Transforming Schools
Rachel Jones, on behalf of SMART Technologies, gives an outline of SMART’s understanding of the role of ICT as an engine of transformation in schools.
rebuild or renew each of England’s 3,500 state secondary schools by 2018. Alongside building work, information and communication technology (ICT) represents a significant part of the government’s vision for schools. One technology, the interactive whiteboard, is positioned as the central technology of the classroom around which all other technologies integrate and to this end has become the focus of consideration in the BSF initiative. We have been engaged with the BSF
B
initiative for many years providing advice and guidance to architects and planners to ensure effectively designed schools. In wave one of the BSF initiative we worked on 15 of the 17 BSF projects in a total of 54 schools. Although technology attracts only 10 % of the BSF investment, it is vital for all parties to recognise technology’s value and appreciate the teacher’s requirements. A key way of transforming learning is undoubtedly through improving ICT within schools. It would be easy if this was simply a tick list
of required products but unfortunately it must consider the impact on the teaching pedagogy. Understanding this need is core to our engagement with all the teams involved in BSF.
Sadly we occasionally hear about schools
that have been built without consideration of the technology and how it is used. For example, one classroom was built with
uilding Schools for the Future (BSF) is the largest single schools capital investment programme for over 50 years. Launched in 2003, the programme aims to
steel walls which restricted wireless connectivity, whilst another school had walls that were not of sufficient strength to mount an interactive whiteboard and projector. Another school designed without sufficient consultation positioned their interactive whiteboards in an open thoroughfare and less regulated teaching environment. The interactive whiteboards used did not offer touch technology and required specific electronic pens to function. Consequently, due to the location pens regularly went missing, rendering the technology useless until new pens were procured. In today’s schools space is used very
differently. Learning has moved away from traditional classrooms with the teacher based at the front. Schools now require space for students to work collectively and collaborate through personal exploration as well as having other spaces for independent learning. These deceptively minor considerations
have a huge impact on learning. There has been much concern by schools and their heads of technology that those responsible for classroom design and ongoing technology management will not appreciate their specific needs. The relief we see on educators’ faces when they realise that we fully understand their teaching requirements, emphasises the importance of an in depth understanding of ICT in schools. Further increasing the complexity, one size does not fit all; each school demands a different level of engagement. There is much debate about
the impact of ICT on standards in education. However, in today’s multi-media environment it is vital to enrich each student’s visual experience to stimulate their
learning. We have to take advantage of the way children entertain themselves today, to employ those same media and thinking habits they foster for the betterment of learning outcomes. However, so much of students’ experience is shaped and surrounded by imagery; highly visual interactive activities have truly become the new currency of learning. The flexibility of the interactive whiteboard enables it to alter the way that teaching and learning takes place, positioning it as the central classroom technology. Initially considered to only be a whole class
teaching tool, teachers today recognise their significance and value for small group work. However, most importantly they provide the hub from which other technologies can operate. For example, using the interactive whiteboard with a classroom management system facilitates the interaction the teacher has with each learner by enabling them to view each student’s work; thus supporting classroom management and co-ordination. Young people live in a particularly interactive
world and thrive on getting an instant response to what they do. The large format of the interactive display area encourages the use of interactive response systems which provide the teacher with immediate assessment data on the whole class and each individual child. If every school made a 10 % improvement in
the way they teach by effectively using technology there would be a significant change in learning. Architects can construct wonderful buildings, but what schools require is a structure that will positively enhance 21st century learning. In designing the building we must understand the benefits that technology can bring.
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