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Nurturing Safe Online Relationships: Reflections on Ofcom's Latest Research for Educators
Nurturing Safe Online Relationships: Reflections on Ofcom's Latest Research for Educators
Posted on 03 February 2024
Using research and reports is a highly effective way for educators to get snapshots of the current climate in terms of what children are experiencing in their online lives. In such a fast moving area, being able to get an insight into the latest data alongside lived experiences and perceptions is useful. Comparing similar reports over time also allows educators to spot trends and anticipate what skills children might need to taught in order to deal with them. Some of the trends that the statistics have highlighted include increased mobile phone ownership among younger age groups, and the increase in personal video content creation. Other trends have been less easy to spot, probably because in the speed of technology adoption, particularly things like the takeover of OTT video streaming services such as YouTube as predominant and in some cases the sole sources of watched video content by young people.
Information from public research such as the regular "internetmatters.org annual Together for a Better Internet Impact" report and plethora of great Ofcom studies can be easily updated in staff training slide decks and shared in parent newsletters to ensure that all stakeholders are regulary kept up to date. The information can also be used more widely when reviewing school online safety development plans to ensure that they are current and contextualised.
As with all research and reports both quanitative and qualititative, it is important be mindful of the data sets used and to look for trends rather than homing-in on specific data points. Creating a reading list of local and global reports or executive sumaries is a good way to enable access for stakeholders when developing onlne safety strategies in school.
The recent "Understanding online communications among children" quantitiative research from Ofcom, published in November 2023 has some insights into how children respond to online situations, particularly dealing with unwanted friend requests or content they are sent. The research found that children's online interactions are multifaceted and children readily accept friend requests from real-life friends and "mutuals" or "moots" (a friend that you and another user have in common). Children's reluctance to accept friend requests from unknown individuals, especially during gaming, reflects their awareness of safety concerns. Children employ various safety strategies such as maintaining anonymity, verifying identities, and setting gaming accounts to private. The use of cross platform and voice verification checking to better identify genuine requests is also an indicator of young people being aware of onlne threats from strangers. The research also indentified that children are using random usernames, avatars as profile pictures and keeping biographies blank: an indicator that children are taking onboard advice from school about privacy and protecting their information online. Overall, I was struck by the levels of acceptance and resiliance shown by the children who were interviewed in the study, a timely reminder that as digital natives, their online lived experience is probably very different to ours.
For online safety lessons, the importance of teaching discernment when accepting friend requests and providing lessons on verifying identities and checking with other people is key to helping children to stay safe. Discussion about not accepting "Mutuals" as safe connections and knowing how to deal with unwanted and innapropriate content sent by strangers is also important.
The research underscores the importance of platform functions such as blocking and reporting features. Educating students in the effective use of these in-built platform tools and ensuring they know how to respond to potentially harmful situations is key for when things go wrong. Use of these features, combined with annonymous profiles, can offer some degree of protection.The research also shows the importance of acknowledging the age-related change in attitudes towards friend requests. It is often somthing that school strategies overlook, and while older students may become more accepting of requests, it is crucial to instill a sense of responsibility and awareness to maintain safety measures.
By incorporating these insights or "take-aways" from reseach papers it is possible to navigate the nuanced online world alongside the children and keep a school approach to digital literacy education current and relevant. Understanding the local contextualised requirements in school will compliment this, with annual parent and pupil surveys, online incident data insights and input from digital leaders being key for this aspect of information gathering. With the online safety issues becoming an ever-increasing issue in schools, the need for educators to equip students with the latest skills and information is more important than ever.
Experimenting with ChatGPT - What can AI offer Educators?
Experimenting with ChatGPT - What can AI offer Educators?
Posted on 28 March 2023
The DfE has recently released a document for educators called 'Generative artificial intelligence in education'. It comes at a time when there has been an explosion in the use of ChatGPT and rival AI tools to provide chatbots that can do everything from completing homework assignements to writing blog posts. Early adopters in schools have jumped at the chance to use the tools to save time on writing reports and lesson content and many new teacher specific AI tools have already been created. The document warns schools about potential risks to sensitive data and of malpractice in coursework, however it is very vague when it mentions skills for the future in relation to AI. Any teacher who read it would not find any proactive advice on where to start on the journey to use AI as a tool to support teaching and learning.
As with any new technology in the education sector, adoption in the early stages is often variable. Many educators wait for studies to be released that measure the impact on teaching, learning or time saved on administrative tasks. Many senior staff won't have the knowledge or time to dedicate to experimenting and understanding the potential of the tool, and everybody is looking for somebody else to write the first school policy for guidance. The lagards will claim that it is just another gimmick and will be reluctant to adopt intil instructed to do so. Developing a carefully curated path for introducing new technology is never easy, even if the benefits and risks have been identified. It is utlimately people who make it work, supported or hindered by technology providers and law makers along the way. Educators will meet, experiment and ultimately shape AI to meet their own needs and the needs of their students. It will be interesting to see what happens next.
I wanted to see what ChatGPT considered to be the benefits and risks of AI to teachers in education in the uk, so I asked the question...
