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H810 ECA
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Angela Phillips H810 ECA
Page 1 of 32
Introduction
As an Advanced Skills Teacher (AST) specialising in secondary mathematics, I have
had the opportunity to work within many different schools within Bradford, UK. The
majority of my role involved teaching students face to face, however secondary
schools are increasingly trying to utilise web based programs and new technologies
within the classroom and for homework projects. As part of my role I have had the
opportunity to be involved with a case study to introduce new technologies into
secondary schools within Bradford. The purpose of the study was to see if new
technologies could further engage students (Dahlstrom et al., 2011), (Pierce et al.
2005) and therefore improve academic performance. At no point during the case
study was the accessibility for students with special educational needs or disabilities
raised by any of the educational professionals involved, including myself. After
starting H810, I realised that many of the Web 2.0 technologies that I use in the
classroom and have been recommending to other educators, are not accessible for all
students.
OFSTED (2010), states, “Just over one in five pupils – 1.7 million school-age children in
England – are identified as having special educational needs... However, we also
recognise that as many as half of all pupils identified for School Action would not be
identified as having special educational needs if schools focused on improving teaching
and learning for all, with individual goals for improvement.” This quote supports the
recommendation of Seale (2006), that if accessibility is planned for all learners,
regardless of whether there is a student with a known educational need in the class,
there would be an educational benefit for more than the students with known
accessibility issues.
The Special Educational Needs (SEN) and inclusion policy within the school I worked
at is clear (Queensbury, 2011a), (Queensbury, 2011b), and all staff are responsible for
ensuring the students who are in their classes are able to access the curriculum. The
SEN team are responsible for supporting teaching staff to ensure staff are able to
differentiate their lessons for students with SEN or disabilities. However, the use of
new technologies within school is not the responsibility of the SEN team. The SEN
team do not have the capacity or the training to become responsible for supporting
teaching staff with the implementation or adaptation of new and web 2.0 technologies.
The majority of students have access to web based applications at home (Office of
National Statistics, 2011) and are many are confident with new technologies and Web
2.0. Pettit and Kukulska-Hulme (2011), suggest that students are using mobile devices
for a range of different activities, including web based activities. Dahlstrom et al.
(2011) suggests that mobile technology was found to be the technology of choice for
students, 67% of students had an iPod and 55% had a smart phone. As the majority
of students are using technology in their everyday life it appears to be the logical
that students will expect to use technology in their learning. I have experienced that
some teachers are keen to embrace the potential learning benefits to using web 2.0
Angela Phillips H810 ECA
Page 2 of 32
applications and new technologies in the classroom. However, the National Union of
Students (2010) suggests that some teachers are often not as technologically
proficient as some of their students. With the lack of digital literacy (Ginsburg et al.,
2000) and the lack of time and training given to teaching staff in the use of these
technologies (Carlson, 2002) the effective use of these technologies has been
questionable. In my opinion within secondary education, the use of new technologies
and web 2.0 is in its infancy. Many staff are finding technologies that they are
confident using and implementing the technology within their lessons without any form
of planning or review of any of the technologies. I suspect accessibility has not be
considered.
Angela Phillips H810 ECA
Page 3 of 32
Issue 1 - Who is responsible for the effective use of technologies within school?
How is this monitored?
Queensbury School (2011a) states, “The SENCO [Special Educational Needs Co-
ordinator] will... Provide professional guidance and continuing professional development
for all staff to secure high-quality teaching and effective use of resources for
students with SEN”. The policy implies that the SENCO is responsible for ensuring
effective use of resources, which could include new technologies and web 2.0
applications. The policy also states that, “The staff at Queensbury School are
committed to the inclusion of all students. We therefore... Identify and overcome
potential barriers to learning”. The quote suggests that all staff within the school are
responsible for ensuring that any barriers to learning are identified and overcome,
which would include accessibility barriers. The two quotes suggest that it is a
responsibility of all staff to identify and overcome accessibility issues. Where this is
not within the capabilities of the staff member the SENCO is to provide support and
training. . However, as previously stated within the introduction the SEN team do not
have the time or capacity to ensure that all new technologies and web 2.0 applications
are accessible for all.
