I had an email from a school recently. I thought I would record my response here as it illustrates my thinking on an approach schools seem to sometimes take to technology purchases generally and ipads in particular.
The school said they were looking into purchasing some IPads for students within school and were wondering if I could offer any advice or point them in the right direction.
They were seeking answers to three specific questions at this point: virtual blackjack machines for sale
- What IPads are being used for and how they can enhance learning?
- Which model IPad is the most popular within other schools?
- Are other schools using Macbooks for synching/updating etc? real slots online for ipad
I replied as follows:
I am sure you appreciate that these are *big* questions that you are asking and perhaps not the easiest to answer in an email. Having said that, I’ll do my best. top 10 gambling sites
What IPads are being used for and how they can enhance learning?
This is *huge*. Where do I start? Really the question could be asked more broadly about ‘technology’ and the answer would be wide and complex. In a way, it would be helpful for the school to undertake some visioning of how they want technology to integrate and support the learning experience and then consider whether ipads might be part of this. Many schools mistakenly start their thinking with the device and then on to how it might support learning. In some ways this is the wrong way round. I have a little further reading on ios considerations and deployments in school here: http://bitly.com/bundles/dughall/k but this is merely a drop in the ocean. roulette uk
Which model IPad is the most popular within other schools?
Again, I wonder if this question is coming from thinking that is the right way round. What is it you want to achieve? Then ask which device will best suit the vision. Why ipad? Why not an alternative tablet? Why not Android? Windows 8? Why not netbooks? Laptops? Ipods? Why not a mixture? Again, ask yourselves: 1. What do you want to do? and then 2. What will help you do it?
Are other schools using Macbooks for synching/updating etc? tarzan king of the jungle slots
Yes. Or an iMac. There is no doubt that the deployment of large numbers of ios devices is greatly helped by having a MacOS PC (laptop or desktop). rtg casino canada
It does worry me that some schools seem to be getting their thinking a bit ‘back to front’. Of course, for large purchases, it would be appropriate for for school governors to ask a question that I always find helpful: “What was the thinking behind this decision?” and the associated: “What alternatives were considered?” and “Does this represent the best value for money?” virtual roulette wheel download
My first post in my capacity as a school governor!
In readiness for a course that I will be running for the first time on ‘The Role of the Staff Governor’, I was thinking about what a difficult role it is from the point of view of potential conflicts of interest and the various ‘hats’ one would need to wear in different situations and contexts. I think that similar challenges exist for all school governors but are particularly accute for parents and staff members of the GB – with staff perhaps edging it in this respect.
I thought I would gather some interesting and challenging scenarios and dilemmas to present to delegates on my course in order to provoke some discussion. This is something I have always done on my course for parent governors and some excellent conversations inevitably follow! I have asked colleagues and my Twitter network and come up with the following: winpalace casino instant play
1. Your headteacher comes to you with diary open to ask to put in some dates for the both of you to meet prior to governors meetings to discuss the upcoming agendas. How do you respond?
2. A staff colleague asks you how you will be voting and says to you, “You know, don’t you, what the majority of staff think about this. You need to represent us by voting our way at the meeting.” You don’t share the majority view. What do you say? How will you vote?
3. A staff colleague approaches you insisting that you raise the issue of the broken staff-room fridge at governors. How do you respond? What if it is the issue of the dangerous paving in the staff car park? us casinos 18
4. A staff colleague sits down next to you in the staff room and starts moaning and slagging off a parent (who is a governor) suggesting they must be dreadful in governors meetings. How do you respond?
5. In a governors meeting, the Headteacher is reporting on the progress of pupils. You become aware that the data has been ‘spruced up’ in a way that you think is deceptive or gives a misleading message to governors. What do you do?
6. A curriculum leader or Head of Department is invited to report to governors about developments in their subject/department. There are some fundamental inaccuracies that you are aware of. What do you do?
7. Another (non-staff) governor asks you your opinion of one of your teaching colleagues. They say they have a right to know about the quality of teaching because OFSTED expect governors to know this stuff now.
8. You are in the supermarket when a parent sidles up to you saying, “You’re a governor up at the school aren’t you? I hope you don’t mind me saying but I’ve got a real problem with that last letter the Headteacher sent out. It was…” How do you respond?
9. You are in the supermarket when a parent sidles up to you saying, “You’re a governor up at the school aren’t you? I’ve heard that there’s a real problem with bullying/drugs at the school. Is this true? What are governors doing about it?” How do you respond?
I would love you to suggest any more in the comments but would also very much welcome your responses to the scenarios! Please do contribute!
The Twitter discussion went off on a slight tangent into a discussion as to whether or not governing bodies should have staff representation at all, or indeed parent representation. At that point, I had to attend a committee meeting (at which we were presented with a report from the Head of Maths…). Please see my other post on the challenges facing parent governors.
Amongst all the people who have helped, I am grateful to the following Twitterers:
@chilledteaching @balance_ec @runsworth @global_teacher
@sugaredpill @ideas_factory @andyisatwork
@clare_collins @cwcomm1 @5N_afzal @ingotian
I don’t like IKEA. I’ll tell you why. It is because of what I call ‘IKEA Fear’. The symptoms of IKEA Fear are a mounting sense of disquiet that commences the minute I pass through the large revolving doors. This disquiet worsens progressively as I meander first through immaculate living rooms, on through offices, bedrooms and kitchens until it becomes something visceral within my chest and stomach, usually around the time I reach the carpet, curtains and cushions – urging me to run screaming from the building clutching at my hair.
I have contemplated this feeling and the possible reasons for it. I have a theory based upon nothing other than my own tenuous guesses. I think my problem may possibly be similar to conditions such as agoraphobia or claustrophobia, and here are a couple of exacerbating factors:
• There is a disorientating absence of any reference to the outside world. If you are lucky, you might glimpse a rectangle of far-off, semi-industrial car-park through a distant fire door (the location of which is noted in the event of a panic-induced exit in due course).
• There is a disturbing juxtaposing of comfy, soft, homely environments in which you can sit and imagine oneself in the bosom of family relaxing after or during a meal… until you look up and witness the horrific, industrial tangle of ducting and steel. I don’t mind telling you that this contrast messes with my head. what is the safest online gambling sites
Now, on to the BETT Show 2013. This year, it relocated from Olympia to Excel- a move I welcomed initially as it certainly improved accessibility for me. This welcome feeling was short-lived. On arrival at Excel, I attempted to feel upbeat and optimistic but that familiar disquiet, the IKEA Fear, started to creep up on me. I apologise to those friends of mine whom I encountered on that first morning, my brow knitted and jaw slightly tensed. I put on a brave face and greeted you enthusiastically but I wasn’t quite myself. Walking the (seemingly) mile-long boulevards, snickets and ginnels of the exhibition space, my anxiety mounted until I had to make a swift exit. David Mitchell and Julia Skinner were fortunately on hand to scoop me up as I composed myself over some lunch with them.
I struggled throughout the two and a bit days at the show. My misery was mitigated only by the wonderful encounters I had with lovely people. The social, the teachmeet, the laughs and the learning mean that I won’t be boycotting in future. I will take the rough with the smooth.
I miss Olympia. I miss the quirkiness, the characterful architecture, the nooks and crannies, the expanse of sky spread out above. I also miss the opportunities for out-of-body elevations to the balcony for welcome, reorienting breathers during which one could see the layout, establish the landmarks or spot a friend to pursue.
Oh, and I didn’t even see anything especially exciting or innovative in those long corridors of anxiety. Next year, I will dedicate myself to establishing quick exit routes whilst also seeking out people – after all, it is them that make a visit to BETT worthwhile.