It’s good because, in my opinion, it’s pretty spot on. I also think the format is interesting.
One of the things recommended by the recent Byron Review into keeping children safe in a digital world was for schools to have acceptable use policies
Sir, when a man is tired of London, he is tired of life.
Which is partly why I always carry a camera around with me. As I explained in Pictures as stimuli, pictures can act as, erm, stimuli. You should always carry a camera of some sort around you, and so should the kids you teach. Oh wait, yes, many of them probably have mobile phones that can take photos and video. Fantastic!
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.
Equality is a big issue in education, especially in connection with technology. For example, we are used to hearing phrases like “the digital divide”. But what does “equality” mean in this context – or, more pertinent perhaps, what should it mean?
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.
I’ve seen a lot of great practice with iPads and other tablets in schools. The students are engaged in what they’re doing, teachers are excited by the learning taking place, and there’s a good, collaborative atmosphere.
So why do I have the feeling that there is something – a quite fundamental “something” – missing?
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
The general thrust of education these days is on student-centred learning. This is often expressed by depicting on the teacher’s role as being the guide on the side rather than the sage on the stage. Regardless of whether you agree that that’s how things should be (and as it happens I don’t: see Please! No More Mantras!), the often-stated philosophy these days is that students know best.
But does stating that philosophy mean that it is observed in practice?