Empowering Students with Improved Approaches to EdTech

According to leading analyst, Gartner, £19bn is expected to be spent globally on educational technology by 2019. But will our children be better prepared to succeed in the future? Will they possess the necessary skills to thrive in an even more digitalised world?

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      string(5640) "‘For me’, she says ‘public libraries matter because they help to give a focus and an identity to the community they serve’. And, what’s more she says, ‘reading is cool again’ thanks to the ‘headliners of the last decade that have made it so:  Harry Potter, 50 Shades of Grey, Pride and Prejudice, The Da Vinci Code and Paddington Bear.  Not necessarily all great literature, but they have encouraged complete strangers to talk to each other about books and their reading experience….. ‘.What is a library and why do libraries matter?  Well, if you ask 40 people, the chances are that you will get 40 different answers because libraries mean different things to different people and people use libraries for different things at different stages of their lives.For me, Public Libraries matter because they help to give a focus and an identity to the community they serve. Whether it is information about the local area, clubs and societies, and activities for lonely people, the opportunity to feed a reading habit with bang up to date material or the need to access information about the major events in your life, such as a new job, your legal position in a dispute, what exactly the facts are behind the media reporting: a library can provide all of this.  It can help make sense of the morass of information that we are bombarded with on a daily basis. The phenomenon of ‘fake news’ has made people once again value the skills of a trained librarian who can act as an interpreter through this minefield instead of feeling that they don’t need them because everyone can use a search engine!It can help you start your child or grandchild on a journey by providing one of their first cultural experiences at a Read and Rhyme time as they sit in an audience, sing along and react to a performance.  At the same time, it provides a wealth of free material to stimulate their imaginations and open up the world to them at a time when they are most receptive and enquiring. Increasingly, the public library service is opening people’s eyes to a wealth of opportunity in the digital age and supporting people who find the speed of technological change bewildering.  It is also opening the doors to an age where we appreciate the role that art and culture have in one’s health and well-being as well as supporting people to navigate the tricky paths of finding health information.Libraries are at the centre of strong, safe and sustainable communities, they help to give an identity to their community and they broker opportunity. They help to provide a future for children and young people and a community centre for older people.  It is a known fact that proximity to a library is often a positive selling point for Estate Agents.A public library can change people’s lives.  It is a universal service from the cradle to the grave which is free at the point of contact. A good library should be a welcoming place, giving unbiased and unparalleled access to the world’s knowledge through a qualified, professional interpreter. Libraries of all kinds stand for intellectual freedom, equality of opportunity and community cohesion and, the best bit: no–one is ever going to ask you to spend money or enquire why you are spending your time there. The great looming tragedy is that those who make policy do not themselves use the public library service and they, therefore, have a picture in their mind of what the service is about. They talk about their not being relevant in the 21st Century or being nice but no longer affordable.They do not see the 60 children and parents who attend a read and rhyme time, or the schemes such as Food in School Holidays that ensure that children who are latch key kids have somewhere safe to go where they are stimulated, occupied and fed. Activities such as the annual Summer Reading Challenge, which encourages children to read six books in the summer holidays, really help children progress at school because, by the time they return in September after the long summer break, they pick up where they left off in the previous term. We have such positive feedback from parents about this scheme, with its focus on reading for fun and pleasure.  If a child reads for pleasure by the time they reach the age of 11, then they are much more likely to be successful in all walks of life, not just academically and professionally, but also personally as well, because of the effect on their general well-being.And it is not just children.  The benefits of escapist fiction are huge.  They take the reader away from the stresses and strains and conflicts of everyday life, supporting relaxation and reducing stress levels.  Reading is and should be fun and whatever you enjoy is what you should read, whether it be a graphic novel, a Mills and Boon romance, a biography or something that scares you. Life is definitely too short and there is much too much great reading material out there to read something you don’t want to!  Publishing is the greatest contributor to the Arts economy and you only need to look at TV schedules, the films at your local cinema or even the Christmas adverts to be made aware of the role that books and literature have on our entertainment.Reading fiction is escapism and it is fun. Romantic fiction can raise endorphins; crime fiction, the most popular genre because it appeals to men and women, reaffirms our sense of the power of justice and raises our levels of problem solving ability; horror gives us the opportunity to"
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Family