ChatGPT responded: Title: Unveiling the Potential: Exploring the Benefits and Risks of AI for Teachers in UK Education
Introduction: Artificial Intelligence (AI) has undeniably permeated various sectors, and education is no exception. As technology continues to evolve, educators in the United Kingdom are increasingly utilizing AI tools to enhance teaching and learning experiences. However, as with any transformative technology, there are both benefits and risks associated with its implementation in the classroom. In this blog post, we will delve into the advantages and challenges that AI presents to teachers in UK education, highlighting how it can revolutionize education while also acknowledging the potential pitfalls.
Benefits of AI for Teachers:
Personalized Learning: One of the most significant advantages of AI in education is its ability to facilitate personalized learning experiences. AI-powered platforms and tools can analyze vast amounts of data, such as student performance and behavior, and provide tailored recommendations to meet individual needs. This enables teachers to address the unique strengths and weaknesses of each student, fostering a more inclusive and effective learning environment.
Time-saving and Administrative Support: Teachers often find themselves grappling with time-consuming administrative tasks that detract from instructional responsibilities. AI can automate routine administrative duties, such as grading assignments and organizing student data, allowing educators to focus on teaching and providing valuable feedback. This can lead to increased productivity and more meaningful interactions with students.
Enhanced Teaching Tools: AI-powered educational tools offer innovative ways to engage students and augment teaching methodologies. Virtual reality (VR) and augmented reality (AR) simulations, chatbots for student support, and intelligent tutoring systems are just a few examples of AI applications that can make lessons more interactive, immersive, and effective. Teachers can leverage these tools to deliver dynamic content, cater to diverse learning styles, and promote active participation.
Data-Driven Insights: AI can generate valuable insights from vast amounts of educational data, enabling teachers to make data-driven decisions. By analyzing student performance patterns, AI can identify areas of improvement and suggest appropriate interventions. Teachers can leverage this information to adapt their teaching strategies, provide targeted interventions, and offer timely support to struggling students, thereby optimizing student outcomes.
Risks and Challenges of AI for Teachers:
Ethical Considerations: AI raises ethical concerns related to data privacy, bias, and transparency. It is crucial for teachers and educational institutions to ensure that AI algorithms and systems are developed and implemented responsibly, adhering to ethical guidelines. Transparent policies and mechanisms should be in place to address issues such as data security, algorithmic bias, and student privacy.
Teacher-Student Relationship: While AI can streamline administrative tasks and provide personalized learning experiences, it is vital to strike a balance to prevent the erosion of the teacher-student relationship. The human element of teaching, including empathy, mentorship, and emotional support, remains invaluable and should not be replaced entirely by AI tools. Teachers must ensure that technology complements their instructional role rather than supplants it.
Technological Divide: The adoption of AI in education may exacerbate existing disparities and create a technological divide. Not all schools and teachers may have access to advanced AI tools and resources, leading to inequitable learning opportunities for students. Addressing this challenge requires investment in infrastructure, training programs, and equitable distribution of AI-enabled resources.
Overreliance on AI: Overreliance on AI can lead to a passive learning environment, where students become dependent on technology rather than actively engaging in the learning process. Teachers must strike a balance, leveraging AI tools as aids to instruction while encouraging critical thinking, creativity, and collaborative skills among students.
As AI continues to shape the landscape of education in the UK, teachers must embrace the potential benefits while remaining vigilant about the associated risks. By harnessing AI's power to personalize learning, streamline administrative tasks.
The response is really very impressive, especially considering that it took only a few seconds to compile. It is obvious that the tools could be seen as a way of saving time and effort. The text is balanced and easy to read and understand. The Americanisation of the language is a mild annoyance for UK use, but can easily be fixed. As with any computer program, even one as advanced as this chatbot model, the nuance in its use is about fully understanding what you want to achieve and giving clear input instructions. As with all edtech tools, developing a skill set in their use will always lead to improved outcomes for all.
The DfE has recently released a document for educators called 'Generative artificial intelligence in education'. It comes at a time when there has been an explosion in the use of ChatGPT and rival AI tools to provide chatbots that can do everything from completing homework assignements to writing blog posts. Early adopters in schools have jumped at the chance to use the tools to save time on writing reports and lesson content and many new teacher specific AI tools have already been created. The document warns schools about potential risks to sensitive data and of malpractice in coursework, however it is very vague when it mentions skills for the future in relation to AI. Any teacher who read it would not find any proactive advice on where to start on the journey to use AI as a tool to support teaching and learning.
As with any new technology in the education sector, adoption in the early stages is often variable. Many educators wait for studies to be released that measure the impact on teaching, learning or time saved on administrative tasks. Many senior staff won't have the knowledge or time to dedicate to experimenting and understanding the potential of the tool, and everybody is looking for somebody else to write the first school policy for guidance. The lagards will claim that it is just another gimmick and will be reluctant to adopt intil instructed to do so. Developing a carefully curated path for introducing new technology is never easy, even if the benefits and risks have been identified. It is utlimately people who make it work, supported or hindered by technology providers and law makers along the way. Educators will meet, experiment and ultimately shape AI to meet their own needs and the needs of their students. It will be interesting to see what happens next.
