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learningTECH utting tecnolog fist


Funds may be tight in education, but it’s important that educators use technology imaginatively and always broaden their horizons, says Chris Lloyd


With tightened budgets, pressures are stronger than ever when it comes to educators improving their use of learning tech. Technology has the potential


to put the UK’s education and training system on a par with leading nations, including those in the Far East. And yet, the next generation is being held back in transforming the way the UK sector engages with students, staff and parents. The problem in the sector is that while there is definitely a will to improve the way technology is used, it’s taking time. Technology in the education


sector should reflect what we use already in our personal lives, although it does have to be safe, controlled and monitored. Embedding technology isn’t about asking for anything that doesn’t already exist. Instead the challenge is finding a way for technology to fit within the education system. There are a number of ways


technology can be used more effectively in further education and training. • Using apps and platforms that successfully engage and interact, and promote a seamless collaboration between students and staff with browser-based technologies, such as Google apps and Google+ communities.


• Encourage staff to understand how technology is evolving in the workplace by giving them time to experiment with technology and take ownership of their training and development.


• Consider how using technology can enable students to access virtual learning environments, and so lead to more in-depth and personalised teaching.


• View technology purchasing as an ongoing investment to learning and involve teachers and students in this process.


• Engage with a teacher network by sharing lesson plans and ideas to create engaging lessons to transform learning.


ou can ead iss ull aticle at


goo.glHCm7Q


Chris Lloyd is technical director at 27partners, a company helping organisations to engage with their clients and communities using accessible video technology. Chris is a STEM ambassador. Visit 27partners’ website at goo.gl/B3bjdc


By Geoff Rebbeck


ANOTHER ROUTE INTO YOUTUBE eone is ell aae o te alue o ouube in teacing ut teaces ae to eind


students tat tis uge stoe o inoation contains te good, bad and ugl, and tat udging souces o eliabilit and alidit ae skills o eeone o uses te eb ne a to el students o


being easil distacted b te ouube ont age, o to el tose it isual iaient, is to use a stied don ent oint nstead, log into ccess ouube ic oides access itout te usual distactions goo.gl/WOpr0S


ADVANTAGES OF AVATARS ellagai ceates an aata tat can be laced on a tablet o one sceen in ont o a ictue o caea sot e ata caacteisation can be custoised to a degee in te ee esion oe otions in te aid one  second ecoding can be added tat aniates te aata ellagai is a geat a to


encouage ebal contibutions o tose o dont is to be seen, o cant be seen, on sceen cellent o oe ulneable leanes eat un too tellagami.com


TOM ANDE, LEANNG TECHNOLOG  NNOVATON COODNATO AT ALESB COLLEGE


Aylesbury College has been championing the use of Plickers, a free real-time assessment tool. Plickers makes use of special cards which are printed and given to students. The tutor sets questions to answer and students rotate their cards to indicate their responses. The tutor uses a smartphone to capture student responses automatically using the phone’s camera. The results are shown instantly to learners via a projector or screen. Unlike many other systems, Plickers just requires the tutor to have a device, making it low cost and quick to set up. Perfect for a learning check in a class or the workshop. Find out more about Plickers at goo.gl/BILQIc


QUICK CHECK FOR PLAGIARISM ee tee is doubt tat a student is using tei on ods, ten a uick a o cecking o lagiais is to co and aste a sentence o to into oogle t isnt ailsae, but it ill oen


gie ou a link to te souce e seed o cecking is also aluable ette still, tell ou students ou


can do tis t a sto it in te fist lace esult


Geo ebbeck is a teace in ute and ige education e is a ello o  and ultiaad inning eet in eleaning isit eos ebsite at goo.gl/nOnHXB


INTUITION ISSUE 27 • SPRING 2017 29


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