Public Libraries More Important Than You Might Imagine

17 Apr 2018

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      string(365) "... the storyteller within and how dramacan naturally lead to an embellished plot. This ancient art form has proven resultsin aiding academic success and supporting the social and emotional wellbeing ofchildren. Here we look at a series of websites which maintain this tradition in a technologydominated age.With the rising popularity ..."
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      string(5641) "e-learning–Storytelling52Volume3.1nCreativeTeaching&LearningStorytellingWebsites to support and promote story writing andstorytelling in the classroomIn this issue we have explored how effective storytelling can create a healthy learningtension in the classroom, how visuals can invoke the storyteller within and how dramacan naturally lead to an embellished plot. This ancient art form has proven resultsin aiding academic success and supporting the social and emotional wellbeing ofchildren. Here we look at a series of websites which maintain this tradition in a technologydominated age.With the rising popularity of the e-book it’s important that schools evolve alongside thedemands of technology. In very recent years digital storytelling resources have advanced atan extraordinary rate. Below are several digital tools, each with their own unique twist, thatallow pupils across the Key Stages to write, design and share their own stories online.To balance tradition with technology we also look at more conventional teachingmethods such as storytelling through drama and websites that help students torecognise themselves as writers and inventive ways to incorporate oral storytelling inthe classroom.As well as those sites explored below, the Audacity website is certainly worth a visit– this online recording suite allows students to record a rather professional audio bookcomplete with narration, sound effects and soundtrack ideal for Key Stages 3 and 4. Thebenefits of Google Images and YouTube should never be overlooked and could be put togood use here as a story-starter activity, eg by projecting images or video clips of differentsettings or characters onto the interactive whiteboard.Whether you are a traditionalist or a technology advocate, it seems an undeniable factthat ICT can enrich a creative writing session and help to nurture a love of stories withthe wider aim of building a deep thinking classroom culture. Essentially this ancient artform helps pupils to develop creative and critical thinking skills, communication and asense of empathy and adapts comfortably to the technological demands of the 21stcentury classroom.Volume3.1nCreativeTeaching&Learning53e-learning–StorytellingWriting a good story is all about asking the right sortof questions, often before pen is anywhere near paper.Lightning Bug provides inspirational writing guidance foryoung people, plus a selection of teacher resources.Despite its simplicity the site takes story creating to adeeper level by asking the budding writer: ‘What sort ofwriter are you?’ with the intention of persuading the mostreluctant of authors that there is a style of story writing tosuit all personalities. A bit of self-exploration is the key towriting a good story here: are you an active person? Notnecessarily the type to sit quietly absorbed in a book? Trytime-restricted speed-writing! Are you more for sciencethan science fiction? Take a more logical approach bymapping ideas and considering structure. This is a usefulsite for breaking down the barriers to writing, especiallyfor teachers who know their students inside out and cantherefore pander to their personalities!To get students in the story writing mindset thereare some great practical ideas for lesson openers, suchas ‘automatic writing’; ‘snatching’ a conversation (todevelop as a narrative), or laying the foundations forthe tale to come by writing the blurb first.For teachers there are downloadable worksheetsavailable all of which are question focused: What dothe characters want? How will you lead to the climax?Is your ending what readers expected? Have you usedforeshadowing? This site really does build on the premisethat creative thinking skills and self exploration are keyto successful story writing.Seven steps to the perfect story and a published bookto boot. Storyjumper eradicates the fear of putting pento blank page when faced with the daunting task of storywriting. Users not only create their own online story, but‘build’ the book in which to house it.The website guides the user through the sevenprimary components of storytelling: character, challenge,motivation, setting, obstacles, climax and outcome.The level of support on offer at each stage, backed bysome marvellous examples, makes storytelling almostirresistible by injecting fun into an activity some childrenmay feel anxious about.Storyjumper is big on developing creative thinking and questioning skills as a means to developing a story.For example in the ‘Help’ section pupils are prompted to think of questions they would put to their character andempathise to reach their likely answers. Examples range from ‘What are you most proud of?’ to ‘Why do dogs run awayfrom you?’ and ‘Why does your front tooth wiggle?’! This could be effortlessly extended into a role play activity.Questioning continues at each of the seven stages to help the author to consider what’s important to their uniqueplot – what is the outcome your character hopes for? Is your character happy or gloomy? Polite or rude? Clever orarrogant? A ‘storystarter’ worksheet is downloadable for pupils to record their pre-writing notes.When the budding author feels confident, they can then progress to the ‘story creator’ stage. If a blank page isdaunting, get rid of it! Users can chose a setting from the visuals supplied or upload their own photographs as apage backdrop, prop or character. A familiar visual, or a personal photo with real experiences linked to it, couldbe an excellent story-starter.The ‘classroom"
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Creative Teaching & Learning