I wanted to see what ChatGPT considered to be the benefits and risks of AI to teachers in education in the uk, so I asked the question...
ChatGPT responded: Title: Unveiling the Potential: Exploring the Benefits and Risks of AI for Teachers in UK Education
Introduction: Artificial Intelligence (AI) has undeniably permeated various sectors, and education is no exception. As technology continues to evolve, educators in the United Kingdom are increasingly utilizing AI tools to enhance teaching and learning experiences. However, as with any transformative technology, there are both benefits and risks associated with its implementation in the classroom. In this blog post, we will delve into the advantages and challenges that AI presents to teachers in UK education, highlighting how it can revolutionize education while also acknowledging the potential pitfalls.
Benefits of AI for Teachers:
Personalized Learning: One of the most significant advantages of AI in education is its ability to facilitate personalized learning experiences. AI-powered platforms and tools can analyze vast amounts of data, such as student performance and behavior, and provide tailored recommendations to meet individual needs. This enables teachers to address the unique strengths and weaknesses of each student, fostering a more inclusive and effective learning environment.
Time-saving and Administrative Support: Teachers often find themselves grappling with time-consuming administrative tasks that detract from instructional responsibilities. AI can automate routine administrative duties, such as grading assignments and organizing student data, allowing educators to focus on teaching and providing valuable feedback. This can lead to increased productivity and more meaningful interactions with students.
Enhanced Teaching Tools: AI-powered educational tools offer innovative ways to engage students and augment teaching methodologies. Virtual reality (VR) and augmented reality (AR) simulations, chatbots for student support, and intelligent tutoring systems are just a few examples of AI applications that can make lessons more interactive, immersive, and effective. Teachers can leverage these tools to deliver dynamic content, cater to diverse learning styles, and promote active participation.
Data-Driven Insights: AI can generate valuable insights from vast amounts of educational data, enabling teachers to make data-driven decisions. By analyzing student performance patterns, AI can identify areas of improvement and suggest appropriate interventions. Teachers can leverage this information to adapt their teaching strategies, provide targeted interventions, and offer timely support to struggling students, thereby optimizing student outcomes.
Risks and Challenges of AI for Teachers:
Ethical Considerations: AI raises ethical concerns related to data privacy, bias, and transparency. It is crucial for teachers and educational institutions to ensure that AI algorithms and systems are developed and implemented responsibly, adhering to ethical guidelines. Transparent policies and mechanisms should be in place to address issues such as data security, algorithmic bias, and student privacy.
Teacher-Student Relationship: While AI can streamline administrative tasks and provide personalized learning experiences, it is vital to strike a balance to prevent the erosion of the teacher-student relationship. The human element of teaching, including empathy, mentorship, and emotional support, remains invaluable and should not be replaced entirely by AI tools. Teachers must ensure that technology complements their instructional role rather than supplants it.
Technological Divide: The adoption of AI in education may exacerbate existing disparities and create a technological divide. Not all schools and teachers may have access to advanced AI tools and resources, leading to inequitable learning opportunities for students. Addressing this challenge requires investment in infrastructure, training programs, and equitable distribution of AI-enabled resources.
Overreliance on AI: Overreliance on AI can lead to a passive learning environment, where students become dependent on technology rather than actively engaging in the learning process. Teachers must strike a balance, leveraging AI tools as aids to instruction while encouraging critical thinking, creativity, and collaborative skills among students.
As AI continues to shape the landscape of education in the UK, teachers must embrace the potential benefits while remaining vigilant about the associated risks. By harnessing AI's power to personalize learning, streamline administrative tasks.
The response is really very impressive, especially considering that it took only a few seconds to compile. It is obvious that the tools could be seen as a way of saving time and effort. The text is balanced and easy to read and understand. The Americanisation of the language is a mild annoyance for UK use, but can easily be fixed. As with any computer program, even one as advanced as this chatbot model, the nuance in its use is about fully understanding what you want to achieve and giving clear input instructions. As with all edtech tools, developing a skill set in their use will always lead to improved outcomes for all.
The Legacy of Learning in Lockdown
The Legacy of Learning in Lockdown
Posted on 27 August 2022
A few years ago I was asked to present at a conference. I was asked to talk about my approach to successfully embedding edtech into the federation of schools where I work. I laughed a little when I read the brief, primarily because I knew that there was no 'magic sauce' for ensuring technology had impact in schools, the recipe is as individual as the school itself. I was also amused because if somebody followed me around for a day in school or scoped my inbox, they certainly wouldn't use the word successful. The ever changing landscape of technology, both in and out of school, plus all the other influences and pressures within the education landscape mean that getting it right feels a bit like trying to nail jelly to a wall. My first slide was entitled 'Why is Edtech the Elephant in the Classroom?'. The conference proved to be a great opportunity to discuss good practice with others, however nobody in the room that day had any idea what was around the corner and how it would change the edtech world forever.
That world changing event was of course a global pandemic. During this time of lockdowns and anxiety, a fundamental change happened to the way education was delivered and recieved. Impacting children and educators of all ages over a period of two years. Children started school late and left compulsary education without ever having sat an exam. Teachers learnt new skills, improvised with the technology that was available and remained present in the lives of young people at this very scary time. Edtech companies also rose to the challenge. Resources, websites and tools were offered free of charge during the lockdowns and resources were created and shared by many. The government rolled out the 'Get help with technology' service to provide devices for disadvantaged children who did not have access to technology. The effort made to keep the education sector running was immense.