Another key question that needs to be addressed is how is accessibility being
monitored? The monitoring of effective teaching and learning within schools falls to
the teaching and learning team. The teaching and learning team consists of two
Assistant Head Teachers (AHT) and two AST, including myself. The team is
responsible for improving teaching and learning across school. To ensure standards
are improving and to highlight areas of strength and limitations within the teaching
across school, all teachers are formally observed twice per academic year. The
observations are conducted and teachers are graded following the schools adapted
criteria, based on OFSTED guidelines, see appendix 1. The criteria does not take into
account the accessibility of the learning activities in the lesson. As the accessibility
is not included as criteria for lesson observations, it could be perceived that it is not a
key objective of the judgment. Therefore I conclude that accessibility is not being
monitored within formal observations it will not appear to be a key consideration of
the school. Accessibility does not appear to be a key focus within many schools, Cox
(2013) states, “Ofsted and the learning of our students are the main incentives,
although regarding Ofsted there are numerous other things our organisation is
focusing on for Ofsted. I am sure accessibility is way down on the list.”
As Queensbury School is a computing specialist school (Queensbury School, 2012) the
introduction of new technologies and web 2.0 applications has been endorsed by the
Information Communications Technology (ICT) department within school. The ICT
department has encouraged teaching staff to use these technologies within lessons
and to set homework using the technologies. The teaching and learning team have also
encouraged the use of new technologies, as good pedagogical practice (Pierce et al.
2005). The technologies are rapidly being introduced, but there are no clear
Angela Phillips H810 ECA
Page 4 of 32
guidelines as to how the effectiveness or accessibility of these technologies is
monitored.
There is a lack of responsibility for new technologies, as responsibility appears to be
shared between several different departments/teams depending on issue arising. For
example, if the technology is misused the responsibility for the technology becomes
the Head of Year (HOY), if the technology is not working it becomes the
responsibility of the ICT technicians, if the technology has not had the required
learning outcome it becomes the responsibility of the teaching and learning team or
the Head of Department (HOD). However, none of the departments/ teams wants to
have responsibility of new technologies and web 2.0 applications.
I have devised figure 1 to demonstrate the responsibilities within school at present, in
relation to new technologies.
Figure 1: A diagram to show how new technology is viewed within the
responsibility framework.
Figure 1 clearly demonstrates that there is no obvious individual, department or team
that is fully responsible for new technologies and web 2.0 applications, all the
stakeholders mentioned have some responsibility for the effective use of technology
and web 2.0 applications within school.
Angela Phillips H810 ECA
Page 5 of 32
As staff use a wider range of new technologies and web 2.0 applications, it is
impossible to keep up with the different technologies being used within school. During
formal observations in June 2012, I observed four lessons on a particular day. During
those four lessons I witnessed the use of iPod touches reading QR codes, flipcams to
make video clips, handheld microphones to make audio clips, digital cameras for
photographs, Wallwisher to share ideas (Xiphar, 2008), Twiducate (2012) to
collaborate/peer assess and YouTube (2012) to show video clips of TV advertisements.
I appreciate that the teachers who were observed during that day were showcasing
their teaching, but it is an indication to the range of technologies used.
All the technologies used during the formal observations that day could potentially
have differing accessibility issues. One technology could make learning more
accessible one student, but exclude another. An example of this is watching video
clips from YouTube (2012), a student with dyslexia could find it much easier to access
video clips than read a transcript with photographs, however a student with hearing
issues may not be able to access the video clips sound and not have access to the
learning activity.
As some teaching staff are using different technologies, without evidence of planning
or analysis for both the pedagogical or accessibility issues, it is difficult to judge how
effectively these technologies have been in assisting learning for all. In my opinion, as
the use of emerging technologies can be very impressive and engaging for students, it
can skew the judgement of the quality of the learning resource. Smith (1998) states,
“Students are willing to stay focused on substantial mathematical tasks much longer
with technology than without. But there are risks here. If the task is not carefully
designed and supervised, students are likely to waste a lot of time addressing
questions the teacher never thought of. And, even with well-designed tasks, there is a
risk of students subverting the learning process by making their own shortcut from
CE to AE -- that is, by refusing to think about what they are doing. Even worse, flashy
but poorly designed tasks can seduce students into spending lots of time avoiding
thought.”
In conclusion to the first issue highlighted, there needs to be a clear structure of
responsibility for new technologies and web 2.0 applications within school. Once the
responsibility framework is in place, then the person/team/working party responsible
can set clear guidelines as to how the technologies can be most effectively used and
monitored to help to ensure accessibility. However, if the person/team/working party
is encouraged to use Activity Theory (Seale, 2006), (Engestrom, 2001) to transform
the way new technologies and web 2.0 applications are used in school, it could
encourage a more effective outcome.
Angela Phillips H810 ECA
Page 6 of 32
Issue 2 – Who are schools ‘brokers’? How can we get ‘brokers’ to create
connections between communities?
