|
Ten teachers working within the InterActive Education project were awarded Best Practice Research Scholarships by the DfES. The purpose of the
Scholarships was to enable teachers to undertake classroom-based and sharply focussed
small-scale studies in teaching and learning, and to apply and disseminate their findings.
The overall aim was to contribute to improved practice.
All of the teachers developed and
extended work they started in the project and wanted to take further. Their Scholarships made it possible for them to undertaking a course or get support from a mentor,
attend conferences and workshops, buy books and equipment to carry out their research,
and most importantly have time for data collection, analysis and reflection, writing up and dissemination.
The Best Practice Research Scholarship scheme ended in 2004.
2003-03
Ian Thompson, Filton High School (now at Sheldon School, Wiltshire)
Ian evaluated evaluating the innovative Year 9 weekly Literacy/ICT lessons taught together
by an English teacher and an ICT teacher. In particular he researched a design
initiative in which the class worked together to write and publish a black and white print
magazine about the school for their parents. As a result of this work Ian has registered on an MPhil/PhD programme.
Adrian Blight, John Cabot CTC (now
Adrian worked with Year 9 pupils on a collaborative learning project involving
the production of a multimedia text designed to promote the English department on Open
Day. The results emerging from the project led Adrian to question current
school-based definitions of literacy and to suggest that the English curriculum as it
exists is not versatile enough to encompass what happens when students engage with
multi-media.
Rachel Yates, Cotham School
Rachel designed and taught a Year 8 unit of work on media which culminated in students
making their own PowerPoint films from digital stills they had planned and taken. The idea
was to develop skills in reading visual images and also provide insights into effective
ways of teaching the language of film
Chris Carter, Filton High School
Chris researched how ICT might be most effectively used in teaching mathematics
in his school. In particular he worked with colleagues to evaluate the processes and
outcomes of teaching algebra - straight line graphs - with and without graphic
calculators. He did similar work in Geometry using dynamic software.
Dan Sutch, St Michael's CEVC Primary School (now a Learning Researcher at NESTA Futurelab)
Dan examined ways in which ICT can support the teaching and learning
of language at Key Stage 2 with a special focus on spelling. With his Year 6 class he used in particular a software program (Word Root) that enables learners to explore morphology and
competing spelling rules. Dan was awarded a second scholarship to develop this work.
He explored how the use of the Interactive Whiteboard is best incorporated in this for
whole class teaching. Dan has now completed a Masters level course in Education, Technology and Society.
2003-04
Marnie Weeden, Fairfield High School (now at St George City Academy,
Bristol)
Marnie investigated using ICT to develop students' understanding of topic areas
within geometry and Shape and Space in Key Stage 3. Building on work in the project she worked with a Year 8 class on construction and transformations using
Geometer's Sketchpad, a dynamic software package widely available to teachers. (Free trial
available for download on the internet.)
Simon Mills, Teyfant Community School
Simon is interested in approaches to teaching data handling in mathematics.
With a Year 4 class he investigated how the use of the interactive whiteboard,
contextualised problems and different software environments can enhance the teaching and
learning of data handling, data interrogation and interpretation. In particular he considered whether the immediacy of output and pictorial representation that the computer
makes possible has any impact on how children reason and ask questions independently. Simon is currently a part-time student on an MSc in Education, Technology and Society.
Richard Rees, John Cabot CTC
Richard's project looked at the potential of non-linear editing software (Adobe
Premiere and Pinnacle Studio 8) to enhance learning of moving image literacy. Richard's
hypothesis was that giving GCSE students footage to edit into a music video before they
start filming their own projects would help them realise more fully what is needed in terms
of planning and organsation. He investigated whether integrating such a practical task
early in the process is a more effective model of teaching and learning and helps to
harness creativity.
Suzanne Houghton, Filton High School
Suzanne is the school's Literacy Co-ordinator and is particularly interested
in developing non-fiction writing across all subjects, especially in realtion to ICT. For
her project she built on the work already done in the school by Ian Thompson. She
focussed on developing school-wide strategies to ensure effective transfer of skills and
understanding about non-fiction writing alongside the development of subject-specific
literacy. And to support progression. Suzanne combined this work with being pregnant, giving birth to twins and taking maternity leave; she has recently returned to school.
Baldev Singh, John Cabot CTC
Baldev launched an innovative e-Citizenship course for Key
Stage 3. His research evaluated the extent to which teaching citizenship through ICT
enhances the learning and motivation of students. In particular he looked closely at
belief in the internet as a powerful learning tool which enables communicative, research
and thinking skills to be sharpened. What are the conditions under which this actually
happens? Baldev is also interested in the potential of PowerPoint as a pedagogic and
communication tool to encourage more collaborative and self-driven learning styles.
|
