MANAGING ICT Mobile technologies


Assistant head Dominic Tester argues the case for


allowing pupils to use their mobile devices in the classroom


T


he useof mobile technologies in the classroom certainly divides opinion among teaching professionals. Increasingly two distinct camps have been formed – for and against. My school, Costello Technology College, sits firmly in the yes camp


and far from being something that we simply tolerate, it is something that we actively encourage. so much so, that in 2009 we installed a wi-fi cloud in the school so that our students can access the internet on their handheld devices in class, in the corridors, and even in the school playground. This provides a walled-garden approach with content filtering and auditing of use through users having to authenticate into the cloud. so why are we actively encouraging what some


schools still consider to be threat and a disruption to general school life? Well, we recently conducted a survey with more


than 1,000 students across our years 7 to 11 in order to gather a better understanding of the technology that they own or have access to and how they use it, both for leisure and education purposes. With more than a 50 per cent response rate, the results are from a cross- section of our student community and can therefore be considered to be quite representative of most students.


even for a technology advocate like myself, the


results were pretty staggering. In short, 50 per cent of our students own an iPod Touch and 35 per cent own


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A subscription to Fundraising for Schools will enable you to:


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an iPod Nano and I have little doubt that if we were to survey the same students now, after Christmas, a significant proportion would be adding the Apple iPad to their list of mobile devices. When it comes to phones, 96 per cent of our


students have mobiles and 70 per cent of them can connect to the internet with their phone. Furthermore, 71 per cent take photos, 41 per cent record video, and 11 per cent create podcasts. We concluded that young people are familiar with


this technology and have made it part of their everyday life, so can it really be ignored in schools? Fortunately for us, the findings supported what we


already strongly believed – mobile technology can really enhance the learning process and its widespread use should be encouraged across the entire curriculum – so mobile technology already had a place within our school. This has not happened overnight and we have had


to invest time and effort into ensuring that our staff and our parents were on board and could support our innovative approach to learning, regardless of whether they were personally familiar with such technologies. some of our teaching staff needed time and


support in order to understand the capabilities of the technologies, but more importantly to have the confidence to accept that in many instances, students know more than they do, but rather than get hung up on the intricacies of the devices they need only be concerned with the final learning outcomes relating to the curriculum. Mobile technologies are helping to introduce a


level of creativity and independent learning into the classroom like never before. Far from “dumbing down” the education process, as has been suggested by some, this use of technology is helping to create a generation of independent thinkers. This generation uses technology and information


available to them to enhance their own learning experience, by seeking out information that is appropriate to them and their individual learning needs, where the real issue is one of accessibility and signposting to what is needed at any given time. From students making their own audio revision


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notes from inside the classroom to others in science lessons filming experiments – this technology is extremely versatile and we are watching its usage grow daily. The beauty of this technology is it can draw on


so many different forms of information; from a range of quality commercially produced content to teacher produced or student created material. It allows students to take control of their own learning through effective resourcing and the ability to collaborate effectively with others. Of course, self-created content alone would not fully


develop our students or lead them to exam success, but luckily the education sector has very much kept pace with the developments in mobile technologies and there


is an increasing number of well written and produced revision and learning resources available for students to download, be it through school subscriptions or apps they themselves have sourced. At a time when most schools are under increasing


budgetary constraints, integrating mobile technologies into our school’s ICT strategy will have significant cost savings. With such high levels of ownership and use of iPods and smart phones among year 10 and 11 students, it would be senseless not to tap in to these resources. While we are mindful of the need for inclusivity and


the need to provide access to those students without their own devices, there is a cost saving in not having to continually refresh ICT suites and hardware, allowing us to redirect these budgets to sourcing quality content for our students to download both within school and at home. And beyond the cost savings, taking the sole


focus away from the ICT suite has also removed that feeling of separation between ICT and the rest of the curriculum, when really it should form part of everyday learning regardless of the subject. When we first set out our plans to encourage the use


of iPods and mobile phones within school there were a few raised eyebrows to say the least from staff, parents and other schools. however, I think we are proving the doubters


wrong and I am increasingly being approached by schools from around the uK who are adopting a similar approach to Costello and are looking to share best practice. so if your school is considering a move into the


“for” camp what lessons could you take from Costello? First, install a managed wireless solution to create a secure and safe wi-fi cloud so that students and teachers have quick and easy access to the internet. second, expect opposition but do not be deterred by


teachers’ and parents’ reactions. helping your staff to recognise that their students will know more than them with regards to the technology is perfectly acceptable and they need not become experts overnight. You should invest in quality learning resources that


the students and teachers can use – while the internet offers a wealth of information not all of it is quality assured and as we would with traditional learning material we still need to direct our students to relevant, quality material.