Within Bradford secondary education, government funded schools have always had an
external support network, linked to the local educational authority. The authority has
always provided educational consultants, with many varied specialities. For example, if
a school needed support with behaviour management, the school could contact the
local educational authority and a specialist consultant would come to the school and
advise the school on the best way to proceed, using the specialism within school and
within the local authority. As the consultants were specialist within their field, they
had the time, expertise and resources to influence change.
Seale (2006) states, ”Brokers need to:
have legitimacy so that they can influence the development of practice;
be able to link practices by facilitating transaction between them;
be secure in living on the boundaries of practices.”
In my opinion the role of ‘broker’ within secondary education has traditionally been
held by educational consultants. However, due to the financial cuts that have been
made in the UK educational system, the majority of the Bradford education
authorities educational consultant have found new employment or been made
redundant (BBC News, 2010). Within Bradford in 2010 there was a team of 6
secondary mathematics educational consultants. By the end of 2012 this had fallen to
one secondary mathematics consultant.
Prior to 2010 all schools under the local educational authority control were allocated
an amount of consultancy time per year. So all schools, worked with the ‘experts’ in a
given field at some stage of every academic year. Schools now need to pay for
consultancy time, if they require support. Within the school in which I worked, this
had lead to senior leaders looking to the staff within the organisation to provide
support, rather than using an expert.
As there is little support received from the educational consultants, with new
initiatives, often there is no clear chain of responsibility is established. The
consultants would traditionally help broker the connections (Seale, 2006) and help
establish ‘working parties’ or ‘communities of practice’ (Wenger, 1998b). The
educational consultant would also ensure that all parties involved were adequately
trained, so they had the capacity to cascade the information to the rest of the school.
The consultants would offer support and ensure the different parties supported and
challenged each other. As there is now no free access to the remaining educational
consultant the majority of training available is what can be provided free in house.
The implementation of new technologies and web 2.0 applications into school has not
been managed effectively and very little training is taking place. Carlson (2002)
states teachers need training if technology is to be introduced effectively.
Angela Phillips H810 ECA
Page 7 of 32
As the school does not have a clear ‘broker’ it is important that the person who is
given this responsibility is highly regarded by the key personnel, see figure 1. From
experience, I know that if the ‘broker’ does not have the respect of the key personnel
the job of the ‘broker’ will be very difficult. If the ‘broker’ is respected and given
the authority to act to achieve the desired outcome, the key personnel will try to
ensure the success of the project.
In conclusion to issue two, it is difficult to establish who or which team, department
hold the responsibility for new technologies and web 2.0 applications, see figure 1.
Traditionally an educational consultant would have acted as broker to ensure the
smooth implementation of these technologies. However, now the school will have to
appoint a credible broker to ensure the effective implementation of accessible
technologies.
Angela Phillips H810 ECA
Page 8 of 32
Issue 3 - Students fail to enforce their rights as set out by the UK Equality Act
of 2010.
The Equality Act of 2010 (Crown Copyright, 2010) states that schools, “must not
discriminate against a student...in the way it provides education for the student...in
the way it affords the student access to a benefit, facility or service...by excluding
the student.” The Act makes it clear that the school is responsible for ensuring that
students are treated equally and have access to learning.
The SEN and Disability Act 2001 (SENDA), (Crown Copyright, 2001), states that a
school must prepare an accessibility strategy, “In ways which are determined after
taking account of their disabilities and any preferences expressed by them or their
parents.” The Act makes it clear that the students’ perspectives of how they access
learning must be taken into account.
Although the legislation is in place to ensure equality and accessibility within education
Seale (2006) suggests that students find it difficult to enforce their rights. I have
had experience of students with Irlen’s Syndrome (Perceptual Development Corp and
Irlen, 1994) who have needed worksheets and exercise books with paper of a certain
colour. In several of these situations, I have been the only member of staff to
provide the required coloured resources. I have asked one particularly confident
student why she had not requested the same from other members of staff, to which I
got a reply of, “I don’t want to cause any trouble.” In all the situations, I asked the
SENCO to speak to the other teachers of the students to ask for the resources to be
produced as per the students Individual Educational Plan (IEP). If students do not
feel able to voice concerns over the colour of a photocopied worksheet, I would be
very surprised if they felt empowered to highlight accessibility issues with more
complex technologies.
