VIEWS & OPINION
Using technology to enhance differentiation in the classroom Comment by RANJIT SINGH, CEO of Genee World
We’ve been using audio visual (AV) technology in the classroom for many years now, and one of the most significant developments in this was the introduction of interactive whiteboards. This invention developed over time into an incredibly powerful resource, allowing teachers to show their students dynamic examples of the topics at hand, whether through full-colour images, detailed diagrams or even video content. More recently, this has developed even further, with the introduction of tablets and other devices that allow students to get hands- on with the content, and access an enhanced learning experience with the information at their fingertips.
But what does this mean in terms of differentiation? Every classroom is formed of a mixed-ability group of children, all with individual talents, learning styles, strengths and weaknesses, so when provided with the same content and activities, there will be some pupils who excel, and others who find things more difficult.
Technology provides teachers with a number of tools with which they can differentiate learning, or work with a range of materials to ensure that every pupil is given the chance to understand the topic in their own way. For example, access to the internet and a digital display (such as an interactive whiteboard or flat panel display) means that visual learners can benefit from images and videos that explain the content in an engaging way; for learners that find it easier to understand concepts with real- life examples, access to news stories online may provide the context they need; and more active learners can take part in interactive activities at the board.
Many schools are also heightening their provision of tablets, or operating a ‘bring your own device’ (BYOD) model in lessons, which means that the content accessed by students can be properly tailored to their ability and understanding. Not only does this mean that they can learn in the way they need to succeed, but they can do so without worrying about
falling behind those who are working on a separate, but related activity. For teachers, technology gives them unprecedented insight into the work of their pupils. If a pupil is struggling to complete their work, the teacher can monitor their progress and provide help when required, and the pupil doesn’t have to admit defeat in front of the whole class. It allows the pupil to feel supported, without impacting on their confidence in their own abilities. Young people are increasingly growing up with technology, so this method of learning is comfortable and familiar, but it also gives them the opportunity to work with the forms of communication and information that they will inevitably be working with as they move through education and into the world of employment. Even with the technology already at their disposal, teachers can create integrated, yet personalised learning experiences for all of their pupils, no matter what their strengths and weaknesses are.
Printing into life Comment by RICHARD SMITH from Amazing ICT
Following Theresa May's announcement of the new Industrial Strategy, there has been a renewed focus on a so called "technical education", containing science, technology, engineering and maths (STEM) subjects. But at Dawley Primary School in Shropshire, this technical education is already happening, and the pupils are the ones who are leading it!
In recent years, we have seen many discussions around the need for our young pupils to learn 21st Century skills, asking what these skills are and how we can teach them. The introduction of computing into the curriculum in 2014 showed the intention of the Department for Education (DfE) that all children should be preparing for a digital world, where working with technology will become the norm.
Indeed, education will most likely play a large part in the new industrial strategy laid out by the Prime Minister, as there is already some great practice going on in schools, where pupils are developing these technical skills for the future and even leading their own learning journey. At Dawley Primary School, children as young as seven years old are working on a number of technical projects in order to develop their design and programming skills. One of the most exciting projects involves the school’s outdoor nature area; pupils are using computer-aided design software, Tinkercad, and a MakerBot 3D printer to build models of the area and design new elements that can be included, such as plant pots and
March 2017
benches. The printer has also been used to create pencil pots and other creative items; pupils even designed and printed a range of rockets to discuss in a project about forces.
In another project, pupils have worked on designing games, including one linking to science and gravity, where by clicking an apple, it falls down onto Isaac Newton’s head, leaving a bump. Leila, the eight-year-old student developing the game, said: “Children in the future will be able to get jobs in technology”, and indeed, one of the key points made by Theresa May was that the UK could do more to expand science and innovation. Dawley Primary is already making headway in this area by bringing these skills into schools in a practical way.
The school’s local MP, Lucy Allen, visited the school in January and said: "At Dawley C of E, everyone uses technology in the classroom in amazingly innovative and advanced ways. The children are acquiring skills that will equip them for the jobs of the future. I was so impressed by the aspiration the teachers have for each and every one of their children." What I would like to see is an emphasis placed on the great work being done in primary and secondary schools across the UK in developing these skills and contributing to our national industries. By doing so, we will be able to share more best practice and really give our pupils the confidence to take strides in their learning, leading the way as they work towards the future.
www.education-today.co.uk 17
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
