How one school saved around £30,000 through buying refurbished computers.Read More
The Story Wall was created by me and my classmates Teigan and Joe. We originally came up with the idea to help people with writing stories and how people can get stuck when writing a story. The name was created by thinking how walls and stories are everywhere and how a story could be written on a wall, but the name just came to us and sounded right.
From my research into schools which have gone down this road, or at least started to, I have come to the conclusion that there are three at least three general conditions which have to be met.
The question arises, why have a 1-to-1 scheme given the fact that there is so much technology in the school already?
In late 2011 the issue of mobile technologies and their use in school began to be discussed at a senior leadership team level in Tideway School. However, the school resisted the temptation to race headlong into improving the infrastructure in order to allow students to use their own devices to access lesson and learning resources, because the benefits of doing so in terms of either pedagogy or learning gains were not self-evident.
What are the potential benefits and challenges of introducing a Bring Your Own Device policy into a secondary (high) school? In this, our latest case study, we look at the experience of The Arnewood School Academy in England.
St Crispin’s School is a slightly larger-than-average secondary school serving the town of Wokingham, England. An 11-18 school, it has 1102 students. The number of students with special education needs is about average, whilst the proportion of students from ethnic minority backgrounds is below average. Relatively few students are eligible for free school meals.
St Crispin’s was attracted to the idea of BYOD because, as Mike Elward, Assistant Head/Director of e-learning says
George Spencer Academy is a mixed secondary school in Nottingham, England, with 1350 students aged 11-18. Although it is located in a large town, it has only a small proportion of students who are eligible for free school meals.
The school decided to go down the BYOD road in order to be able to explore the potential of personal devices without incurring costs of purchase, training or technical support. The idea also fits very well with the school’s vision, which is concerned with giving a personalised learning experience to all students.
Although I visited Flitch Green to talk about technology – specifically, iPads and mobile learning – I discovered that as in any good school the technology serves the vision of the school, which is about learning.
Flitch Green Academy is somewhat unprepossessing – at least from the outside. But once you go through the door, it’s a different story.
Finborough School is an independent, ie private, all-through school, ie age range 2-18, in a rural English setting. It has 274 pupils.
You can describe what your school does with educational technology ad nauseum, but in my opinion nothing will bring it alive as much as a well-written case study.
The reason that case studies can be so effective is that they take just one aspect of what the school is doing, rather than trying to present the whole lot.