The school in which I worked has been trying to ensure that the students become
independent learners, who are able to make educational decisions. Rainer & Matthews
(2002) state that if learners are truly going to be owners of their learning, educators
need to make sure they give learners the opportunity to:
Take responsibility for their leaning;
Have control over their learning;
Have the opportunity to share their ideas; and,
Have the confidence to stand by their ideas.
If students are able to start taking control over their learning and the choices of
resources they use, I would expect the students to become more able to highlight
Angela Phillips H810 ECA
Page 9 of 32
accessibility issues within the classroom or while using new technologies or web 2.0
applications. An important consideration is that students with different issue will
have different accessibility problems. A dyslexic student may find listening to audio
helpful, where as this would be inappropriate for a student with hearing difficulties.
If students are encouraged to take control of their learning, they are more likely to
voice where difficulties arise and to make choices within their education that can aid
both accessibility and learning.
Within school students are encouraged to comment on their education and complete a
student voice questionnaire each year for each subject, please see appendix 2 for
details of the Mathematics student voice questionnaire. The students are asked a
series of questions and they are asked to rank their responses, this helps inform each
teacher, department and the school as a whole as to how the students perceive the
strengths and limitations of the institution. However, there is not a question on the
student voice questionnaire relating to either accessibility or new technologies/web
2.0 applications. The lack of this type of question on the questionnaire indicates that
accessibility is not a key priority for the school. With the implementation of new
technologies and web 2.0 applications into school, it would be sensible to ensure that
students’ views are taken into account. During an inspection, Ofsted instruct all
schools to send a parental/carer questionnaire to every student to gain their views of
the school. Ofsted are now encouraging college students to offer feedback about
their college online (Burns, 2012). This indicates that the students opinions on their
education will help inform Ofsted’s judgements about schools and colleges.
In conclusion to the third issue, the students need to be empowered to know their
rights and feel able to express their needs in a safe and supporting environment. If
students feel able to have their say and let educators know when there are issues,
then real changes can take place. As the students will be the people who will know if
accessibility has been achieved, for their circumstance, then they are the key stake
holders to feedback accessibility issues.
Angela Phillips H810 ECA
Page 10 of 32
Discussion
The introduction of new technologies and web 2.0 applications into education is
inevitable, technology in the developed world is used widely (Starkey, 2012) and
schools need to ensure that students are prepared for the world in which we live.
Teachers at the school in which I worked are being encouraged to use new
technologies and web 2.0 applications, but there is no evidence of planning for
accessibility. The use of these technologies has increased dramatically, but there is
no formal process for monitoring the pedagogical benefits and accessibility benefits
or limitations, as previously discussed.
The benefits of the introduction of accessible new technologies and web 2.0
applications into school.
Varied lesson content for the students (Britland, 2012).
Learning activities are becoming more engaging (Britland, 2012), (Pierce et al.
2005).
Learning activities can be more accessible for students with particular needs
(Seale, 2006).
Staff are developing their technology skills.
Staff are deviating from traditional/comfortable practice.
Staff are sharing learning resources.
Staff are discussing new practices and sharing ideas.
Homework set and completed using web 2.0 technologies are available to use in
lessons virtually instantly (Sheeran, 2012).
Setting homework online can reduce the amount of marking to be completed by
staff and gives students instant feedback on their progress (MyMaths, 2012).
Lesson observations conducted where new technologies or web 2.0 applications
are used effectively are well received by Ofsted, senior management and local
educational authority representatives.
Students with more apparent needs, such as hearing, vision or mobility issues
are normally identified by the SENCO. This enables accessibility to be planned
in advance, as teachers are aware of students needs.
The limitations of the introduction of accessible new technologies and web 2.0
applications into school.
Accessibility is only addressed when a teacher is aware of a student with more
apparent needs, such as hearing, vision or mobility issues. Accessibility is
unlikely to be address otherwise.
Accessibility needs to be address before the learning activity is designed, not
as an extra after planning has taken place (Seale, 2006).
Students may not have the digital literacy to use the applications (Ginsburg et
al., 2000).
Angela Phillips H810 ECA
Page 11 of 32
Teachers may not have the digital literacy to use the applications correctly
(National Union of Students, 2010).
Teachers may not have the capacity to recognise areas of the technology or
web 2.0 applications that may cause accessibility issues (Seale, 2006).
As there are numerous different technologies and web 2.0 applications
available, it is impossible for anyone to be confident using all the different
variety of resources. This would make it impossible for there to be an
appointed technology ‘expert’ within school (Conole, 2011).
Resources need to be made available to ensure staff are trained on how to use
the technologies (Carlson, 2002).
Resources need to be made available to ensure that accessibility is planned into
the use of new technologies and web 2.0 applications (Carlson, 2002).