SecEd


• Dominic Tester is assistant headteacher at Costello Technology College, Basingstoke which uses GCSEPod – a curriculum-wide range of audio visual revision and learning material that its students can stream from the school’s server on to their own devices.


Further information


Dominic writes a regular blog that provides insight in to mobile technologies in the classroom through the eyes of an educator, as well as practical tips and advice on how best to use the range of materials now available. Read it at http://blog.digeratidom.com


SecEd • January 19 2012


awards and grants PRIMARY/SECONDARY Kelloggs Active Living Fund


The Kelloggs Active Living Fund will give small grants to projects and activities that directly lead to people taking part in sustained physical activity. The aim of the fund is to help remove the barriers which stop people being active.


Award criteria The Kelloggs Active Living Fund is keen to fund activities that enable adults and children to exercise together. The fund is open to applications from charities and other voluntary and community organisations. Schools can apply but the fund will only consider contributing towards extra-curricular activities that promote sustained physical activities.


Kelloggs will make a grant of up to £1,000, but will only fund activities or projects where the grant makes a signifi cant impact. For example, Kelloggs would consider a grant of £1,000 for a £2,000 project, but would not consider a grant of £1,000 for a £10,000 project.


Applications will be judged against two key criteria: Project type and benefi ciaries.


You are more likely to receive funding if your project meets the top priority in both criteria. These are, (a) innovative ways of getting non-active individuals active, and (b) family units, children and adults, undertaking physical activity together.


Three good examples of high priority applications are: n A project that establishes exercise classes where mums and kids exercise together.


n A walking project designed for adults and families.


n A project which enables adults and children to learn to swim together.


The Active Living Fund will not make a grant: n To individual athletes, sportsmen and women.


n For costs associated with salaries or posts.


n To profi t-making organisations. n Towards transport costs, as all projects should be accessible to ensure sustainability.


PRIMARY/SECONDARY The BBC Wildlife Fund


The BBC Wildlife Fund is a grant-giving charity set up in May 2007 to distribute money raised by donations to help support projects protecting the world’s endangered wildlife.


Award criteria The remit of the BBC Wildlife Fund is: n To support projects that are working to protect endangered wildlife and biodiversity – animals, plants and the wild places they need.


n To help protect and improve the natural habitats that wildlife and humans share.


Once the total amount raised from appeals in summer 2007 is known, the fund will work with a wide range of


wildlife charities to assess how and where the money can make the most difference.


The fund will welcome grant applications from groups working internationally and in the UK. However, it can not do so until the total amount raised during the Saving Planet Earth season is known.


BBC Wildlife fund Deadline


Likely to be sometime in December 2007


Amount of award As yet unknown


Contact details BBC Wildlife Fund PO Box 60905 London W12 7UU


web: www.bbc.co.uk/savingplanetearth/ aboutus/index.shtml


Fundraising for Schools September 2007 7


n To applications where the request does not directly support the activity being undertaken, for example the fund will consider a request for equipment, but not for maintenance on a building being used.


n To retrospective applications, where the activity has either taken place or has commenced at the time an application is considered by the Kelloggs panel.


Kelloggs Active Living Fund


Deadline Ongoing


Amount of award Up to £1,000


Contact details email: darren@communityfoundation.co.uk web: www.kelloggs.co.uk/company/ corporateresponsibility/activelivingfund


The Ford Britain Trust supports local projects based near its main manufacturing plants, Andrew M


The Ford Britain Trust was created by Trust Deed on 1 April 1975 for the advancement of education and other charitable purposes benefi cial to the community.


In making donations, the trustees pay particular attention to those organisations (including schools) that are located in and operating in areas where the Ford Motor Company Ltd has its present activities and a long standing association with local communities in the UK. Particular consideration is also given to organisations and projects that support the principles embodied in the company’s policies on diversity.


