Technology in the Early Years: enhancing SEND policy and practice

Karensa Leith reports on Kinderly - the award-winning early years app for digitally recording early learning journeys and sharing with parents.

There have been huge changes in SEND policy in recent years, and practice must adapt accordingly. Technology is playing an increasingly important role and settings are finding that it provides new opportunities for enhancing SEND provision.

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      string(3603) "religious and community activities going on. Yell.com, upmystreet.com, multimap.com and earth. google.com were used to map routes, to find aerial photographs and to find the names and addresses of organisations. The pupils also used company websites to write or email people to arrange a visit. By following the swans, the pupils were using computers to discover their city in which they lived and the people who lived in it. They were also covering about half the school curriculum – geography, design and technology, citizenship, history, RE and English. In the original version of the project, Pollard has a fifth swan, able to fly anywhere in the world. This is a fine opportunity for global work and could involve use of the international resources at British Council Schools Online (schoolsonline.britishcouncil.org). This global discussion could be further developed through environmental sites such as the RE and Environment Programme’s reepinfo.org, the Global Village project at www.100people.org, and the ‘measure your impact on the planet’ exercises at myfootprint.org and footprintnetwork.org. Saying Goodbye So, we’ve said hello to new people, and have met them where they live. Time to say goodbye. What would you do if you knew when you were to die? The remarkably unpleasant ‘Death Clock’ at deathclock.com asks health questions, calculates the respondent’s life expectancy, and tells them when the day they are most likely to die on. Despite its unpleasantness, teachers tell me its impact on moral education can be remarkable. There are many other ‘what if’ activities your class can enjoy. How would you feel if you were working as a ‘tied labourer’, a modern slave? antislavery.org provides case studies of young people currently forced to work as slaves. Their stories inspire vivid moral education classes. The Moksha Chitram board game has endless uses. The game was developed in India to train children to escape from the cycle of rebirth and achieve nirvana. It was copied by Christian missionaries – in the UK, we know it as ‘snakes and ladders’. The game can be used to help pupils reflect on the ultimate end of life. Each pair of pupils should be given a 100 square grid with each square numbered. They should position clip art pictures of snakes and ladders on the chart. In pairs, pupils should consider what they want to achieve in life, and represent that in a document with text, pictures or audioclips. The students should then think about what might hinder them from achieving their goals, and attach a file describing each hindrance to each snake. Next the students should think about some of the things that might help them to achieve their goal, and produce a document or file describing each form of help. These are the ladders. Edit a ladder onto the board, stretching or shrinking the clip art to get the correct length of ladder. Then hyperlink the ladder to the file. You can even play the game using an electronic die. Professor Julian Stern is the Dean of Education & Theology at York St John University. ReferencesAbbott, C (ed) (2002) Special Educational Needs and the Internet: Issues for the Inclusive Classroom. London: RoutledgeFalmer.Rheingold, H (2002) Smart Mobs: The Next Social Revolution: Transforming Cultures and Communities in the Age of Instant Access. Cambridge, Massachusetts: Perseus. Stern, L J (2009) Getting the Buggers to Do Their Homework (2nd edition). London: Continuum."
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Computing and Coding

Soul and Chips

22 May 2018

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      string(5726) "Henley Business School, University of Reading17:00 Space Utilisation, Management and Efficiency: Updating Legacy BuildingsSPACEMANAGEMENT• Maximising space utilisation for multi-purpose buildings: Updating formal, informal, collaborative and personal learning spaces• Multi-purpose buildings and multi-functional spaces through flexibility and adaptability• Identifying critical space issues and their impact on budgetsKaren PickeringDirector, Page Park17:30 Chairperson’s Closing Remarks and end of Conference Day One17:35 Drinks ReceptionINTERACTIVEDISCUSSION28 Learning Spaces Volume Special IssueShowcasewww.teachingtimes.comCONFERENCE DAY TWO – THURSDAY 30th MARCH 20179Web www.learningspacesuk.com l Tel +44 (0) 207 036 1300 l Email enquire@iqpc.co.uk08:30 Chairperson’s Welcome08:35 Following a full day of presentations, case studies, interactive discussions, networking sessions and a beer or two, this session will presentthe opportunity for any delegate to have your say. 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In this presentation we will outline the journey from conception to completionof an experimental space that enables collaborative learning using innovative technologies with large groups of students (126). 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The university is less dependent on physical location and anincreasing number of the student population do not fit into the traditional model of the 18-22 year-old student who lives on campus for4 years. We need to invest in our digital spaces and create an arena where staff and students can meet and collaborate with the worldaround us: other universities, companies, communities of practice etc.• How can we build attractive and engaging digital arenas for learning that both complement and enhance the physical environment?DAY ONERECAP SESSION29 Volume Special Issue Learning SpacesShowcasewww.teachingtimes.comCONFERENCE DAY TWO – THURSDAY 30th MARCH 20179Web www.learningspacesuk.com l Tel +44 (0) 207 036 1300 l Email enquire@iqpc.co.uk08:30 Chairperson’s Welcome08:35 Following a full day of presentations, case studies, interactive discussions, networking sessions and a beer or two, this session will presentthe opportunity for any delegate to have your say. 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Learning Spaces