Resources need to be made available to monitor the pedagogical benefits of the
technologies (Carlson, 2002).
Teachers need to be confident with the technologies before they are used in a
learning environment, to ensure they are focused on accessibility and pedagogy
rather than learning to use the technology themselves (National Union of
Students, 2010).
Students’ opinion is not sought to ascertain whether the technologies used
have aided learning or whether the technologies have been accessible.
The impact on my professional practice and how to address the limitations of the
introduction of accessible new technologies and web 2.0 applications.
As an AST, it is my role to be at the forefront of professional practice. I am also
responsible for ensuring that teaching and learning improves across school. Therefore
I am obliged to act on the issues and limitations identified within this document.
However, I do not have the technical skills or the required skills with SEN and
disabilities to implement a school wide technology policy alone.
Conole (2011) states, “No one individual can be an expert in all the tools and the
potential ways in which they can be used. The approach needs to shift to harnessing
the networked aspects of new technologies, so that individuals foster their own set of
meaningful connections to support their practice, whether this be teachers seeking
connections to support them in developing and delivering their teaching, or learners in
search of connections to support and evidence their learning.” In my opinion I feel
that bringing all the key stake holder together to implement a new technologies policy
would produce better results than an individual holding sole responsibility for the
project.
The first stage in improving the provision of accessible new technologies and web 2.0
applications is to appoint a suitable broker, as described by Seale (2006). The key
attributes for a broker are as follows:
Angela Phillips H810 ECA
Page 12 of 32
Have authenticity so that they have the respect of the people they are working
with, which will enable the development of practice.
Mediate between the different teams/departments to link practice.
Be a leader in learning and be at the forefront of educational practice.
The broker needs to have the capacity to co-ordinate and align the perspectives of all
the different individuals/teams/departments involved. After examining the roles
relating to new technologies, see figure 1, the teaching and learning team is the only
team, who regularly interacts with all the teams/departments who have a stake in the
introduction of accessible new technologies and web 2.0 applications. The teaching
and learning team assists all the other teams in some manner. By appointing a broker
from the teaching and learning team, this encourages all the teams/departments will
participate in working towards the use of accessible new technologies and web 2.0
applications within the school.
The teaching and learning team includes two Assistant Head Teachers (AHT) and two
Advanced Skills Teachers (AST). It would appear to be more appropriate for an AST
to become a broker, as part of the AST role involves staying at the forefront of
educational practice. The AST role is highly regarded within secondary education, as
all AST have to pass a rigorous assessment process to be awarded the AST title
(Crown Copyright, 2009). The AST also have more time available to devote to any new
initiative.
I have constructed figure 2, to demonstrate the links between the teaching and
learning team and the other individuals/teams/departments within school. The
diagram demonstrates how the links between the broker and other key stakeholders
already exist.
Angela Phillips H810 ECA
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Figure 2: The Broker’s relationship between the other stakeholders
Once a broker has been appointed, the next stage would be to establish a working
party, or as described by Wenger (1998a) a ‘community of practice’. Wenger (1998b)
states, “Communities of practice are groups of people who share a concern or a
passion for something they do and learn how to do it better as they interact
regularly.” A working party would need to be established with representation from all
the key individuals, teams and departments, as described in figure 1 and 2. However,
there is a key stakeholder missing from the diagram, the students who use the
technology. If the working party is going to recommend a use-centred approach to
new technologies and web 2.0 applications (Seale, 2006), it is vital that the students
who will be using the technologies are involved in the implantation of them. Students
who have different SEN or disabilities would provide a variety of perspectives of
accessibility. As school is unable to pay for professional accessibility advice, it would
be advantageous, for all concerned, to use the expertise within school. The students
will feel that their opinions are being heard and that they have some control over the
process.
Angela Phillips H810 ECA
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I have constructed figure 3 to represent the key stakeholder who need to be included
within the working party.
Figure 3: Accessible New Technologies Working Party Focus
Engestrom (2001) and Seale (2006) describe the key concepts of Activity Theory as
follows:
The ability to transform something, rather than just doing it.
Have the motivation and consciousness to implement strategies that have
immediate and clearly defined goals.
The ability to mediate, for example relating to the division of labour.
The understanding of key elements of practice that are already embedded and
that some elements will continuously change and develop.
Activities are not isolated and will have implications to wider practice, as well
as wider practice having implications on any new or emerging activity.
It would be a recommendation that the working party aims to use activity theory,
alongside a learner centred approach to implement the use of new technologies and
web 2.0 applications within school.
