In order to implement flipped learning, you need to ensure that certain conditions are in place.
Read MoreFlipped learning is not as simple as telling kids to watch a video or two.
7 Ways to make IT real: 6 Use what you have
Make use of what you already have.
What you have, in fact, is your pupils and other members of staff. Even if you are in a small school, or a large school but with no team, you may still be able to give your pupils the experience of addressing real problems through computing and ICT.
Read MoreThe wiki train timetable
Imagine a train timetable catalogue created along the same lines as Wikipedia. This is how it might work.7 questions to ask regarding whether education technology improves learning
Does education technology improve learning? The intuitive answer to those of us involved in education technology is “of course it does”. However, the evidence from research is not conclusive. I think the reason is that it’s actually very difficult to carry out robust research in this area. As the impact of education technology has often been a topic for discussion in the Naace and Mirandanet mailing lists, I thought it might be useful to try and clarify the issues as I see them.Flash fiction and computing
I’ve been trawling through the archives, and came across the following article. If you missed it the first time around, here’s a chance to read it. If you read it when it was first published, well here’s your chance to enjoy it again!
It’s about flash fiction, and how it can help teach ICT – don’t be put off by the old-fashioned terminology: it all still applies to the new computing curriculum.
Everyone’s an educational expert, but it was ever thus
Have you noticed how everybody seems to be an expert on education these days? In fact, you only have to pick up a newspaper more or less any day of the week to find some minor celebrity saying something asinine like “Schools should teach kids how to stay safe online” (Really? What a great idea. How come we didn’t think of that?!). I don’t take much notice of these people, but it does annoy me when they somehow get on to conference programmes.Assessing Information Technology in 1995
Just in case you thought the difficulties of assessing pupils’ attainment in Information Technology are a new thing, and how terrible Levels were (are?), I thought you might like to read a report dating from 1995.Blasts from our ICT Past
I’ve been trawling through the archives again (I don’t get out much). The following appeared in the very first edition of my newsletter, which was originally called Computers in Classrooms (but is now called Digital Education), on 3rd April 2000:What will we leave behind?
Within 5 miles of where I sit now I can find the following:
The remains of a Saxon fort
Digital Education Ezine April 2015
At last! Or, to use the vernacular, woo hoo! The latest edition of the Digital Education ezine is now out. It contains a round-up of products seen at Bett, articles on girls and women in technology, loads of links and book reviews. Here’s a detailed list of the contents:Book review: The Long Tail, by Chris Anderson
From the archives
"The Long Tail" has been lauded and quoted at length. But what does the book actually say, and how does it stand up to scrutiny. In this lengthy review I give it a cautious "thumbs up".
Articles you may have missed
Although I slowed down over the Easter break – at least in terms of writing blog posts – I did write a few articles. Here is a selection that you may find interesting and useful. While you’re reading those, I shall be working on the next edition of the newsletter Digital Education.
Read More6 Ideas for teaching the Computing curriculum
I thought these posts from the archives might be interesting: 6 ideas for teaching the Computing curriculum. Unfortunately, being mathematically challenged, I originally inadvertently designated two of them as “#2”. That’s why I never became a maths teacher. However, I have since renumbered them, so they start at zero, which is, computationally speaking, a pretty good thing to do. Anyway, although the series refers to the “forthcoming Computing curriculum”, the ideas themselves are still useful I believe. I hope you agree.Computational thinking and spreadsheets
In order to try to solve a problem using a spreadsheet, which is a tool for modelling or simulation, you have to do the following things:
Read MoreHealth Warning: Can using the web damage your health?
Can using a computer be injurious to one's health? If you're trying to book a particular rail journey via a particular website in the UK, the answer is a resounding "Yes", according to this article I wrote in February 2008. The 3,000 Part Computing Lesson
Every so often there comes along a new daft idea (or a newly-packaged old idea that has been mangled out of recognition (and thereby rendered useless) so that its “inventor” can be designated as a guru. Me? Cynical? Never!) One of the more unfortunate manifestations of this phenomenon was the three part lesson. It sounds good and logical, but then the thing that usually happens happened: Ofsted started insisting on it, and Headteachers demanded to witness it in every lesson. Woe betide the brilliant but hapless teacher whose lesson plans failed to include the three parts.Why can’t assessment be like feedback in eBay?
Can eBay teach us anything about assessment? At the Naace 2009 conference, John Davitt made an interesting point. As I recall, he said that when he started selling stuff on eBay he received more feedback on his performance than he’d ever seen in a school.Computing and ICT vocabulary
Trawling through the articles published on my original website, I came across this one about vocabulary. Happily, the “new” publication it refers to is still available. Incidentally, I’m a great believer in paying attention to vocabulary and the correct use of correct terminology, so at the end of this “reprint” I’ve inserted a couple of references to other articles I’ve penned on this subject. The original article was published in 2008, and is shown in a different font, below.The art of execution
A big problem which faces all organisations is actually getting things done. So, if you are an ed tech leader, what can you do about it in your school or department? Here are 5 key actions to take.Creating a game – a positive impact on learning?
By David Luke.
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I have had an interest in programming and creating games since I purchased a BBC Model A in the 80’s (the good old days!). However, it was only recently that I have actively promoted the introduction of games making into the ICT curriculum.
Two factors prompted my decision. Firstly, the introduction of the renewed ICT framework in spring 2008, which introduced learning objectives around ‘sequencing instructions’ and opened up options other than control. Secondly, the availability of easy to use games making software, which had the capacity to build games with a very professional feel.