VIEWS & OPINION
Top tips to foster a healthier learning environment
Comment by ROYCE LYE,
General Manager of BenQ UK and Ireland
Keeping the memory of WW1 alive
Comment by SIMON BENDRY, Programme Director for the UCL Institute of Education’s First World War Centenary Battlefield Tours Programme
According to research, pupils are currently exposed to ICT for 53 per cent of teaching time and this is set to rise to 58 per cent by 2017. In fact, in 2015, it was estimated by Childwise that children aged five to 16 spend an average of six and a half hours a day in front of a screen compared to three hours in 1995. With time spent in front of a screen rapidly increasing, not just for pupils, but also teachers, how can schools help prevent possible health side effects.
1. Eliminate the acceptability of glare
Reflected images on a screen make it challenging for students to see, take notes and most importantly remain focused. Difficulty reading content and excessive squinting becomes distracting for both students and teachers and directly impacts the quality of teaching and learning. Schools should make sure they invest in screens that have anti-glare treatment applied to the glass surface. This reduces reflection, increases visibility of text and images, giving students the best viewing experience.
2. Block out harmful blue light
Studies show harmful blue light originating from the sun, displays and fluorescent lamps may have adverse health effects on the human body. This is alarming for teachers and students who are under constant exposure of such light sources.
TÜV-certified Low Blue Light technology deals with everyday problems of blue-light exposure. It effectively lowers any harm caused by blue spectrum light, helping to create a healthier environment lowering any chance of issues ranging from insomnia and migraines to very serious conditions including diabetes from disruption of the secretion of melatonin.
3. Freeing eyes from flickers
Although LCD displays provide a constant image compared to CRT, this image is delivered by rapid pixel colour changes from one to another through the backlight. The more constant the image looks, the faster the backlight flickers. A conventional display flickers around 200 times per second but remains constant to the human eye.
These flickers overwork the eye, straining them every second, causing CVS related symptoms. Available ‘flicker-free’ technology eliminates dangerous LED backlight flickering reducing the chance of exposing students and teachers to CVS related eye problems, and helps alleviate any discomfort caused by looking at a screen all day.
4. Cleaning up the screen
Classroom technology is becoming rapidly interactive. Touch screens are being used in many schools, but secretly increasing the spread of germs. Every time a touch screen is swiped or tapped, it accumulates germs. Making sure screens are coated with Ag+ ionic silver agent delivers germ-resistant performance, minimising the risk of transmission of infection in the classroom.
The use of technology in the classroom doesn’t have to mean increased risk to the health of students and teachers. Investing in the right equipment means a healthier classroom environment and will prevent long term health issues for all.
14
www.education-today.co.uk
Recently, the Daily Mail ran an article entitled ‘Teen’s don’t know why WW1 mattered’. This was based on a national survey which suggested that many British adults believe most young people do not understand the importance of the First World War. However, if my many years of working with young people, both as a teacher and with this programme, have taught me anything it’s that there is no shortage of interest. Indeed, given the right educational approaches there is every reason to feel that the centenary of the war is creating a generation of young people who are better informed, more engaged and have a greater understanding of this period of history than at any time in recent years.
Since 2014, representatives from 1,500 state-funded schools across England have taken part in the battlefield tours programme, and it is not only the students who benefit. Teachers find this an inspiring and innovative way to engage students and develop best practice for learning both inside and outside the classroom through a dedicated UCL CPD programme. Accessibility is also a key aspect of the offering, and special schools and PRUs can also travel, and many have done so already. This allows all students to gain a unique experience that helps to build their confidence and resilience.
On each day of the tour, students and teachers consider distinct enquiry questions, such as how the First World War affected ordinary people, whether the Battle of the Somme was a disaster for the British Army, and if remembrance is still important after a hundred years. This focus allows students to develop their own thoughts and to deepen their understanding of the places and events they study. Each student is then encouraged to follow up through commemorative project work back in their own community. This is creating a legacy and ensuring that young people are considering the significance of the First World War. There were other findings in the opinion poll and these relate to learning outside the classroom. An overwhelming majority of those surveyed, 90%, said that educational trips can help bring classroom learning to life.
These findings are evidenced by the lasting impression left on students who have taken part in battlefield tours. They are engaged and enthused by what they see and learn and have gone on to create artwork, music, and even displays for local museums to engage other people with the First World War. There is even a school musical tribute set to go on tour in Belgium this summer that has been put together by students from a special school, The Vale in Haringey. Their tour experience so inspired them that they returned home to write and record a song and rap called My Mate George which they later performed at Alexandra Palace and have now turned into a much bigger project. Despite the headlines and the concerns, young people are actively engaging with the First World War and are creating their own legacy.
May 2017
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