The working party would need to be formed by volunteers from each key group, as
demonstrated in figure 3, who are motivated to effectively implement accessible new
technologies and web 2.0 applications into school. It is vital that senior management
within school allow time and resources to enable the working party to be successful.
Angela Phillips H810 ECA
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The brief of the working party need to be clear, the main aim is to implement
accessible new technologies into school effectively. The working party need to
consider the following:
Which accessibility guidelines are going to be used to both plan and assess
accessibility?
How are new technologies and web 2.0 applications going to be monitored for
accessibility?
How are new technologies and web 2.0 applications going to be monitored for
pedagogical benefits?
Are the opinions of the wider school community going to be collected? If so,
how are they going to be collected?
How are students going to be in a position to enforce their rights as set out by
the UK Equality Act of 2010?
Once the key decisions, above have been made, I would make the following
recommendations to the working party:
There needs to be a series of training events held for staff to ensure that
there is awareness across the school as to what constitutes accessible
technologies. It is important for all educators to realise that while one
technology may make the learning more accessible for one student, it may
isolate a different student from the learning activity.
All staff need to ensure that accessibility is part of the planning process and
that it is not considered as an afterthought. I would recommend that the
schools lessons planning proforma is changed to include accessibility
considerations. Please see appendix 3 for the current lesson planning proforma
and appendix 4 for the revised lesson planning proforma, with changes
highlighted.
There are ‘experts’ for different technologies and web 2.0 applications, as it is
impossible for there to be one technology expert within school (Conole, 2011).
This will also enable many different members of staff to develop and have a
key responsibility within school.
‘Drop in’ training sessions for teachers to learn how to use different
technologies, run by the ‘experts’ in the technology. This will improve teacher’s
technology skills and help to ensure that the teachers have used the
technology in a controlled environment, where accessibility and educational
pedagogy can be considered before they use the technology or web 2.0
applications with students.
‘Drop in’ training sessions for students to improve digital literacy skills. The
sessions could be run by technology competent students and/or educators.
Staff opinion of different technologies and web 2.0 applications needs to be
collated and shared. This could be an online database, where staff list a
technology that they have trialled. The database could include information
Angela Phillips H810 ECA
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such as the ‘expert’ or ‘experts’ for the technology, accessibility issues and any
solutions, how the technology has been used and any student feedback.
Student’s opinions on the use and accessibility of technology should be sought.
If students are included within the accessible new technology working party and their
opinions are sought on the implementation and use of new technologies, I feel that
they may be more inclined to ensure that their accessibility needs are met. If
students are to become independent and responsible learners, they need to feel able
to question decisions about their learning.
I would make the following suggestions to aid student feedback:
If a new technology or web 2.0 applications is used during a learning activity,
students could all be given a technology review sheet to complete. The sheet
could include questions on the accessibility of the technology, the engagement
or if it enhanced learning, for example. Teachers would then have feedback at
the end of the lesson to aid their own professional lesson analysis. The review
sheet could also draw the teacher’s attention to benefits or issue highlighted
by student, that the teacher had not considered. The teacher could then pass
any relevant information to be entered into the schools technology database.
Students could have access to an online review sheet to complete at any time
for any technology or web 2.0 application used in learning activities. The online
review sheet could include the type of application, accessibility comments,
comments on engagement and if and how the technology enhanced education.
This would enable students to give feedback anonymously about the
technologies used in their learning.
There could be a student technology feedback box, located within a student
recreation area within school. This would enable students to then post their
comments relating to the technologies used in their learning during lesson free
time.
The student voice questionnaire, see appendix 1, should include questions
relating to accessibility and pedagogy.
In my experience if students feel that their opinion and feelings are taking into
consideration, then they are more likely to express their preferences or highlight
difficulties when they arise.
Conclusion
In conclusion, new technologies and web 2.0 applications are being introduced rapidly
into school without taking into account accessibility or pedagogical issues. At present
there is no accountability for the use of technology and there is not an individual,
team or department that hold responsibility for the effective, accessible use of
technology. Students’ opinions are not sought on how technology is used within their
Angela Phillips H810 ECA
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education. However, school is focused on ensuring students become independent,
lifelong learners.
As part of H810 I have investigated different academic viewpoints relating to the use
of technologies within education and can conclude that I agree with Seale (2006), who
states, “accessibility will benefit all students, not just those with disabilities.”
