Interactive Classroom Apr 08

VOLUME 3 | Issue 2 | APRIL 2008

interactiveclassroom www.education.smarttech.com

Preparing today’s students for tomorrow’s world

L e a d e r s i n e d u c at i o n

Power to the pupils in Denmark

Lilla Voss, a chief advisor in Denmark’s ministry of education since 1983, has a doctorate in history and a passion for the subject. This love of history is fitting, because when the history of

ICT in Denmark’s education system is written, her name will be there in bold print as a key proponent of education reform. Since 2004, after a successful technology rollout coupled with intensive teacher training at universities, colleges and secondary schools, Voss’s attention has been focused on a more complete integration of ICT into the folk schools. It was found that these schools, whose North American equivalent would be first through tenth grade, had inadequate ICT. The Danish government made an initial investment into the folk schools of around 500 million Danish kroners (US$105 million). Seventy-five per cent was specifically earmarked for the implementation of ICT into the schools. Local authorities, who administer the folk schools, were given the opportunity to apply for funds on the condition they matched the grant, kroner for kroner, and spent that match on computers, too.

Sta n da r d i sat i o n

Trinidad and Tobago: SynchronEyes software in the classroom The Trinidad and Tobago

education ministry has recently taken steps to make its computer labs more productive spaces for students. The ministry has purchased SynchronEyes™ classroom management software and Notebook™ collaborative learning software licences for all secondary schools in the country. These new technology tools will be implemented in 133 secondary schools and used by more than 100,000 students. “SynchronEyes software will provide teachers with an environment that will promote learning,” says Arnott West, programme consultant, secondary education modernisation. The software, which enables teachers in a computer class to view and control all students’ computers, is being used

in a variety of ways. Teachers can now transfer files, assess students, broadcast multimedia files and conduct surveys. Ministry officials performed substantial research on the product category before settling on SMART. In addition to its functionality, the software’s licence fees made it appealing to decision-makers. One licence covers one teacher and an unlimited number of students. SynchronEyes software is often selected by educators because it makes the ICT teacher’s life much easier and helps increase student productivity. The software makes online assessment simple and efficient, and enables teachers to ensure students are on task in the computer class. see Trinidad and Tobago pg. 3

“We stipulated that the computers purchased had to be used by the students, not the teachers or other staff,” says Voss. “The other condition we thought was important was that they had to be placed in the classrooms. Our goal was that computers would become a personal tool of the students.” The programme was by all accounts a resounding success. In the first year alone, the local authorities applied for 87 per cent of the funds available. It was later discovered that they gave more than the required 50 per cent, sometimes contributing 60–75 per cent more of their own funds. In the 2006–2007 school year, the programme was opened up and 20 per cent of the government funds could be applied to other technology peripherals, such as projectors and interactive whiteboards. Additionally, the ministry developed a series of courses that helped teachers better integrate ICT into their subject areas, with a focus on facilitating students’ learning. The final aspect of the decade-long ICT integration project has seen the creation of a national repository of education content that has three main content areas: content produced by education publishers supporting curriculum, inspirational content developed by teachers, and multimedia clips. Hand-in-hand with the repository is a nationwide collaborative learning management system. The end result is an education system that rivals any in the world. Ultimately, Voss has high hopes that the reforms she has helped instigate will build collaborative and creative skills in Danish students, and perhaps most importantly in her opinion, hone their ability to question the status quo and to think critically. “What we think is important in our schools is to have creative kids who perform for themselves and are not passively sitting and listening to a teacher. We want to see problem solving, critical thinking, all of that,” explains Voss. She adds, “ICT must be used in a quality way in education and I think many possibilities lie with giving some of the power back to the pupils.” ic

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w e lc o m e

NEW P RODUCTS

Literacy at the core

SMART brings learning into focus

A message from Nancy Knowlton

As SMART develops new products, it never

stops striving to meet evolving customer needs. In education, these needs change rapidly as more and more educators embrace not just one or two new technology products, but a whole range of ICT designed to improve student engagement and achievement. Over the past year, we have listened to you and worked hard to develop the products you need. Here are just a few of them.