Storytelling websites

27 Apr 2012

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Folder: Leadership Briefings Issue 2.12 (24)"
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      string(5909) "ResourceMENTAL WELLBEING OF CHILDREN IN PRIMARY SCHOOLSOriginal DocumentMental wellbeing of children in primary education. The National Institute for Health and Clinical Excellence (NICE) has published draft guidance on the Mental Wellbeing Of Children In Primary Schools. The guidance makes four recommendations covering the overall approach to promoting mental wellbeing in primary schools, universal approaches and targeted approaches. The final version is expected early in 2008.KeywordsMental wellbeing, emotional health, social health, psychological health, primary schools.SummaryThis guidance complements existing national guidance and programmes on the social and emotional aspects of learning. In particular, it should be considered within the context of the Social and Emotional Aspects of Learning (SEAL) programme (Department for Education and Skills 2005a; 2005b) and related community-based initiatives.Key Points:The guidance makes four recommendations covering the overall approach to promoting mental wellbeing in primary schools, universal approaches and targeted approaches. The final version is expected early in 2008.Comprehensive approachesProfessionals working with children in primary schools should:· Make sure primary schools promote the emotional and social wellbeing of children. All primary schools should provide a comprehensive programme that:· Is based on a ‘whole school’ approach that promotes positive behaviour and successful relationships. It should include support for all pupils and parents and specific help for those most at risk, or showing signs, of emotional and behavioural problems.· Is part of achieving the National Healthy Schools Standard and addressing the Every Child Matters outcomes.· Includes training and support for school staff provided by appropriately qualified people.· Make sure primary schools have access to the skills, advice and support needed to deliver the programme. This should include local protocols with a ‘stepped care’ approach to the prevention and management of mental health problems. These should cover assessment and referral and define the role of schools and other agencies in delivering different interventions.Universal approachesFor children in primary schools (aged 4–11) and their parents or carers, teachers, school and other children’s services staff should:· Provide a comprehensive programme to promote children’s emotional and social wellbeing based on an ethos of positive behaviour and successful relationships, including:· Staff development on managing behaviour and improving relationships between children and adults.· A curriculum on emotional and social development, covering skills such as problem solving, coping, conflict management and emotional literacy.· Training and development to make sure teachers and non-teaching staff can deliver the curriculum.· Help to develop parenting skills.· Integrated activities to promote emotional and social wellbeing in all areas of school life.Targeted approachesFor children in primary schools (aged 4–11) who are experiencing anxiety or emotional distress, and their parents or carers, primary school and children’s services staff should:· Make sure school staff is trained to identify and assess early signs of anxiety and emotional distress and make an appropriate referral for specialist assessment.· Identify and assess children who are experiencing early signs of anxiety or emotional distress using methods such as the common assessment framework (CAF). Normally, they should only refer them for specialist assessment if they have a combination of risk factors and/or the difficulties are recurring or persistent.· Discuss the options for tackling these problems with the child and their parents or carers and agree an action plan, as the first stage of a ‘stepped care’ approach.· Offer a range of interventions, depending on needs, provided in conjunction with other services. These may include:· Tailored group sessions delivered by appropriately trained specialists who are ‘in receipt of supervision’ and using a specific psychological intervention.· Group sessions to help the parents or carers of these children to develop their parenting skills. These should be run in parallel with the children’s sessions.· Make sure disadvantaged parents or carers get the support they need to take part in the sessions.For children in primary schools (aged 4–7) at risk of developing or already showing disruptive behaviour problems, and their parents or carers, primary school and children’s services staff should:· Make sure school staff is trained to identify and assess children at risk of developing, or who already display, disruptive behavioural problems and can make an appropriate referral for specialist assessment.· Identify and assess children who are at risk of developing, or who display, disruptive behavioural problems, using existing methods such as CAF. 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Leadership

Mental Wellbeing Of Children In Primary Schools

14 Dec 2007

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Applications and Software

Developing A Retrieval Practice Maths App That Helps Pupils Retain The Core Skills Needed To Succeed At GCSE