During the second lockdown many schools were better prepared. Devices and 4G hubs were available to learners who needed them and staff were more skilled in managing online learning. What quickly became obvious is that the causes of the 'digital divide' were complex and not easy to unpick. There are many reasons that some chidren and families did not engage with learning in lockdown including, rural broadband infrastructure, cultural and language barriers, the learning evironment, mental health and accesibility for SEND students. Many learners thrived without the distractions of busy classrooms and school day while others found it difficult to learn and stay motivated without the buzz of peer learning and being physically present. These issues are reflected on more fully in the DfE 16-19 Learners’ Experiences of the Covid-19 pandemic research report published in May.
Moving forward in a post pandemic world, education can learn some valuble lessons in terms of introducing technologies and maximising learning opportunities. Investment in robust and reliable technology infrastructure for schools and the wider community is essential to ensure connectivity and access to online resources. Additionally, schools must provide ongoing training and professional development opportunities for teachers to enhance their digital literacy to facilitate in delivering online learning. Collaboration and communication tools should be integrated into the learning platforms to facilitate student-teacher and student-student interaction. Google have recently increased the number of online meeting tools that teachers have to support group interactions. Many schools now offer offer a more blended learning approach, combining in-person instruction with online components, to maximise personalied learning experiences and this is likely to contine in the future. Online assessment strategies are also now under scrutiny with the AQA looking at the challenges of effectively evaluating online learning outcomes whilst ensuring academic integrity. By embracing these measures, schools can harness the benefits of online learning to create an inclusive and adaptable educational environment for their students.
Developing Digital Classrooms
Developing Digital Classrooms
Posted on June 24, 2019
"We need technology in every classroom and in every student and teacher's hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world." - David Warlick
“Are we doing computing this afternoon Miss?” Wouldn’t it be great if we never heard that question ever again? The idea of classroom technology tools and systems being used when needed alongside books, worksheets and whiteboards in classrooms remains elusive for most. Immersing technology in the classroom to the point that it is almost invisible seems to be as challenging as ever, with some schools still struggling to embed it rather than teach it as a discrete subject. Whether it is due to staff training, maintaining systems and hardware or not having the time to implement plans, the odds seem to be stacked against schools – especially primary schools. Add to this the need to teach ever changing elements of of staying safe online and the pressures of curriculum are enormous.
When the new Computing Curriculum was introduced in 2013 it added additional pressure as it relied on staff upskilling themselves, initially with few resources and training opportunities. A few years on and some progress has been made with a new emphasis being placed on computational chinking as much as coding in order to nurture problem solving skills. Popularity of STEM subjects such as robotics are starting to emerge as a result. It has been argued however that core IT skills and elements of digital literacy are being neglected at the cost of computer science, but it is more likely to do with trying to cram too much into discrete ‘computing lessons’ than a deliberate omission.
This leaves us in the unenviable position of having to either accept that children will learn a lot in their own time. Most children are competent at setting up YouTube Channels and Minecraft servers, blogging and navigating social media reasonably successfully all by the time that they leave primary school but some are not, leaving us with a widening digital divide. The children who are engaging with technology largely do so fairly successfully, and despite media stories vilifying the Internet as a dangerous place for children (refuted by academic research, for example the Parenting for a Digital Future Report.)
This adds additional complexity to teaching the subject as teachers often find themselves in difficult situations such as teaching children about using social media apps safely, whilst knowing that the children are not old enough to have accounts. Pupil engagement out of school can leave teachers with misconceptions to correct and bigger pictures to paint. Where in the curriculum do we teach children about data harvesting for targeted advertising, or about how product placement is used by Youtubers, or how to identify chatbots in media feeds? Children themselves often ask about technology topics that are in the news – fake news, robots taking human jobs, net neutrality etc. Teachers often find ways to weave these discussions into lessons but struggle to find relevant information sources to direct the children towards. Ultimately, teaching critical thinking and analysis skills may become the most important skill that we can teach in computing as this skill transcends the technologies and social behaviours associated with them.
A key approach is for whole school communities to take up the challenge of bridging the digital gap, including parents and the children themselves. Schools that showcase good practice can highlight the positive use of technology. For this to happen, some primary teachers comfortable occupying shared digital spaces in order to model digital skills. Online collaboration is something that comes naturally to children and learning can thrive when teachers use digital portfolios like G Suite for Education and Seesaw. The latter has also been used effectively for sharing learning between teachers, younger children and their parents.
The move to online learning environments has brought some successes in primary schools. Though their management is often remains a challenge, schools that implement them as a non-negotiables for all often see benefits. Systems like Google for Education that allow staff, children and parents to all engage in one space are widening core IT skills and making learning more collaborative. This approach is not without risks however, with the need for monitoring and security a key element of safeguarding often conflicting with giving children more freedom and autonomy in digital spaces.