SMART Board 600i interactive whiteboard system

Over the last number of decades there has

been great interest in literacy. All subject areas require students to have literacy skills or they cannot move to deep understanding and mastery. Language and the ability to articulate ideas are fundamental skills that must be acquired by all. In fact, literacy is seen as such a fundamental building block to the education process that some jurisdictions mandate a daily minimum dose. Recently I have been reading a variety of books and papers about literacy and the best ways to develop these skills in today’s students. The methods used vary by country. What is clear to me is that the selected theory can have a deep impact on just how literate a country’s students become. One of the books, The Knowledge Deficit, has struck a particular chord, because it points out how many literacy programs are built on shaky premises. The author laments the lack of work being done to build fundamental knowledge in American students in particular because of the theories and strategies employed. For years people have been undervaluing basic knowledge acquisition. Perhaps it is because of pronouncements that the sum of today’s knowledge will double within a year or two. With that reality, some suggest that an ability to learn is more important than the acquisition of fundamental knowledge in traditional areas. However, the reality remains – test scores prove that the children who demonstrate high literacy are those who have acquired foundational knowledge and therefore have a basis for comprehending what they read. Getting children interested in reading and knowledge acquisition is an absolute must, and it has to start early. At SMART, we strongly believe that educational technology encourages young students to take an active role in building their literacy skills. We have some tools that can help. ic

* The Knowledge Deficit: Closing the Shocking Education Gap for American Children, E.D. Hirsch, Jr., 2006

Nancy Knowlton is the CEO of SMART Technologies. Her biography is available online at www.smarttech.com/knowlton.

This new integrated system makes it easier than ever to engage students. Combining a short-throw projector and an interactive whiteboard, the 600i starts with a push of a button. Not only does the integrated projector reduce on-screen shadows and distracting projector lights, but you can switch easily between classroom peripherals, such as DVD players and document cameras. The projector also delivers a bright, crisp image that’s easy to see. The 600i offers the best value at the lowest price for any integrated system. By adding optional speakers and a height-adjustable wall mount, you can turn the 600i into a complete multimedia centre where every student can see, hear and participate. For information about the 600i, please visit www.smarttech.com.

Notebook software 10 Educators who know the value of digital content have been eagerly awaiting the release of Notebook software 10, the latest version of

SMART’s award-winning collaborative learning software. With over 30 new features and access to 100,000 pieces of content, Notebook software 10 makes lesson creation and delivery easier and learning more exhilarating. Every day, millions of teachers and students around the world experience the vivid multimedia world of Notebook software. As it was created specifically for the SMART Board™ interactive whiteboard, Notebook software lets teachers deliver dynamic lessons in a highly visual manner. Teachers can create tables, animate objects and magnify images – simply by touching the interactive whiteboard.

SMART Document Camera With this new presentation tool, teachers can project real-time images of three-dimensional objects onto a SMART Board interactive whiteboard. They simply place an object under the camera and zoom in. Once a still image or video of the object is displayed on the interactive whiteboard, integrating it into Notebook software lessons is a snap. The activities that document cameras enable are endless – everything from frog dissection to microscope slide analysis. Teachers can use the camera to zoom in and out, write over document camera images displayed on the interactive whiteboard, and capture stills and video directly into Notebook software or any application. Students, too, can use the document camera as they present work to the class, interact with objects and bring learning into focus. ic

NEWS

Narrowing the gap in Ecuador The ministry of education in Ecuador has begun an initiative to include new technology

in the classroom. This initiative will improve the quality of the learning and teaching process and will bridge the digital divide between students who have access to technology and those who don’t. This gap is fairly wide and geographical in nature. A substantial percentage of schools are in rural locations and some do not yet have digital connectivity. So the need for a bridge is pressing. The project involves 70 digital classrooms. Each is equipped with a computer, projector, SMART Board interactive whiteboard and an audio system. The new Ecuadorian education website, www.educarecuador.ec , will also provide numerous resources for teachers to use in their lessons. Jose Barahona, technology consultant for the ministry of education in Ecuador, is optimistic about the effects of the programme. “For a small child to access the means and tools that he will use in his professional career is invaluable, and his education itself will be improved with these kind of tools.” ic