As the use of technology within the school in which I worked is in its infancy, I believe
that it is imperative that the introduction of technology needs to be managed. The
management of accessible new technologies and web 2.0 applications needs to be lead
by someone who is motivated, committed and has the ability to unite the different
individuals, teams and departments involved in the process. I would recommend that
an AST is there for given the role of the ‘broker’.
Once the broker has agreed objectives, then a dedicated working party needs to be
established. The working party needs to include students, in particular students who
may have difficulties using the technologies. The working party should then work
together, assisted by the broker, to ensure the technologies used within school are
accessible and pedagogically sound. The working party needs to ensure students are
empowered to give their opinions on learning and accessibility.
Word Count 5723
Angela Phillips H810 ECA
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Appendices
Appendix 1 – Page 19 to page 25 - Queensbury School’s Observation Criteria
Appendix 2 – Page 26 – Queensbury School’s Student Voice Questionnaire
Appendix 3 – Page 27 – Queensbury School’s Current Lesson Proforma
Appendix 4 – Page 28 – Revised lesson Proforma
Angela Phillips H810 ECA
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1. Planning – prior to lesson
Pla
nn
ing
Benchmark Impact on learning and student progress
1 Is there a lesson plan that
Sets clear learning objectives
Phrases the objectives in terms of student learning (not tasks)
Indicates high level challenge work
Indicates appropriately differentiated work
Identifies key words
Includes the role of Learning Associates
Identifies assessment opportunities
Identifies homework
Queensbury School
Quality Assurance Lesson Observation Form
Subject Class or group No. Present
Teacher’s name: Observer’s name:
Date: Lesson:
Focus for the lesson observation:
Angela Phillips H810 ECA
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2. Establishing an effective learning environment
Esta
blis
hin
g a
po
siti
ve le
arn
ing
en
viro
nm
ent
Benchmark Notes:
2 Is the start of the lesson
Orderly?
Punctual?
3 Are the resources for the lesson (e.g.
equipment, support staff, ICT):
Ready at hand?
Appropriate?
Used effectively?
4 Is the classroom organisation and management appropriate to the planned task?
5 How effective is the use of:
Key words?
Development of literacy?
Classroom rules?
Rewards and praise?
Marking schemes?
Assessment for learning?
Angela Phillips H810 ECA
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3. Teaching characteristics
Teac
hin
g
Benchmark Notes:
6 At the start of the lesson:
Does the teacher explain to students:
The learning objectives? (knowledge, understanding, skills)
Points out the ‘challenge’ learning objective?
Link to prior and future learning?
The tasks to be completed to achieve the learning?
How students may judge success?
Is the starter activity relevant, brief and does it have pace?
7 During the lesson:
Does the teacher:
Provide content and activities with appropriate levels of challenge?
Differentiate work to meet students’ needs?
Provide opportunities for the development of key skills?
Provide opportunities for students to work independently?
Make explicit expectations of application, accuracy and presentation?
Chose an appropriate range of learning activities and methods that enable all students to learn effectively? (VAK)
Maintain an appropriate pace to the lesson?
Manage the students effectively to support good learning for all students?
Develop good working relationships with students?
Guide students to assess work for themselves?
Provide regular opportunities for assessing students?
Make good use of other adults in the room?
Make clear to students what to do to improve as a result of thorough and accurate assessment?
Ensure that students with additional needs are able to succeed because work is matched to their needs?
8 Is the classroom organisation and management appropriate to the planned task?
Angela Phillips H810 ECA
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Te
ach
ing
9 How effective is the use of:
Key words?
Classroom rules?
Rewards and praise?
B4L policy?
Assessment for learning?
10 At the end of the lesson
Does the plenary
Allow sufficient time for reviewing learning objectives?
Demonstrate the progress students have made?
Consolidate learning outcomes?
Encourage self-reflection?
11 At the end of the lesson how effective are the
following
Setting and relevance of homework?
Punctual, orderly end to the lesson?
4. Student Learning
Lear
nin
g
Benchmark Impact on learning and student progress
12 During the lesson:
Do all students make sufficient gains in new or
consolidate old:
Knowledge?
Understanding?
Skills?
List all the gains here
Angela Phillips H810 ECA
Page 23 of 32
5. Student Characteristics
Benchmark Impact on learning and student progress
Per
son
al d
evel
op
men
t an
d w
ell-
bei
ng
13 During the lesson:
Do all students
Behave appropriately during the lesson?
Show initiative and responsibility?
Work well with the teacher?
Work well with each other?
Remain on task? (engagement)
Work in a secure environment?
Respond well to health and safety requirements during the lesson ?(if appropriate)
Know what to do to improve as a result of thorough and accurate assessment?