My experience of Google for Education and Chromebooks as a vehicle for change has been a positive one. “Quick wins” are a great way to get staff to buy in. The most obvious benefit for staff is being able to work on live or shared documents from anywhere – thus reducing the need for VPNs and shuffling content on insecure memory sticks. Using the Google Photos App on iPads to collect photographic evidence has also proved to be a success. Feedback from teachers suggests that the biggest impact on teaching and learning can be seen through the use of Google Classroom. The ability to use live questioning to assess understanding and differentiate work on those results is a very effective tool. Add the potential for flipped learning and collaboration and it can be seen that Classroom is an excellent tool. It is available to schools completely free as part of a wider suite of apps.
The drive for new opportunities to use technology to support learning in classrooms continues. Whether it is interactive screens or robotic kits, school are constantly being bombarded with sales pitches. The need to evaluate this technology to see where it has real impact on pedagogy is obvious but is still often overlooked. Good suppliers will work with schools to offer free trials, visits to other schools and ongoing support and it is worth seeking out companies that provide this.
The future is likely to bring more diverse and immersive technologies to our classrooms. VR headsets will provide virtual expedition and 360º cameras will allow children to be creators as well as consumers in these fields. Having recently written a user guide for a school set of VR headsets, which included risk assessments for epilepsy and instructions to remain seated to avoid dizziness, it is clear that we will continue to face new challenges when introducing these emerging technologies. Developing pedagogy, empowering educators and measuring impact will be essential to support these changes so that schools keep up with technology and technology adapts to the needs of the schools.
West Park History Project
West Park History Project
Posted on January 16, 2018
In the Autumn term I was invited back to work at West Park Primary School to help them to develop their 50th Anniversary Project. The project was coordinated by lead practitioner Lisa Harrison and merged the mediums of puppetry, music and digital media to provide a vibrant recount of the history of the school. Working alongside puppeteer Andrew Purvin, musician Mary Keith and the class teachers, the project provided children with the opportunity to learn about the history of the school and local Whitmore Reans area. The role of the practitioners was to assist the children to capture then retell the stories to the school and local community in a series of performances.
The project coincided with publication of a newspaper article in a local paper recounting two former school pupils’ involvement with the iconic ‘Rivers of Blood’ speech made by Enoch Powell, who was the Wolverhampton MP at the time. The children looked at this particular time in history and how immigration and at times the conflicting views of local people, formed the strong, diverse and welcoming community that is at the heart of the school today. The thought provoking stories formed the basis of many aspects of the performances which were woven into a narration from former pupils and school log books.
Early on it was decided that the project journey should be recorded on a website. I worked with children in Year 6 to design ideas for a logo, which were then developed into a website called West Park Welcomes the World. The children and staff added blogs and images to the site in order to reach a wider audience and provide a permanent record of the project.
The multimedia work for the project focused on animations and green-screen films. The use of photographs of the local area from around the time that the school was built provided excellent backdrops for stories that were recounted during interviews with former pupils, who visited the school. Additional black and white/aged film effects enhanced the videos in the post production stages. The DoInk Green Screen App and the news themes available in iMovie and Final Cut Pro allowed the children to create effective news reports by reading from scripts copied to free teleprompter websites.
The media projects formed just a small part of two well crafted and sensitive performances which were watched by pupils, staff and many people from the local community. The feedback praised the way that some of the emotive issues relating to the history of the school had been dealt with and how the commitment and talents of the young people involved in the project shone through. Overall, the project is a clear indication of the value that the school places on high quality creative projects, one that I have been privileged to be part of.
Lost and Found Project
Lost and Found Project
Posted on June 18, 2017
Every once in a while a media project comes along that reminds you of the real power of mixing media and literacy in the primary classroom. This is one of those projects. I had the pleasure of working with Lisa Harrison, a drama specialist with years of experience in schools who understands the impact of developing creative projects with children. Lisa is a Governor and creative practitioner at West Park Primary School in Wolverhampton. The school clearly embraces and invests in creativity and this balanced approach to the curriculum provided a good foundation for the work that we undertook. I was delighted when Lisa invited me to join her as filmmaker on the project.
Lisa was working with two year one classes. The brief was to develop speaking and listening skills within the largely EAL classes through drama and role play. The wider context for the project was to encourage a love of reading, and linking the theme with the literary text for that term – ‘Lost and Found’ by Oliver Jeffers. The story centres around a boy trying to take a lost Penguin home, but finding out along the journey that it wasn’t home that the penguin was looking for, just a friend. Lisa was also keen to address some topical issues about welcoming visitors and strangers into our communities.
Lisa discussed the project with the class teachers and they decided that she would appear as a mute ‘character’ at the door of each classroom, pretending to be lost and nervous. The children were left to discuss what to do, who she was and what they should do with her. Their compassion was overwhelming, they took her in and tried to communicate with her. Lisa had a box of curios to share with them but remained mute for the whole time. In the next session Lisa took the classes to her ‘home’ at the bottom of the playing field, showing them her makeshift shelter and fire. She began to talk to them and answer some of their questions.