The Seven Point Checklist For Successful Learning Spaces

13 Mar 2017

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      string(5582) "Sartrouville, a Parisian suburb, forged at a Special Schools and Academies Trust (SSAT) conference in 2009. Sarah Sawyerr , the assistant head at Ricards Lodge, and Ninette Mostefai , the head of modern foreign languages, developed a project idea with College Colette’s English teachers Celine Le Marec and Ludovick Ballester. They wanted their students: To explore foreign cultures To become aware of their European citizenship ● ● T o d i s c o v e r l i t e r a t u r e f r o m different cultures T o d e v e l o p i n t e r n a t i o n a l friendships At College Colette, 23 boys and girls from a fast-track English set were chosen to take part in the project. In London, the project generated massive interest among year 9 and 10 students – so only students studying both French and drama were allowed ● ● to audition. Candidates were asked to perform the balcony scene from Romeo and Juliet – in French! Planning the lessons Sarah explained: “We chose to study Romeo and Juliet because it ’s a classic which transcends boundaries. And on a practical note, there are no copyright issues with Shakespeare! ‘L’Ecole des Femmes’ is a classic French text from one subtle, particularly as it can be difficult to spot. It can be much easier for bullies to taunt their victims through anonymous messages than face-to-face. Young people need to realise that once you put something online it is very difficult to take it back – and that it is very difficult to tell tone of voice in typed text. Something meant as a joke can be taken literally and appear threatening. In conversations between our new students, we can see how online text can be viewed differently by different people and can end up being harmful. It is vital to consider others online.    e-learning reports 45Volume 1.1 n Creative Teaching & Learning of Shakespeare’s contemporaries, Moliere.” To begin the project, the students were put into pairs – one from each school. Sarah remembers: “A lot of our girls didn’t want to be partnered with boys! But it hasn’t made any difference.” The students were asked to write a profile about themselves to give their partner. The French students wrote in English and the English students in French. The partners are now regularly in contact about the project and use the internet to swap ideas. Web cams are set up during rehearsals – which take place after school and in day-long sessions – so the students can watch each other and advise on pronounciation. They can also report on their own progress – with sets, costumes and characterisation. Sarah said: “I think these students have the advantage of growing up with Myspace, FaceBook and Twitter – they are used to remote relationship building. They took to it like ducks to water. “We began studying the plays in September. We are studying Moliere while the French school studies Romeo and Juliet. We’re hoping to do a teacher swap – where Ninette and I go to Paris to run a Shakespeare masterclass. “This summer, we will put on a joint production of the two plays – performing them to each other via webcam and live in London and Paris.” The French group will visited Ricards Lodge in March. It was the first time the two groups met face to face. Sarah said: “We really want to take our students to France in May and we have applied for funding from the Youth Opportunities Fund. But it’s expensive – these days, we can’t just place students with a French family because CRB requirements on an international level are too complicated. I would advise any school considering this project to secure funding for trips before raising everyone’s hopes.” The project has been a challenge, Sarah admits. “Translating a play is quite tough for GCSE. But it’s worthwhile – not just in language terms, but for everything the girls are learning about French culture.” The Key The project at Ricards Lodge was so innovative it was featured in a case study by ‘The Key’ – an independent national support service for school leaders – usethekey.org.uk. The Key supports school leaders by showcasing best practice ideas from across the UK and providing expertly researched answers to questions on school management issues. Fe McKerrell, a researcher at The Key, said: “This project is highly innovative. It makes great use of technology to deliver an authentic i n t e r n a t i o n a l e x p e r i e n c e f o r students.” Catherine Allan is a writer and researcher on e-learning The balcony speech – in French Ô Roméo! Roméo! Pourquoi es-tu Roméo?  Tu serais Paris je t’aimerais,  je t’appellerais  mon abricot. Rentre chez toi Roméo  avec ta face de pet où je ne serai plus une Capulet. Virtual workplaces The VIBE’ is a series of ‘virtual world’ software – which can give 14-19 diploma students workplace experience. Liz Forrester, from the Specialist Schools and Academies Trust (SSAT), explains I n my work, I talk to teachers every day. I’ve found that diploma teachers are struggling to give their students enough hands- on, industry experience – which they expect on a regular basis. Getting students work placements can be very difficult for teachers – not all local businesses are interested. At the Specialist Schools and Academies Trust (SSAT), we dreamed up a solution – we needed to develop virtual learning resources to recreate workplace scenarios. To do this, the SSAT partnered with the university of Salford’s Virtual Environments"
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Creative Teaching & Learning