The trust makes donations to undertakings concerned with the advancement of education and other charitable purposes. Preference is given to registered charities (or similar) located and working in areas in close proximity to the company’s locations in the UK. These are Essex (East London), South Wales, Southampton, Daventry and Leamington Spa (although this latter plant is closing).


Special attention is given to projects concerned with education, environment, children, the disabled, youth activities, and projects that will provide clear benefi ts to local communities. Applications coming from, or relating to, projects based outside these geographical areas are generally not considered.


National charities are assisted rarely, and then only when the purpose of their application has specifi c benefi t to communities located in close proximity to Ford locations. An example of one support that could also be relevant to schools is contained in the sidebox.


Applications for sponsorship, individuals, research, overseas projects, travel, religious or political projects are not eligible.


Grants made by the trust are usually: n One-off donations for a specifi c capital project.


n Funding for part of a project, typically items of furniture and equipment.


Applications are rarely considered for:


n Core funding and / or salaries. n Revenue expenses. n Major building projects.


Grants usually range between £100 and £5,000. Applications for funding for new Ford vehicles are considered when two- thirds of the purchase price is available from other sources. Any subsequent grant is unlikely to exceed £2,000, but in the case of registered charities, it may also be possible to arrange a reduction from the recommended retail price. Grants are not available for the purchase of second-hand vehicles.


The trustees meet in June and November each year. Applications are considered in order of receipt and therefore it often takes several months, for an application to be processed. Although each application is considered carefully, the number of applications the trust receives far outstrip its resources and, because of this, the number of applicants that it is able to h limited. The decision of the trustees is


The following guidelines should be considered when making an appli to the trust:


n Applications should be by let is no application form) to th below, setting forth the pur project; whom it is intende and how; why the project and necessary (how were done before?); how it is the project will be carri it will start and fi nish; of the project; how mu raised so far towards


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Fundraising for Schools


December 2007 Issue 84 Your practical guide to raising money


On the agenda: Creating chances


arning about the arts is part of a good education. We want all children to e the chance to develop their creativity,’ said culture secretary James Purnell.


urse there is absolutely nothing l in this. It is well-known that and the arts are important for ping social skills, self-confi dence, y, empathy, imagination... and the d go on ad infi nitum.


ignifi cant is the huge cash Government has committed to cation (page 2). This funding local authorities to provide music tuition. It will also be


s brand new instruments, – a programme led by Youth ned to get primary-aged ing regularly.


he largest sum of money nt has put towards music atives. It is a positive ers are listening to t the arts are fi rmly at


ssue etition


s


g s


the top of the educational agenda, where they belong.


Carrying on with this theme, pages 4, 6 and 7 contain information on funding for arts education. On pages 10 and 11, Shari Baker looks at some ways schools can access quality provision from creative industries. She examines what support there is – in terms of both funding and training – to help schools increase creativity within their curriculum.


In keeping with this, Fundraising for Schools is offering readers the chance to win a Literacy Software pack, designed to develop creativity and encourage story- telling skills. Turn to page 3 for more details...


2


3 4 5


6-9


10-11 12-13


14-15 16


Also in this issue... In the latest instalment of his series on Gift Aid, Barry Gower takes a detailed look at how it can be gained successfully from charity auctions (pages 14-15). He fl ags up some of the pitfalls to be avoided and considers a few of the best items to put up for sale.


And finally... As the winter term gradually draws to a close, many schools will be holding Christmas fairs. If your school has a fundraising event planned, please write and tell us about it: amy.g@ markallengroup.com. Therewill b for themost inte id


All about Fundraising for Schools


Fundraising for Schools is a monthly (11 issues per year) newsletter which keeps the school fundraiser up-to-date with possible extra sources for funding. A subscription will save hours of research at the library and on the phone.


Subscription details: One year £49.50. Two years £89.00. Please complete and return the subscription formon page 16 or call freephone 0800 137 201 and ask for the subscriptions department.


Fundraising for Schools is the leading source of information on grants. It will help you apply for money to the appropriate places at the appropriate times. You can be sure that the content will be: n Relevant to schools. n Useful for schools. n Benefi cial to schools.


Fundraising for Schools is written for the head or deputy with delegated responsibility for fundraising, school development offi cers and interested chairs of governors and PTAs.


Whether your school is seeking funding for a specifi c project or just raising funds to aid its development then Fundraising for Schools is for you.


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