48 | INSIGHT | INDUSTRY
To help schools optimise learning experiences, a plethora of innovative systems are available which can help manage physical and virtual study spaces. Digital discipline need not be their only objective, however, as Damon Jones reports
I
nformation Technology’s capacity to inspire changes in educational culture is undeniable. Within the
UK, advocates for digital education spent, according to Nesta’s 2012 Decoding Learning report, over £1bn on digital technology between 2007–2012. Yet, despite the potential of these systems, the organisation argued that this investment had delivered no demonstrable improvements in outcomes. “No technology has an impact on learning in its own right; impact depends on how it is used,” they concluded. Perhaps one challenge inhibiting
effective utilisation is classroom culture. Faced with the temptations of listless browsing and ‘click bait’, students may veer ‘off task’
BELOW: progresso iPhone - Attendance
– creating a challenge for system administrators, who need to grant students the latitude to explore, but retain a degree of control over their web access. “Without appropriate management and control tools in place, it is very easy for students to misuse the technology they have access to in the classroom,” argues Nick Smeltzer, Director of IT Services at Warrington Collegiate, an educator located in north Cheshire. “Equally, teachers
who are maybe at a disadvantage in terms of their own technical ability need to ensure that their teaching is effective in these environments. One of my first objectives was to introduce classroom management software in order to give teachers the tools they needed to be able to monitor
what the computers were being used for and to help them conduct their lessons in a productive and safe manner.” However, implementing the
requisite ‘control’ requires deft handling, to ensure acceptance amongst the student body. “Traditionally, this type of software can sometimes be perceived as a spying tool, as it can monitor and block internet use, amongst other features,” observes Chris Lovesey, Marketing Manager at Peterborough based NetSupport, a firm which has been developing educational software solutions for 25 years, and has a current worldwide installation base in excess of 12 million systems. The company offers
a classroom management system titled NetSupport School which, he explains, has now evolved from a security solution into “much more of a teaching aid”. According to Lovesey, it now provides “a number of unique assessment tools, revision aids and lesson planning options.” He believes that it is vital such software remains truly contemporary, especially due to the rise of ‘bring your own device’ (BYOD) learning at numerous schools. Endorsing this approach places obligations on educators to adopt relevant teaching methods, whilst sustaining compatibility with an evolving mix of desktop and mobile technologies. Some of these platforms include the increasingly popular Chromebook, alongside iPads, Android tablets and Kindle Fire. One of the system’s stalwart
features, PC monitoring, nevertheless remains crucial to “enabling teachers to deliver effective, focused computer- led lessons,” says Lovesey. By allowing a teacher’s PC screen to display a thumbnail of each student’s desktop, the system allows educators to scrutinise learning activities in real time – and ascertain which websites
or applications are being used. To ensure that only endorsed content is viewed, approved and restricted website lists can be employed to orient browsing, and a ‘safe search’ facility is available to guarantee a risk-free browsing experience. Simultaneously, the platform also functions as a communications channel, allowing teachers to initiate text chats, send messages or take control of student machines. If they feel they are being bullied or need assistance, pupils can also communicate subtly with a teacher, by issuing a ‘silent’ request for help. “The terms ‘Big Brother’ and
‘spying’ are often used by students with reference to this type of software, but we’ve taken steps to
"No technology has an impact on learning in its own right; impact depends on how it is used"
ensure they are aware of the benefits of NetSupport School,” relates Lovesey. “We provide a ‘Student Information Bar’ at the top of each PC, which provides the exact status of their lesson. It also illustrates other informative data, such as whether any web, application or printing restrictions are in play, and the objectives and expected outcomes of their session. It also provides access to a ‘Student Journal’ feature, which is a perfect revision aid, allowing teachers and students to copy important lesson information to .PDF format for later review.” Several additional features also
enhance tuition, and encourage collaborative learning. “NetSupport School takes the concept of interactive whiteboards a step further, by enabling a teacher to show what’s on their screen directly to individual student screens,” explains Lovesey. “This helps to ensure the focus of students during presentations, and a variety of annotation and drawing tools can also be employed.” The system offers a number of functions which are designed with Ofsted best practice teaching in mind, including
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74