Technology and learning

5 Apr 2010

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      string(5644) "used to informparents of more subtle informationsuch as a change in how a childis doing at school perhaps. Withthe right system in place, you cansend a text if a child suddenly startsgetting a lot of achievement orbehaviour points, or send a messageto the parents of children that camein the top 10 in a test. This typeof information will allow parentsto react immediately at home bycongratulating the child or askingquestions regarding the change.Those embarking on this use ofthe technology can expect significantcost savings as a result of using theirprinter less. Steve Davison, system,data and communications managerat Monkwearmouth School, who isusing SMS and email communications,previously spent in excess of 400hours and more than £4,000 a yearcommunicating with parents andstudents. “It will, over the next threeyears, save the school more than1,200 hours and over £6,000.”These figures alone are enoughto convince any school consideringwhether or not to increase the useof electronic communications in theirschool to take the leap and put afew of their printers out of action inthe process.Phil Neal is the ManagingDirector of Capita SIMS. Hehas previously worked asa teacher and within theeducation team of a localauthority. www.capita-sims.co.uk. Capita SIMS will be onStand B250 at the Bett Showin January 2013.http://www.teachingtimes.comThis month’s FeaturesSchool Leadership TodayIncorporating Managing Schools Today and PrimaryLeadership TodayThe complete support package for school decision-makers.An established and respected guide to every aspect of schoolleadership.School LeadershipToday also provides news, research andanalysis of the issues affecting today’s school leaders, through itsexpert articles on how to implement policies and initiatives thatwill raise pupils’ and schools’ performance.Every Child JournalA new publication that uniquely provides solutions across theeducation, health and care sectors, to help professionals improvethe life chances of vulnerable children. The journal will be yourprofessional handbook, informing, updating and developingschool and agency leadership as it implements the Government’s‘Children’s Plan’ and responds creatively to the 21st CenturySchools White Paper.Every Child UpdateEvery Child Update is an additional service to Every Child Journal. Itis a monthly e-bulletin which is emailed direct to your inbox, providingextra information such as legal briefings, official report summaries andresearch findings, training programmes and courses.Professional Development TodayFocusing on good practice, research and staff development, inthe pages of PDT you will read the latest thinking of writers inprofessional development who are of world class calibre as wellas testimonies from practitioners who make it happen in theirschools. 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Digital Learning

