It At Berkhamsted School Sept 2009

How IT works at Berkhamsted School

IT Departments

Technical Support and Learning Greg Anker SMT

Charlie Wood ITL Manager

Sacha van Straten Head of ICT & Media Studies

Brief History of the Network

• • • • •

2000 – 4 Networks, 1 technician 2001 – Email introduced 2004 – Networks consolidated 2009 – Virtualised Servers 1 network, 3 technicians

Summer • Virtualised servers • Cabling and infrastructure update • Future proofing for 10 years • Internet upgrade from April

Virtualised Servers • • • •

More cost effective Better performance More fault tolerant Better value for money

Technical Support It’s easy to get help • Call extension 8028 - for urgent response • Email [email protected] - for less urgent matters • Visit online Network Helpdesk via Moodle • Bookable classroom support

Training opportunities this year

• Book Sacha (AvS) or Justine (JDB) to attend a lesson or assist in the preparation of an activity •  Emergency call out - five minute response time •  [email protected] for non-urgent problems •  The ICT Centre on the Castle

Learning in the Digital Age: Perspectives, Pedagogy, Planning

Technology & Teachers THE THEORY: Technology should make learning more effective, enabling teachers to produce meaningful resources that can be adapted with the minimum of fuss.

THE REALITY: Technology can overwhelm busy teachers and become an obstacle to success, rather than a tool that supports learning objectives.

Technology & Teachers ‘This technological shock to our moral codes means that in the future, we are going to have to teach our children well.’ HOWARD RHEINGOLD, 1995

Technology & Teachers

Many teachers resist being taught to use technology. This also makes sense – teachers should resist, because it is not they who should be using the technology to teach students, but rather their students who should be using it, as tools to themselves. Theteach teacher’s role should not be a

technological one, but an intellectual one – to provide the students with context, quality assurance, and individualized help. (Of course, those teachers who love technology are free to learn and use it.) MARK PRENSKY (2008)

Teaching and Pedagogy How can technology help my students? How can technology help me? Perspectives about learning digitally

Teaching and Pedagogy ‘We should see learning as a set of relationships, rather than as a system.’ Leadbeater (2008)

The sage on the stage becomes the guide by the side

Teaching and Pedagogy ‘students [must] own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.’ Seely Brown (quoted in Richardson (2008)

Teaching and Pedagogy Ultimately, it is not what technology you use that counts, but what the learner takes from it that really matters.’ Dror (2008) ‘With the advent of Web 2.0, teachers and administrators need to recognize that there [has] been a shift of power away from institutions and towards learners.’ Heppel (2006)

Social Constructivism & ICT The learner-centred approach allows learners to develop problem-solving skills and learn by doing rather than by being told.

Learners should be allowed to construct knowledge, rather than passively receive knowledge through instruction. Learners learn best when they can contextualize what they learn for immediate application Learners interpret information according to their personal reality, and they learn by observation, processing, and interpretation.

ICT in practice • Learning

should be project-based, allowing learners to experience the world by doing things, rather than passively receiving information

• Use

active learning strategies that allow learners to summarize what they learn and develop critical thinking skills

• Embed

questions throughout the ICT based activity to encourage learners to reflect on and process information

• Use

blogs (personal online journals) and wikis (collaborative online documents) to encourage and develop personal and collective reflections on the activity

What is Web 2.0? Why should we use it? Web 2.0 tools allow us to create collaborative learning activities that can take place within the classroom and at any other time that web access is available. It can expand learning opportunities and deepen student understanding.

Web 2.0 examples BLOGGING: an online journal, that can contain text, audio and video. Readers can comment on your postings.

Web 2.0 - Wikis

WIKI: an online collaborative document that allows users to work together on producing a text. Teachers can maintain control and view contributions and revisions made by students.

ICT & Learning - teacher support • YOU

ARE NOT ALONE!

• Book

Sacha (AvS), Justine (JDB), or Janet Biddle to help you.

 Review

schemes of work  Lesson observations  Practical training  Creating resources

ICT & Learning - the teacher challenge DURING THIS YEAR PRODUCE ONE ACTIVITY THAT REQUIRES STUDENTS TO USE TECHNOLOGY AS A LEARNING TOOL. THIS SHOULD REQUIRE COLLABORATIVE OR REFLECTIVE ENGAGEMENT WITH THE SUBJECT MATERIAL. SEND ME LINKS TO ANY BLOGS ETC THAT YOU CREATE AND LET ME KNOW YOUR THOUGHTS (GOOD & BAD) ABOUT THE EXPERIENCE.

[email protected]

ISAMS, data security and internet safety •

iSAMS is an education administrative system

• It’s a powerful database - so security is vital • Never leave your computer unlocked

• • • • • • • • • • •

Membership of the ICT Teaching and Learning Group: • Pete Northcroft Chris Allam Greg Anker Janet Biddle Doug Brown Nick Cale Russell Garner Rachael Guy Julia Hughes Dave Jeffers Helen Johnson Rosie McColl

• Steve Redman • Sacha van Straten • Mark Woodley

ICT: Code of Conduct Find the full Code of Coduct on Moodle: Staff ↓ Admin, School Docs & Calendar ↓ Handbooks & Policy Documents ↓ Policies ↓ ICT.doc

ICT: Code of Conduct Legal Appropriate Responsible Kind Source: Pamela Livingston

The changing nature of text and communication Prof Steve Wesch’s view Kansas State University