The children established that her character was lost and needed somewhere to stay. Between visits from Lisa, the children created artwork about where they thought she was from. They also responded to a film that they were sent showing her love of books and the school library. It was clear from their responses that the children wanted the character to stay. Lisa and the teachers felt that the children would be able to develop more persuasive written and spoken material if the children had to convince other people that they character was kind and not a threat. To introduce this Lisa changed character and became a quite stern and serious police woman who was investigating the sightings of the stranger and I was a reporter who had been sent by the council to record a film about why the character should be allowed to stay. Pupils were filmed reading the poems that they had created in front of the green screen. They used the iPad Do Ink App for the recordings, with their colourful artwork displayed as the background images. I later edited the videos in iMovie.
Lisa and the teachers planned a whole school assembly to present the work to staff, children and parents and they were asked to vote on whether the visitor should be allowed to stay. They unanimously decided that she should and at the end of the assembly they watched a video where Lisa appeared in the police officer character talking about how impressed she had been by their response and that there were important lessons to be learnt from their kindness. The lost character was allowed to stay, and Lisa spent some time as this character, in the classes afterwards, thanking the children for their help.
There was a very positive response to the project from the rest of the school, and Headteacher. Parental feedback also offered overwhelming support for the project. One parent said “I thought it was a very thought provoking and inspiring lesson on diversity and I think that there are many adults who would stop and think and become more friendly and accepting of different others.” Sometimes it is a real privilege to view a project through the lens of a camera. For me, seeing some of the EAL children persevere with such determination to say their part in the films and do a few retakes until they got it right, was heartwarming – they truly wanted to have a say in the fate of this character. This project was a true testimony to the fact that if children are given enough creative stimulation and a purpose for writing that they will find a voice to express themselves.
Kathleen Dayus Trail Project
Kathleen Dayus Trail Project
Posted on January 21, 2017
I’ve recently been fortunate to be involved with a fantastic local history project in Birmingham. The project was a collaboration between a number of schools, Midland Actors Theatre and Birmingham historian Professor Carl Chinn. Students were given the opportunity to celebrate the lives of people in Birmingham’s ‘lost communities.’ The project is funded by a grant from the Heritage Lottery Fund (Young Roots scheme), and involved children researching the history of local areas, making films and creating and performing drama presentations.
The students at Perry Beeches Academy II looked at the rich history of the Jewellery Quarter. In particular they looked at the life of Kathleen Dayus who was born in 1903 in Hockley, Birmingham. In 1982 she published a book called ‘Her People’ which described the hardship and the kinship that she experienced growing up in the area. In 2012, Dayus Square in Hockley was dedicated to her.
David Allen, MAT’s Artistic Director, began the project by sharing some extracts from the book with the students and visiting the locations that are described. The students developed scripts and films based in some of the locations and designed a website and trail map to share their work with the wider community. The website was created using the Wix.com free online website builder. The map route was designed to highlight some of the key areas mentioned in the book and a QR code was used to allow anyone following the trail to access additional information on the website from a smartphone.
The project showcased how technology can be used to share and celebrate creative media work in an imaginative way. Not only did the students do an excellent job of recapturing part of their local history, they added to the legacy by leaving a relevant and detailed resource for others to enjoy.
The Lost Communities project culminated in a series of live performance events in and around Birmingham and was featured on BBC Midlands Today on 5th July. The programme included interviews with young people, local historians, and David Allen. More information about the project can be found on the MAT website. The website can be seen on their Education Projects page.
Awesome Aurasma and an Amazing Artist
Awesome Aurasma and an Amazing Artist
Posted on October 4, 2016
I was lucky enough to to be invited to work at Manor Park Primary School in Coventry over the summer to be part of their latest art installation project. The school had worked with talented local artist Bruce Jones on a number of projects to transform learning spaces. These included a seaside and Narnia area, and my favourite – a Harry Potter themed corridor. The artwork obviously looks fantastic and makes the school an enjoyable place to be, but beyond that it has created a stimulating space for young imaginations to flourish. The latest space to be developed was a foyer area and meeting room leading to the hall and dining room.
The height of the ceiling in this space lent itself to something quite imposing and the choice of a grand hall in a castle has worked perfectly. The wall space also allowed for portraits of famous figures in history to be displayed – fitting in perfectly with the history theme and celebrating some iconic legends, stories and historical figures.
During the summer term each year group from year one to year six selected and researched a topic. Some of the children were selected to use their research to create a script that would bring the story to life. The Morfo app was used to bring the majority of the characters to life, however, the story of George and the Dragon required something a little more special. Instead of the story being told from the perspective of George, it was the Dragon who got to tell his version of events. This was achieved by using the Talking Dragon app. The app allows short burst of voice recording to be captured and recited by the dragon. Additional animations, including the dragon spreading its wings and roaring make it even more effective. The only disappointing thing about the app was the sound quality. It was adequate for use in a classroom situation but as part of an art installation it wasn’t quite clear enough. This problem was easily resolved by recording the sound in the Voice Record Pro app and stitching the sound and video together in iMovie.
When the video content for all of the pictures had been created the school set up an Aurasma account and installed the app on their iPads. When the app scans each of the pictures on the wall it plays the corresponding video. The pictures are spaced out to ensure that each video can be triggered and enjoyed before moving on to the next one – this very much reminded me of the experience of being in an art gallery, except this time with the pictures coming to life, maybe the magic doesn’t just happen in Harry Potter after all!