The Printer is Dead

6 Dec 2012

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relationships – one from which they may find no escape. Karlie Stonard, Erica Bowen and Kate Walker report."
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      string(415) "... controlling behaviours in their romanticrelationships – one from which they may find noescape. Karlie Stonard, Erica Bowen and KateWalker report.Can Icheck yourmessages?The role of technology inteen dating abuseElectronic Communication Technology (ECT)such as mobile phones and methods ofcommunication via the Internet has offerednew, affordable and accessible methods ofcommunication to ..."
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      string(5670) "Vol 5.1 n www.teachingtimes.comResearchEvery Child Journal12The rise of smartphones presents a new wayfor young people to experience obsessiveand controlling behaviours in their romanticrelationships – one from which they may find noescape. Karlie Stonard, Erica Bowen and KateWalker report.Can Icheck yourmessages?The role of technology inteen dating abuseElectronic Communication Technology (ECT)such as mobile phones and methods ofcommunication via the Internet has offerednew, affordable and accessible methods ofcommunication to all generations. Such technologyis increasingly used by children and young people tocommunicate with their friends, family and romanticpartners, in addition to providing other purposessuch as for gaming, education, and accessinginformation.Anecdotally, we have heard adolescents describehow they ‘could not live without my phone’, whenspeaking of the relevance of technology to theirsocial lives. The extent and increase of mobile phonewww.teachingtimes.com n Vol 5.1Research Every Child Journal13use is evident in that 82 per cent of 12- to 15-year-olds were reported to own a mobile or smartphone(20 per cent and 62 per cent respectively) in 2013by Ofcom1 – an increase in smartphone ownershipby 20 per cent from the 2011 report. Furthermore,85 per cent of 12- to 15-year-old users of socialnetworking sites access their main profile daily, oftenvia a mobile or smartphone. Modern devices enableusers to make voice and video calls, and send text,instant and picture messages, in addition to manyother social media applications.Such methods of communication haveprovided opportunities for adolescents in terms ofstarting and maintaining (and ending) romantic“Romantic relationships arethought to play an importantrole in young people’sdevelopment, as they gainrelationship experience andmature into young adults. ”relationships. Adolescents also report technologyto be a key method in which they communicate inrelationships with girlfriends and boyfriends, someof which may be exclusively maintained online – atleast at first.However, while mobile phones may have beenoriginally given to young people by their parents inorder to provide safety or for in case of emergency,the use of such tools may expose adolescents torisks such as cyberbullying, cyber-harassment, andtechnology-assisted dating violence and abuse, inaddition to exposure to potentially harmful content(hate, pro-anorexia, self-harm, drug-taking or suicide,for example2) and grooming. This article highlightshow ECT is used in the context of dating violenceand abuse, by providing a new tool for controllingand obsessive behaviours between adolescentdating couples.Abuse in adolescent romanticrelationshipsRomantic relationships become increasingly relevantto adolescents as they move through secondaryschool, and as such, these relationships often formwith peers in school. Research in the UK shows that83 per cent of 13- to 14-year-olds3 and 88 per centof 13- to 16-year-olds4 have had some experience ofromantic relationships with boyfriends or girlfriends.Romantic relationships are thought to play animportant role in young people’s development,as they gain relationship experience and matureinto young adults. However, once adolescents startengaging in dating relationships, they are thenexposed to a number of risks related to sexualhealth, as well as risks associated with datingviolence and abuse.In 2012, the government amended the existingdefinition of domestic violence to apply to 16- toVol 5.1 n www.teachingtimes.comResearchEvery Child Journal1417-year-olds in recognition of the risk of datingviolence and abuse among older adolescent datingcouples.5 The definition identifies domestic violenceand abuse as including psychological, emotional,physical, sexual and financial violence or abuse,in addition to coercive control and threateningbehaviours. While this is a positive move forward,this definition still excludes those under the age of16 who may be involved in violent or abusive datingrelationships.Previous research with adolescent samplesfrom the age of 12 years old has documented theprevalence of physical, psychological, emotionaland/or sexual dating violence and abuse inadolescent dating relationships. A literature reviewwe conducted based on prevalence studies ofadolescent (aged 12-18+) experiences of datingviolence and abuse identified the followingestimates for victimisation:n Physical dating violence and abuse – ten to 30per centn Psychological and emotional dating violenceand abuse – 35 to 55 per centn Sexual dating violence and abuse – five to 30per cent.6Psychological and emotional abuse appears tobe the most commonly reported dating violencebehaviours. These, in addition to coercive controland threatening behaviours, may be easilyperformed in person (face-to-face) and via ECT.A new way to abuse?Adolescent experiences of dating violence andabuse are not limited to in-person behaviours,and have recently been acknowledged to includepsychological and emotional abuse, controllingbehaviours and stalking via the use of ECTs.7In our review of the literature, we foundstudies reporting that between 12 and 56 percent of adolescents have experienced someform of technology-assisted dating violenceand abuse, although the technology throughwhich it is experienced is not always so clear.8We suspect however, that mobile phones may beparticularly important for this type of behaviouramong adolescents due to their accessibility. Asadolescents often carry their mobile phones withthem throughout the day, and often report"
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Special Needs

Can I check your messages? The role of technology in teen dating abuse

26 Mar 2015

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