Tokyo goes SMART An interactive whiteboard on each floor of each school in Kotou City, Tokyo, is the goal

of Kotou City’s board of education. The board recently purchased 165 SMART Board interactive whiteboards and 195 GoWire™ SMART Board software auto-launch cables. These products supplement the 38 SMART Board interactive whiteboards installed in primary and middle schools last year. School administrators expect the new technology products will improve students’ performance as teachers learn to create fun and stimulating lessons on their interactive whiteboards. ic

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C a s e St u dy

Sta n da r d i sat i o n

Adding creativity to learning

Trinidad and Tobago continued from pg. 1

SMART Board interactive whiteboards inspire learning at II. Rákóczi Ferenc primary school The town of Dunaharaszti, a holiday

resort and industrial area bordering Budapest, is home to II. Rákóczi Ferenc primary school. This Hungarian school is focused on enabling teachers’ creativity in their preparation and delivery of lessons to enhance students’ learning. To support this goal, the school’s director, Mr Károly Zsigmond, wanted to integrate education technology products, and in 2001 discovered the SMART Board interactive whiteboard at a technology exhibition. The school has since decided to make SMART Board interactive whiteboards a key part of its education plan. According to the director, the SMART Board interactive whiteboard has enhanced the classroom experience. “In classes where teachers use the interactive whiteboard, the children’s approach to learning has improved,” Zsigmond says. He notes that communication between teachers and students has improved because teachers can present their lessons more dynamically, which engages the students and enables them to learn more rapidly. Additionally, teachers have access to lesson materials from Sulinet Digital Knowledge Base, a government-initiated content development website. They can download subject-specific digital materials and present them on the SMART Board interactive whiteboard. Teachers are also creating their own lessons using the product’s interactive features. Zsigmond says that the capabilities of the SMART Board interactive whiteboard make the lessons more colourful and interesting for students. Students and teachers touch the interactive whiteboard to control computer applications and write in digital ink – enabling collaborative learning as students can work together with teachers to modify and add engaging elements to their lessons. The SMART Board interactive whiteboard also enables teachers to add visual content to their lessons, including presentations, video clips and the internet. This capability enhances the overall learning experience for students because they are focused on what’s happening on the interactive whiteboard. “When using the SMART Board interactive whiteboard, students move from passive recipients to active participants,” Zsigmond says. The addition of the SMART Board interactive whiteboard at II. Rákóczi Ferenc primary school has enabled teachers to present more creative and dynamic lessons, and students are responding with enthusiasm. ic

The implementation of SMART’s classroom management software is part of the ministry’s overarching goal to develop 21st-century skills in both teachers and students. Plans are underway to provide schools with customised digital curriculum resources that support project-based learning. Administrators are working toward a full digital system that links all students and teachers wirelessly, and leads to efficient management of the school system. ic

news

Study shows technology improves engagement

“When using the SMART Board interactive whiteboard, students move from passive recipients to active participants.” – Károly Zsigmond, director, II. Rákóczi Ferenc primary school

Preliminary research from Canada’s University of New Brunswick (UNB) shows that students are more engaged in the learning process when technology is integrated into instructional activities. The study began with a school-wide installation of SMART Board interactive whiteboards and is cosponsored by UNB’s department of education, a New Brunswick primary school and SMART Technologies. The preliminary results highlight the ability of the interactive whiteboard to help students learn and teachers teach. Following the installation, 94 per cent of teachers felt that student engagement had risen, and 100 per cent of teachers found that their ability to teach was enhanced. Teachers also felt they understood how technology could be used in the classroom. You can find out more about how SMART Board interactive whiteboards impact teaching and learning in the next issue of Interactive Classroom. ic

NEWS

GETS unites education leaders The Global Education Technology Summit

(GETS) – Europe 2008, took place in Frankfurt, Germany, March 3–5. The summit included a series of regional discussion sessions focused on key topics related to ICT in education. The Frankfurt summit stems from the success of the original GETS event, a global gathering held annually in Calgary, Canada. Supported by Foreign Affairs and International Trade Canada, GETS – Europe 2008, gave educators a chance to add their voices to a regional discussion that continues to gain momentum as we understand more about the unmistakable links between education, technology and economic prosperity. ic