The school has been left with a completely transformed space thanks to Bruce and now that they have experienced just how easy it is to use Aurasma, I’m sure that they will go on to use it more. Using the app to bring art to life it only one of many ideas that can be adopted in school. The Digital Teaching and Learning website lists over 40 fantastic ways to use Aurasma in school – click on the link here.
To check out more of Bruce Jones fantastic work – check out his Facebook page
Imagineering
Imagineering
Posted on May 4, 2016
We spend a lot of time with children in school producing digital media projects. The process of creating meaningful content is a key part of the curriculum, which states that children should ‘design and create a range of programs, systems and content that accomplish given goals’. Working on a ‘real life’ brief can bring added challenge and for the children; it has a positive impact their self-esteem and helps to develop resilience and communication skills. Showcasing and receiving feedback on their media work is an important part of this process. Work is always well received by parents on class blogs, websites, information screens and when shared with the wider community. But what happens to it then? It is often archived and sometimes lost when websites are replaced or the children leave.
Permanently exhibiting children’s media work isn’t always easy, but a school in Walsall has recently found an engaging and immersive way to keep project content alive – by weaving it into the fabric of the building. Staff and children at King Charles Primary have been working with many collaborators for over twelve months to bring the project to fruition. It showcases the media tools that are used in the school and is providing a stimulus to keep the cycle of creativity going.
Spurred on by the previous success of using the Aurasma app to bring alive a portrait wall, a year five class were given the task of creating a back story, characters and scripts for a story set in outer space. The children were handed a brief outline of the story and then given the freedom to develop it from there.
At the same time the children worked with artist Amanda Yates from Create and Make to come up with ideas to recreate the main deck of the Hyperion spaceship in the school corridor. When the designs had been created, Amanda and partner Mark Adams set to work to bring the ideas to life. The corridor needed to remain a functional area both throughout the transformation and when complete, so managing creativity and usability was important.
As the work on the corridor continued the children began to record their scripts. It was a collaborative exercise that involved a lot of listening, editing and retakes. In true sci-fi style the final recording was left as a cliffhanger so that the listener has to make their mind up what will happen next and use their imagination to continue the story for themselves.
When the recordings were complete the crew profiles were created using the Tellagami App with the robot, called C4P0, created in Crazy talk. The audio files of the mission logs were edited in iMovie and all of the content was hosted on the schools Google platform.
The mural work in the corridor was enhanced with some detailed 3D pieces created by Mark. The space suit, light boxes and control panels helped the transformation to take place. Many of the 3D elements used salvaged and repurposed materials which helped to keep the costs down. The level of craftsmanship, however was worthy of any film set and has made a huge difference to the outcome of the project.
The final aspect of the area to be tackled was the lighting and sound. The corridor lighting was replaced to make the area darker, an emergency light was added outside the escape module and a mirror ball was added to make a moving night sky. Darren Porter, the IT Specialist HLTA who had worked on the project, created a space sound track to play on a loop on an mp3 player. The sound track made a huge difference to the corridor, with the background noise of computers and robots making it all seem very real. Towards the end of the project the stairwell was incorporated into the area and artist Bruce Jones created a photo-realistic painting of a view out to space to greet the children as they entered the area from above.
When the work in the corridor was completed, the media content was made accessible via numbered QR codes placed around the walls for children and visitors to scan.
The school hopes that there will be a long-term legacy from this project. The corridor itself is fantastic addition to the school and the children love walking through it. The children who created the story know that they have left behind something for others to enjoy and are proud that their multi-media work has a permanent home in school.
The project has been a success, but perhaps the most exciting part is yet to come. The younger pupils can use the corridor to create their own ending to the story of the Hyperion through storytelling and writing activities. This way the installation is something that can continue to be kept alive and added to in the future.
In terms of future projects, whilst funding may not be available to allow the school to create anything else on this scale, everyone is determined to develop more long-term installation projects. To that end, the school has created a shared staff folder called ‘Imagineering’, a word used at Disney to describe ‘making the magic’ and bringing ideas to life, which seems very apt.
Amanda and Mark can be contacted at createandmake@live.co.uk
Whole School Approach to Online Safety
Whole School Approach to Online Safety
Posted on December 30, 2015
I Recently had a fantastic couple of days at D’Eyncourt Primary School supporting them with Esafety. I spent half a day helping them to evaluate their progress towards the 360° Esafety Mark and it was great to see that they were already halfway there and were able to print out their progress certificate! I also spent some time training their KS2 Digital Ambassadors so that they could support the whole school community with advice and support for staying safe online. On my second day I talked to all year groups and held a parent meeting. I challenged the children to come up with their own guide for staying safe online and they came up with some excellent advice.
Their blogs can be found here www.deyncourtprimary.com
Changing Children’s Perceptions of Computing
Changing Children’s Perceptions of Computing
Posted on August 31, 2015
I was recently asked to lecture to some new recruits embarking on a Secondary Teacher Training course. It was interesting reflecting on what they might need to know about the new primary curriculum, given that their journey through primary school would have mainly consisted of ICT and not touched on computational thinking, programming or the move towards iPads and multimedia in primary classrooms. The cohort seemed surprised but pleased by the idea of KS1 children being taught about algorithms and computational thinking and many had not seen the array of apps and programs like Scratch that are available to support the primary computing curriculum.
