MANAGING ICT It’s content, not devices When


considering classroom technologies,


schools need to begin by examining content, not devices, says Andrew Henderson


undoubtedly in need of a shake-up. Few will question the positivity of 11-year-olds being taught to write simple computer animations, 18-year-olds creating their own programming languages, or businesses and universities helping to develop new, real-world-relevant ICT courses and exams. But we need to look at schools’ use of technology in a holistic way too. Teaching sophisticated skills and ease with


D


computers can – and should – be supported by innovative, dynamic use of technology across all classrooms, not just the ICT suite. Students should not simply experience technology


in terms of lessons in programming, important as they are. Technology can be a complementary element to the learning experience across multiple subjects. It already has a huge impact on communication


and media consumption at home and in the workplace. Newspapers and magazines are read on tablets and laptops. Music and TV is consumed digitally, phone calls are enhanced with telepresence solutions, and


emotivating and dull, a mess and irrelevant. These are just some of the words that have been thrown around in description of the current ICT curriculum. No wonder Michael Gove et al want to see an overhaul.


Information technology in the education sector is


answers to almost any question are sought online. It makes sense for this to be reflected in learning environments. But then once we are talking about introducing new


technologies to the learning environment, it is easy to focus on the fashionable and the flashy. SmartPhones and tablets are likely to be a massive part of our students’ working lives once they leave school – so the argument for embracing them now is simple. Everyone loves an iPad, right? However, the really valuable ways of using


classroom technologies start by examining content, not devices. Content, after all, is what enables learning. It might be pleasant to read a well-optimised


newspaper on a tablet. But it is the newspaper that is being read, consumed and remembered. When content delivery is the primary driver behind


technology investments, new systems and devices are implemented with the student experience prioritised. Technology becomes a method by which learning is made more colourful, more dynamic and more student- focused, rather than an end in itself. Video is one content form that immediately springs


to mind. Gone are the days when showing students a video meant wheeling a crackly television into a classroom for 30 teens to crane their necks to see. High-definition video streamed to an entire classroom of devices simultaneously can immerse students in a broad range of subjects. Working backwards, enabling this content does not mean blindly purchasing a classroom’s worth of tablets. It could mean creating a virtual desktop environment.


With applications and data run centrally from a server instead of the individual machine, video content that would otherwise slow the devices used by students can be delivered seamlessly. It could mean enhancing wireless connectivity


throughout the school, ensuring that deployment of video across the network is smooth and swift. Similarly, high-definition images and graphics can


bring inspirational and interactive content directly to students, supporting them across multiple disciplines. Those students looking to develop graphic or digital design skills can particularly benefit. A common issue for schools looking to deploy


images and graphics to their students’ machines is the time and lesson disruption this entails – so savvy


schools will start with this problem and investigate the virtualisation techniques that might offer a solution. By enabling image deployment centrally rather


than on a machine-by-machine basis, virtualisation can bring those images and graphics to students more quickly and more efficiently. Other content may not be a direct part of learning,


but is still embedded in the student experience – and technology can help to deliver it. Administrative materials like overdue library book reminders, or details of coursework deadlines, can be time- consuming and complicated to distribute – a bespoke centralised network might be a simple answer. That word “bespoke” is the important one here. Technology should never be thrown at organisations as a “quick fix” or a one-size-fits-all solution, least of all in schools. If a desire for a particular device is the start point for


LinkedIn is seen as the equivalent for your work life. You have your own page or profile, you can make connections with other users and have private conversations with them via its messaging service. You can use LinkedIn to communicate pieces of information, provide updates for your connections, and to join professional discussion forums.


How do I get started?


The first thing to do is to sign up on the website (it is free). You can make your account private so that no-one can view it until you decide that you want it to go live.


Creating a profile


Your profile is like an online CV. It can be private so only your first name and the first letter of your surname is given or you can create a public profile which is visible to all. Most LinkedIn users have a photograph and a


short statement (known as your professional headline) explaining who you are and including information such as your current position or a short personal statement. LinkedIn provides a set of headings including your


professional benefits and practicalities of using the popular LinkedIn social network


10


Linking up A


School leader Paul Ainsworth looks at the


What is LinkedIn?


LinkedIn is the world’s largest business-orientated social networking site with more than 120 million members. If Facebook reflects your social life then


experience, education, interests, skills and publications. You choose how much detail you wish to give. For example, you could list your complete employment history, describe your main achievements or just list your current job title. LinkedIn gives advice on how make your profile


more complete. The website can be a good way of keeping all your career information up-to-date and in one place.


Making connections


re you looking for a new method of meeting a range of educationalist across the world who you can share ideas with? Do you want to have subject-specific conversations about the challenges that you face? Would you like


a way of recording your professional development? Is this the time to find out how the careers of your contemporaries from school or university have turned out?


You can search your friends and colleagues to see who is also on LinkedIn in order to build your network quickly. You can also search by organisation. LinkedIn can scan your email account to identify which of your contacts are also signed up with LinkedIn. LinkedIn is a little stricter on who you connect with


as you have to state in what capacity you know the person –such as from one of your professional roles from your profile or simply as a friend. You also have to send a message explaining why you want to connect with someone. The default text is “I’d like to add you to my


professional network on LinkedIn”, followed by your name. It is a good idea to personalise this if the connection is not someone who would instantly know who you are as you may need to explain why you want to connect with them.


buying decisions, then it is all too easy to lose sight of those who matter most – the end users. In schools, that means students and staff, and their school experience is centred on learning. By starting with a focus on content, the most


appropriate, scalable technologies for the individual school – and individuals’ learning – can be chosen, whether virtual desktop infrastructures allowing images to be deployed across multiple machines simultaneously, or wireless networks helping students to quickly access centralised information. Communicating exciting, inspiring content should


be at the heart not just of technology, but of teaching itself.


• Andrew Henderson is the managing director of Lanway, an IT solutions and data storage provider.


Once you have made some connections, other


people will contact you and ask to join your network. If you do not know the person, you may choose to politely ask them why they wish to connect, or you can simply ignore the request. If you are looking for specific information, you


could ask people with these skills to connect with you by beginning a conversation and asking if they would be prepared to give you advice (you can but ask and if people say no, you have not lost anything).


Sharing updates


LinkedIn allows you to share updates of what you are working on. You can even upload documents or presentations. You can also link it to your Twitter output – so that your profile lists all your tweets, but remember that LinkedIn is a professional network so you may not want your personal tweets to appear.


Recommendations


You can also make recommendations on LinkedIn. These are effectively a public reference about your connections. At the same time, you can ask your connections to give a recommendation about a specific project that you have worked upon. You have to accept a recommendation before it is placed on your profile.


Groups and forums


There are wide number of education forums which you can be part of. You can sign up to public forums where you can read the discussion threads freely, or private forums, where the forum co-ordinator must accept you before you can get involved. The forums provide a good way of making connections with people who share your interests.


Using LinkedIn


In the world of education it is unlikely that you will receive job offers via LinkedIn. However, it is an effective method of managing an online CV and is an excellent way of connecting with a wide range of people in education and industry. As with other forms of social networking, what you get out of it is likely to be proportional to what you put in.


SecEd


• Paul Ainsworth is the acting principal of a Leicestershire secondary school and the author of Get that Teaching Job and Developing a self-evaluating school: A practical guide (www.continuumbooks.com).


Further information www.linkedin.com


SecEd • July 5 2012 SecEd


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