One key development in recent years has been the adoption of the 'Thinking Skills' approaches developed by David Leat: a lecturer in education at the University of Newcastle. These lend themselves to circulation via the Internet, as teachers can easily adapt the various formats, such as 'Mysteries', 'Living graphs' and 'Odd one Out', and then post them on the various teacher exchange sites provided by the NGfL, and several NOF training agencies.
I have circulated the 'Singleton floods' activity, produced by David Leat's department to my colleagues, along with a pack of material produced by others. This 'taking' should be balanced by some 'giving' back, and I hope to host the material on my own website soon.
As Colin Robson has described (1993) research in 'the real world' is not pure; decisions are often made on the basis of expediency (and the preservation of sanity) - even in these circumstances, research can still be useful and rigorous if conducted with integrity.
Recent article in 'The Sunday Times' Magazine (31/03/02) pointed out how children who are growing up in a networked world take technology for granted. Stephen Carrick Davies of Childnet is quoted as saying "Unlike many adults, kids today have no fear of technology. They don't think: I might break it, they just go for it." New research conducted by BECTa finds that more than 99% of young people now use computers, and over three-quarters use the internet at home or school. Niel McLean, Director of Evidence says "When you talk to children about their use of the Internet, you find that they think of themselves as being inside something - whereas adults think of themselves as looking at something." Computer is still viewed, as Douglas Adams said as "a typewriter attached to the television". It's a 'lean-forward' medium (not a 'lean-back' as in TV)
It's useful to be able to contact people or organisations quickly. Geography teachers need to be aware that they can obtain plentiful free resources for the 'cost' of an e-mail. I have recently had 4 large boxes of FREE resources on the European Union arrive for example. It is always worth suggesting that you are keen to test the 'worldwide' nature of the web when e-mailing a request. They have seldom been turned down. Try it!
Free resources have included:
- Worksheets and lesson packs of course (USGS pack on Mt. St. Helens is a term's work by itself..)
- US EPA Climate Change Outreach Kit: sent all the way from Fairfax Virginia
- Free GIS Software from Intergraph (USA again..)
- Free Poster and resources in the run up to the birth of the 6 billionth person.
- NFER posters and packs on such areas as Holderness Coast.
- Boxes of EU maps and sticker packs exploring the growth of the EU and the various member states
- Free pack from Brazilian embassy
One development in ICT for education sites is INTERACTIVITY. A lot of websites are fairly 'static': text and images are not always easily read from a monitor. Movement and animation from packages such as Flash can help to improve the interactive element.
NAACE / BECTa document
Key Characteristics of good quality teaching and learning with ICT: a discussion document (November 2001)
Suggests there are 5 features of effective practice:
a) Autonomy: pupils take control of their own learning: engage with technology and work independently, making decisions by themselves - teacher intervention moves them on to the next stage. Helps them transfer knowledge to other contexts, for example when using ICT at home.
e.g carry out a survey of the area with the aim of producing a slide presentation; survey, digital camera images
Some pupils work best alone or in small groups, rather than in the whole-class teaching situation.
b) Capability: pupils develop knowledge and skills that enable them to use the new technology
c) Creativity: pupils are inspired by their use of ICT. They will find opportunities to be creative using ICT
d) Quality: pupils use ICT and ideas to improve the quality of their work. They use ICT to enrich their learning, making use of the wide range of source material available to them. Where appropriate they use ICT to improve the presentation of their work.
Pupils can communicate their ideas to a higher standard, redrafting is easier. Better quality outcomes as a result.
Pupils display evident pride and satisfaction. They value the outcomes of their endeavours. Have higher expectations.
e) Scope: use ICT to make practicable learning activities that would otherwise be too onerous, time consuming, difficult or impossible to achieve. Can enhance learning by reaching beyond the classroom via e-mail, Internet use etc.
Use ICT to think in new ways. Can hypothesise and predict.
Can then apply these 5 ideas to schools.
I came across this when searching for materials. The original pilot for the project was set up in
I contacted Sarah Maughan by e-mail. She was the person involved in setting up the scheme and reporting on the pilot and gave me some useful additional information.
TO BE CONTINUED...