Because of the huge changes in technology use over the last decade we discussed how allowing children to develop an understanding how computers work is becoming more critical in their digitally immersive daily lives. Teaching children how we need to think in order to program computers is part of that journey. I explained that when I ask a class whether computers are clever, most year four pupils will say yes. This is because the responses given to their inputs in online games and apps seem to be so ‘human’ that it is far more believable that the device is thinking rather than rapidly processing complex algorithms and responding through a carefully designed interface. This attitude towards computers is likely to increase as mobile device use among younger children is on the increase and toys gain the ability to customise themselves to users and respond on a more personal level. Unpicking some of these preconceived ideas is the first step.
One of the more challenging areas to explain to adults is how computational thinking can be encouraged by using unplugged activities. These can be adapted to be used by any age group and in any curriculum area. During the morning we undertook a number of unplugged activities and I encouraged the students to ‘think like a child’. We looked at the Phil Bagge Sandwich Bot video and programmed each other to be ‘human robots’ – both of these activities highlighted how we make assumptions that computers would not make. Having asked the students to program each other to walk in a square, when he command to turn was given, they automatically turned through 90°while a robot wouldn’t know how to to this unless a procedure had been pre-written.
We went on to look at how algorithms can be taught and debugged. I provided the groups of students with boxes of assorted chocolates and asked them to devise an algorithm to sort them (without using the colour of the wrappers!) Some used chocolate shape and style of the chocolate wrapper and others sorted by the types of centres. The activity clearly demonstrated that there are no right or wrong ways to solve a problem and that being creative is essential. Another activity led to a discussion about the best way to make a cup of tea – with everybody doing it slightly differently but all ending up with same result.
We went on to look at how rules and protocols need to be created to undertake simple tasks by blinking out a message to a partner. Needless to say, it didn’t work because mistakes were made as there was no code in place to restart or delete. We finally looked at debugging. This is one of the aspects of computing that children find challenging because it requires a lot of resilience and methodical testing. We played ‘Piggy in the Middle’ and followed an incomplete ‘bugged’ flow chart (samples of other challenges again courtesy of Phil Bagge can be found here) in order to resolve the problem with the ‘code’.
During the morning, many fundamental aspects of helping young people get to grips with computing were covered. The training would also be relevant for staff insets in primary school to increase staff confidence in teaching the new curriculum. As it will be some time before primary pupils arrive at secondary with these skills embedded, there may well be a need for some of these activities to be undertaken in secondary schools too.
Achieving the E-Safety Mark
Achieving the E-Safety Mark
Posted on August 31, 2015
At the end of June the Bentley Federation was awarded the 360° E-Safety Mark. It was the first federation of schools in the country to be awarded the mark and was a very pleasing outcome, especially as it was the culmination of a two year cycle of developing and evaluating our provision. When we initially signed up for the assessment tool it was to provide a starting point for an e-Safety development plan and not to apply for the award. The journey to move the schools forward in all areas of e-Safety has been challenging and interesting, especially as new advice regarding the latest technologies and threats seems to change regularly. It was satisfying to reach the benchmark levels on the assessment tool and to look back on the catalogue of hard work that had been undertaken by the school community. Applying for the award is a costly investment so ensuring that all evidence is presented correctly has crucial. Preparation for the assessment visit did however, provide another chance to audit all of the policies and procedures that had been put in place and raise awareness of recent developments.
The assessors where keen to see both of our schools and discuss the challenges faced in unifying policy and procedure whilst responding to the needs of the two different schools. The assessment was rigorous and thorough with staff, parents, governors, children and technical staff interviewed throughout the visit. The assessment visit provided a supportive environment to discuss the challenges faced by schools and seek clarification and advice where needed. The final report provided many areas of positive feedback and areas for developing e-safety in the future. I was asked to write a case study about the journey that the Federation had been on whilst preparing for the E-Safety Mark, which can be found here. For any schools looking to develop a clear vision and comprehensive approach to e-safety in their schools, I highly recommend the process. Signing up for the assessment tool is free. The website, which contains information on how to register and apply for the award can be found here.
iPads Make Murals Move at Milking Bank
iPads Make Murals Move at Milking Bank
I’ve been very lucky to recently be involved in a fabulous project with the Year 5 children at Milking Bank Primary School in Dudley. The children researched and presented their ideas for ‘Inspirational Britons’ to be part of a gallery created with the children by artist Amanda Yates. The images of the people who were chosen, including Princess Diana, Stephen Hawking and David Beckham were then cleverly merged with photos of some of the children to make it a much more personal experience.
The children used Morfo to bring these images to life with excellent scripts capturing the lives of their hero and heroines. The Aurasma App was used to trigger the videos to play when a smart phone or tablet hovered over the picture frames that form part of the mural. Parents were invited in for an unveiling ceremony and to enjoy the outcome of months of hard work from the fantastic children and staff at the school.
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