2 Jul 2020

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      string(5721) "they could take it in turns? ClarifyingFlorence Yeah!OliveI think taking turns is a good idea, but we need to knowwhat George and Gilbert think.Seeks to give ownership ofprocess to protagonistsGeorgeOh! Another good idea! You can have the hat and I canhave the sword! And that’d be a good idea! Yeah? So wecan both be Peter Pans.Gilbert Oh we can’t. We can’t.Olive Why? Encouraging evaluationFlorence Because there’s no because there’s no…two Peter Pans.84Vol 5.6School Leadership Todaywww.teachingtimes.comPrimaryFileLeadershipResourcesGilbert I think we have to make two Peter Pan costumes.Olive Do you? What bit did you really want? Clarifying issuesFlorence I’m going to read my Peter Pan book.George I just really wanted this. (points to the sheath he’s wearing)Olive You really wanted that. What about you? (To Gilbert)Impartiality/attempt tomutualiseGilbert Erm… I think we have to make Peter Pan costumes.Florence Wait, wait… I got a genius…OliveWait a minute ‘cos we need to listen to Gilbert and what hewants. What do you think?Helps protagonists maintainownership of processGilbertI think you have to make Peter Pan costumes. One forGeorge and one for me.George and Gilbert went off together to find the things that they would need to maketheir own costumes.The strategies used by Olive helped George to change his tactics and he movedfrom verbally attacking his opponent to generating solutions in co-operation with him.Gilbert and George were able to assert their positions, generate their own solutions,mutualise their interests and compromise. These actions demonstrate the use ofinterpersonal skills. In addition, George was able to regulate his emotion which beforethe intervention had been unregulated, as evidenced by his aggression.Powerful dialogueThe results of the study showed that where conflict management strategies wereused, children were enabled with or without support to engage in dialogue, listening85Vol 5.6School Leadership Todaywww.teachingtimes.comPrimaryFileLeadershipResourcesKnowledge trails1) A conflict resolution protocol for elementary classrooms – Paula Denton and Roxann Krieteoutline a conflict resolution strategy, the I-statement, which has worked well in their classrooms.www.responsiveclassroom.org/article/conflict-resolution-protocol-elementary-classrooms2) Over the net: Encouraging win-win solutions through conflict resolution – Schooldisruptions and violence can be minimised by teaching young people how to manage differences.Mary Addison and Dolores Westmoreland outline five strategies that can aid youths in resolvingconflict.www.cyc-net.org/cyc-online/cycol-0505-addison.htmlReferences1. Department for Education (2012) Statutory framework for the early years foundation stage.London: Department for Education.2. Weare, K. and Gray, G. (2003). What works in developing children’s emotional and competenceand wellbeing? Research report number: 456, Department for Education and Skills. Availableat: <www.playfieldinstitute.co.uk/information/pdfs/publications/Flourishing_Wellbeing/What_Works_in_Developing_Childrens_Emotional_and_Social_Competence_and_Wellbeing_publication.pdf> [Accessed 17/03/2014].3. Department for Education and Skills (2005). Excellence and enjoyment: social and emotionalaspects of learning. London: Department for Education and Skills.4. Craig, C. (2007). The potential dangers of a systematic, explicit approach to teaching socialand emotional skills (SEAL). Centre for Confidence and Wellbeing. Available from: www.centreforconfidence.co.uk5. Rushton, S. (2011). Neuroscience, early childhood education and play: we are doing it right! EarlyChildhood Education Journal, vol. 39, pp89–94.6. Cole, M. John-Steiner, V. Scribner, S. and Souberman, E. (eds) (1978) L.S. Vygotsky: Mind insociety, the development of higher psychological processes. London: Harvard University Press.and clarifying. Ideas were rehearsed in articulating problems and generating solutions. Educatorsmodelled appropriate language where learners’ skills failed them.Language plays an important role in social cognitive development. Articulating problemsafforded the opportunity for engaging in ‘self-talk’ as well as practising social speech. According tothe psychologist, Vygotsky, using speech as an interpersonal function precedes the developmentof its intrapersonal use as a problem-solving tool6. In other words, children who engage in dialogueinvolving social problem-solving are articulating their positions to themselves as well as to others.Ideas explored and evaluated through dialogue may be internalised, thereby extending emotionalas well as social development.Evidence provided by the study showed that appropriate support enabled children to:become aware of their own emotions and articulate thembecome aware of the emotions of others and recognise that they sometimes differed from theirownbegin to take on another’s perspectiveengage in problem-solving, recognise areas of consensus and differenceregulate their own egocentricityIn each conflict event recorded in the study, where conflict management strategies were employedby teachers, children exercised social skills.Nicola Watson is Head of Early Years at Sibford Quaker School near Banbury. In her former roleas a Family Lawyer, Nicola developed an interest in alternative dispute resolution with adultsand as a teacher, in supporting children in developing their skills in the social"
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Conflict Resolution

Conflict management - Putting children in control

8 Apr 2014

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