So what happened to those people who reached the finals last year? Helen Crawford, from Bishop’s Auckland, feels that the award gives her and the other staff at the SEN school more confidence in what they do and a morale boost to carry on. “Since last year I have learnt to ‘shout’ about what is going on in school and to communicate about the direction ICT will take. This has led to a successful innovation fund bid. Lots of money to do more exciting stuff! I am more aware of the need for appropriate training for teachers and now build into any budget at least 10 per cent for Inset. It doesn’t matter how much fabulous equipment you have in school if staff cannot use it to it’s full potential.”
Reinforcing the training message, Henriette Harnisch, who was in the FE category, wants “Training. Training. Training. Teachers do not have enough time to ‘play’ with the technology, that is effectively the only way to come to grips with it. Only when you are comfortable with the technology will you be able to creatively use it in terms of curriculum development.”
Also from the FE sector, Peter Funnell is now assistant principal (learning development) at Suffolk College. In March he undertook a Visiting Teaching Fellowship at Murdoch University in Perth, Australia. “The award was both a reinforcement of the work we were doing and a motivator to do more and do it better. There is still an urgent need to explore and understand the pedagogical issues that underpin the effective use of online learning, including the role of on-line assessment in motivating learning.”
Concern about the issues raised by ICT is a feature of David Baugh’s work. David won an award in the primary sector and now has joined the advisory service in Denbighshire. “I am increasingly worried about the tendency towards whole-class uses of ICT to the exclusion of individual and collaborative creativity. We should try and remember how tedious it is to sit through yet another presentation at a conference or sales pitch. The thrill of PowerPoint transitions soon wears off. Then put ourselves in a child’s position when they are recipients of the same methods. We all prefer to do rather than listen, and we all have a need to take an active part in our own learning. ICT is no different - the power is in the using rather than the receiving.”
Just as provocative are the views of Mark Robinson who created the ground breaking Ambleside website. Mark has left the classroom and is working with Digitalbrain. “In every single school and in every single classroom in this country there will be something, either big or small, to inspire and learn from. The effort should be to draw all those talents out.
“I feel more focused in the work I am doing now, enabling systems that break down communication barriers and allow a better and more extensive exchange of ideas and educational content among professionals. There needs to be massive, easily searched ‘online library’ of practical and simple ideas and quality content to pick from and I would like to think that, in my new career, I can play a small part in realising this.”
Continuing in the classroom, David Blow at Ashcombe School has started “exciting developments in digital video, especially in art and media studies. We have just installed four PCs in the art ICT suite for this work.” David is also working with the South-East Grid for Learning, continuing to develop ICT supporting teaching and learning, especially with languages.
Refining his practice, Richard Heppell of Beauchamp School is working on a model of science teaching to less able key stage 4 students. He splits the class - “half work with me, other half work on ICT activity then switch over. The key is providing a motivating, relevant ICT resource for every lesson that half the class can get on for 30 minutes with little input from me. Just providing a simple PowerPoint template for students to complete works well. The students like doing them, produce work they are proud of and can get on unaided while I can dedicate quality time to a few individuals. The model relies on sufficient machines available in the lab. The benefits in terms of class management and student productivity are enormous.”
Jenny Noel Storr has some advice to those who think of entering: “Think about what you believe in about children and their learning and how the ICT supports and enhances this. Say what you believe - be passionate!” Finally, Christine deGraft-Hanson: “First, please enter the awards or agree to be nominated. Second, believe in yourself and the work you and your class or colleagues are doing. Third, enjoy the whole process and look on it as an opportunity to further develop yourself professionally and otherwise.”