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r e s e a rc h r e p o r t

news

Improving attitudes and outcomes in algebra

SMART moves young minds

Sympodium interactive pen display benefits remedial maths students

Two faculty members

at the University of Central Arkansas (UCA) have shown that the Sympodium™ interactive pen display helps clarify complex problems and improves the lecturer’s ability to interact with students. The UCA study examined the impact of the Sympodium interactive pen display on the performance of students in a remedial intermediate algebra course. Past students had indicated that the SMART product had improved their maths ability, and Lisa Christman and Dr Sherri Latimer set out to determine whether that claim could be supported by quantifiable research. They presented their findings in a report entitled, Plugging into Math: the Sympodium and Intermediate Algebra. The 2006 study took place at University College, a department at UCA designed to serve the needs of students who require additional preparation for further education courses. Most students in the remedial algebra course suffered maths anxiety, and many of the students had no algebra background or hadn’t taken a maths course in five years. Christman and Latimer assessed the Sympodium interactive pen display’s ability to improve student learning outcomes and their overall attitude toward algebra. The analysis focused on two algebra classes, both taught by Christman. The syllabi were virtually identical, but the pilot group was taught with the Sympodium interactive pen display, a touch screen used with a projector and computer. As the instructor manipulates digital material on the display,

the audience views it simultaneously on a large screen. The study’s control group was taught with a traditional whiteboard. At the end of the course, the results were as follows: • 45 per cent of students in the pilot group earned an average grade or better compared to 36.8 per cent of students in the control group • Nearly 20 per cent more students in the control group disagreed or strongly disagreed that they feared maths tests more than any other kind of exam • Over three times the number of students in the pilot group, those with the Sympodium interactive pen display, disagreed or strongly disagreed with the statement, I cringe when I have to go to maths class, than the control group, those without the Sympodium interactive pen display • Over 19 per cent more students in the pilot group had less fear of asking questions in class than the control group • Over 37 per cent more students in the pilot group were less worried about being called on in class than in the control group • 14.8 per cent of the students in the control group agreed that they zoned out in maths class The study’s authors traced these results to the key benefits of the Sympodium interactive pen display. They found it improved the instructor’s ability to gauge student understanding, since it enabled the instructor to face the class and watch for signs of understanding. The product’s features, such as highlighting and writing in different colours of ink, enhanced the visualisation process as students digested new information displayed on the screen. Overall, the report concluded that the Sympodium interactive pen display facilitated positive experiences for both teachers and students. Students in the pilot group said the problems were more comprehensible than on a traditional whiteboard. And they clearly showed less anxiety about maths class. ic

SMART Technologies Corporate headquarters | Phone 1.403.245.0333 | Fax 1.403.228.2500 www.smarttech.com | www.education.smarttech.com | www.smarterkids.org © 2008 SMART Technologies ULC. All rights reserved. SynchronEyes, SMART Board, Notebook, GoWire, Sympodium, smarttech and the SMART logo are trademarks or registered trademarks of SMART Technologies ULC in the U.S. and/or other countries. Printed in Canada 04/2008. 10172-08.

Always a supporter of global dialogue on ICT and education, SMART was a gold-level sponsor of the annual Moving Young Minds Ministerial Conference in London, England, in January. The conference, which focused on the digital divide, provided an excellent opportunity for SMART attendees to learn more about ICT-related issues and challenges directly from leaders in education. SMART delegates met with many of the ministers and officials, keeping abreast of current issues relating to ICT and education. Face-to-face communication with educators continues to play a key role in SMART’s ability to develop products and services that address the everyday concerns of teachers, administrators and education officials around the world. ic

Tell us what you think Then enter to win a SMART Board interactive whiteboard

Interactive Classroom (IC) newsletter is for you. It is meant to inform you, give you insight and help you successfully integrate ICT into your education system. That’s why we need your feedback. We want to make sure our articles are meaningful to as many readers as possible, so please take a few moments to fill out our online survey about IC. Once you’ve filled it out, you can enter to win a SMART Board interactive whiteboard. Just go to www.smarttech.com/newslettersurvey. We appreciate you taking the time to help make IC a vital tool for education officials around the world. ic

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