography the leading department in the use of ICT. Eventually I want all of our materials to it on our VLE and be accessible from anywhere in the school............

Now I'm off to develop some blogs!

Comments

  1. Hi David,
    I was moaning last week about losing our small room of 12 PC's, but really, in consideration, this scenario has made me realise how lucky I've been. We all have access to interactive whiteboards, all machines networked and generally great access to PC's. That said, I do think that sometimes, less is more, as some of the most enterprising lessons I've seen, or some of my own most pleasing lessons, have been minus these tools. Enjoying your blog


    Kenny

    ReplyDelete
  2. Hi Kenny,

    Thanks for your comment. I agree that technology isn't necessarily needed for good learning to take place. To me the key issue is the effective use of ICT. We should always be asking ourselves whether technology adds any value to a lesson.

    David

    ReplyDelete

Post a Comment

Popular posts from this blog

High Impact, Low effort

This month is the start of the #29daysofwriting challenge.  I enjoyed this last year and will be using my Staffrm account to post.  I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff.  If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been 

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey.  As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others.  Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up.  I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions.  From being awe inspired to that tingle feeling when a student gets a light bulb moment.  From this-is-the-happiest-day-ever, to I-think-I’m-about-to die.  How often do we engage the emotions of those we teach?  Here, I would argue that having a safe learning environment is not always conducive to profound

Banned Word Board

Today I want to share some simple ideas that I have found to be very effective in the classroom. I can't say that they are my own original ideas, although I have played around with them. The first is the Banned word Board. This is a simple display in the classroom that lists a number of words that are not allowed to be used by pupils in their written or oral answers. The effect has been an increase in the quality of written work, and I have almost made comments such as 'Sir it's simple, the stuff just affects the thing and causes people problems'. Pupils are now more able to use specific language, something that is vital especially at GCSE. I have had to make a few modifications, such as the introduction of 'Heavenly Words' This is an additional display placed on the ceiling. I found this necessary as pupils needed some stimulus in finding replacement words. After advice received after posting the idea on the SLN forum , I have also introduced semi-banned words