Enjoy their learning?
Angela Phillips H810 ECA
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6. Student Progress
Pro
gres
s
Impact on learning and student progress
14 By the end of the lesson:
Do all students
Make gains in knowledge?
Make gains in understanding?
Develop new skills?
Develop Literacy skills?
15 Do the students:
Make progress pitched at the correct level for their ability and level?
Have the opportunity to reflect on the progress they have made?
Is sufficient progress made by all students?
Yes No
How does the member of staff check all the
students have learned what they should have?
Angela Phillips H810 ECA
Page 25 of 32
Summative Judgement
Learners make exceptionally good progress
At least good in all or nearly all aspects
Exemplary practice in significant elements
Outstanding
1
Learners make good progress
Learners show good attitudes as a result of effective teaching
Learners are encouraged to work independently
Learners know what to do to improve as a result of thorough and accurate assessment
Learners are guided to assess work themselves
Learners with additional needs are able to succeed because work is matched to their needs
Teachers demonstrate good subject knowledge
Teachers employ a range of styles confidently
Good
2
Learners enjoy their learning
Learners make the progress that is expected of them
Teaching may be good in some respects
Teaching is inadequate in no major respect
Satisfactory
3
Students in general or particular groups of students do not make progress because teaching is unsatisfactory
Students do not enjoy their work
Students do not work independently
Students may be excessively passive
Students are not sufficiently engaged or challenged
Students do not know how to improve
Students behave inappropriately
Behaviour management is inadequate
Level of challenge is wrongly pitched
Teacher’s knowledge of subject and course requirements is inadequate
Teachers do not have a clear understanding of students needs
Inadequate
4
Angela Phillips H810 ECA
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Appendix 2
Please complete:- Male/Female Class Date
Survey – Attitude to learning Mathematics in KS4
We would like to know how you feel about Maths so we can improve our teaching and your success at
GCSE. Please indicate your personal views by ringing a number from 1 to 6 to shoe how much you
agree or disagree with each of the statements below.
Statement Strongly Strongly
disagree agree
A “I am pleased with my progress in Maths” 1 2 3 4 5 6
B “I try my best in Maths” 1 2 3 4 5 6
C “I find Maths difficult to understand” 1 2 3 4 5 6
D “I find revising for Maths tests/exams easy” 1 2 3 4 5 6
E “I understand my teachers explanations in class” 1 2 3 4 5 6
F “My Maths teacher wants me to succeed” 1 2 3 4 5 6
G “I’m quite worried about Maths this year” 1 2 3 4 5 6
H “I enjoy Maths” 1 2 3 4 5 6
I “I learn a lot about Maths from my classmates” 1 2 3 4 5 6
J “I’m responsible for my learning in class” 1 2 3 4 5 6
K “I always do my Maths homework” 1 2 3 4 5 6
L “My teacher helps me learn in class” 1 2 3 4 5 6
M “Pupils behavior stops me learning in class” 1 2 3 4 5 6
N “My work is marked often enough by me or my teacher” 1 2 3 4 5 6
O “My work is always marked by me or my teacher” 1 2 3 4 5 6
P “I know which areas of Maths I am weak at” 1 2 3 4 5 6
Q “I will get my target grade in Maths this year” 1 2 3 4 5 6
R “I know how to improve my work” 1 2 3 4 5 6
S “I don’t need to do well in Maths GCSE” 1 2 3 4 5 6
T “In Maths we do lots of different activities” 1 2 3 4 5 6
U “My teacher makes learning Maths interesting” 1 2 3 4 5 6
V “I will learn a lot from my prelim/ mock exams” 1 2 3 4 5 6
The best thing about Maths is…
One thing that would really help me to be more successful in learning Maths in class this
year would be…
Thank you, please return this completed form to your teacher
Angela Phillips H810 ECA
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Appendix 3 – Queensbury School’s current lesson planning proforma
Lesson Teaching group:
Objective/grade: Challenge objective: EDCC:
Entry/ Starter
Main Student Learning Activities Differentiation Activities to check progress
Homework
Resources
Angela Phillips H810 ECA
Page 28 of 32
Appendix 4 – Queensbury School’s current lesson planning proforma
Lesson Teaching group:
Objective/grade: Challenge objective: EDCC:
Entry/ Starter
Main Student Learning Activities Differentiation/Accessibility Activities to check progress
Homework
Resources (including any revised resources for accessibility)
Accessibility and effective pedagogy considerations for any technologies used
Angela Phillips H810 ECA
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