Nintendo DS in the class - Whats good beginning to look like?

Yesterday Oakdale Junior were featured in the Wanstead and Woodford Guardian, with a good write up about their DS project, the only exaggeration was that the school was the first in England to use the DS, still this was not as over inflated as their tabloid big brother.Last week, 'The Sun' ( a reputable news source I know) reported erroneously that Oakdale was the first in the UK to use the DS as a Learning device.


Well regular readers will know that they were not first in the UK, but first in borough. We wanted to experiment with the DS following Derek Robertson's enthusiastic talk on them @ Teachmeet back in January. Have a look at the footage that Nic shot on his phone, if you haven't seen it already.

Derek has been doing great and exciting things with games and consoles in Scotland for quite some time, so we certainly were not the first.


Oakdale were chosen to run a project with the kit this term after all schools were given the opportunity to bid for an innovation project, involving either Robosapiens, Asus machines, visualisers and of course our one prized set of Nintendos. The school was chosen because their bid proved that they would be outcome focused and that they would ensure that their findings were sharable.

I had envisaged that the school would follow the model laid down by LTS, in that one school would use the device regularly on a daily basis. They would be tested both before, during and after the project. Their results in mental maths would be compared to a control class and a class that was using just brain gym. They didn't follow that model. But more on this later.

While we waited for the devices to be shipped earlier this year, a time of national DS shortage, I looked at various projects involving DS and drew a few conclusions and questions, these are cobbled together below:


Just because its a console it doesn't immediately make it motivating or fun- Its that age old lesson of it's not the technology its the teacher and what he or she does with it again, but I have seen kids with a console in font of them looking thoroughly bored.

However motivation is the key- and this is what we as educators need to build on and reflect upon when we think about gaming- what is the motivating factor? I believe it is as simple as challenge and competition. The reason I keep coming back to the very noneducational Sonic Rush is to get to the next level and increase my score. Why do kids enjoy brain training- its because they enjoy the competition, they like to compete against themselves to reduce their brain age and if we're honest they want to know how they stand in comparison to others in the class.

Why use DS for a task that pencil and paper or an IWB will replicate faster - if you use Pictochat to send sums or messages- you can not easily edit these as a class or look at how to solve them together. This may be a whizzy thing to do, but actually it adds nothing to Maths learning

As with any resource organisation is key, you need enough to go round and you need system for giving out the consoles, charging them and securely storing them needs to be clear.

Usage time needs to be sensible- the device should not replace the Maths lesson and is perhaps best at home as an oral mental starter or during the registration period.

Projects need to be outcome focused, we are subject to outside onlookers such as parents and other advisory colleague. If we are to prove that consoles and gaming have any benefit, then we need to scrutinise and reflect upon what learners are doing with these devices and think carefully about how and why we are going to use them and why. As with any piece of kit, it is easy to buy a load and then think later about why you bought them. That said there will be other outcomes and new uses that you might not expect .

____________________________________________________________________

Back to Oakdale

The Friday before the ICT conference I visited the school to see how they were using the Nintendo DS. I had heard that all children were using these and though perhaps this was not how I had seen the project I was still excited to see what was going on.

Sometimes in this role you watch a lesson, or visit somewhere and you get that excitement that something amazing is going on and this was such a visit, i wasn't prepared for the high level of enthusiasm and stringent organisation of the project I saw.

I went in to the end of a Year Four Lesson where children had just finished using the Brain Training application.

I asked some of the children what they had been doing and tried to live blog what they were saying, though it was hard to stay focused with such excitement all around:

• We done brain age check and I was 80, then I got to 70 but now I am 37
• I think Nintendo is very good because now I am getting a smaller brain age
• The brain age thing is helping me learn
• All of them lot their brain is 36
  

I asked what are your favourite games, i was surprised that many of them said Brain Training, even after further grilling from me. Though one girl was convinced that her mum liked her playing Cooking Mama 2, as it helped her become a better cook.

I chatted to the teacher in Year four, who told me how engaged all her pupils had been in using the device, and that this was not dependent on ability and furthermore this had turned some underachievers onto maths. It wasn't strictly teaching the children times tables, but they were going home and learning their times tables, so that when they came back to school they could use that knowledge to beat their score. She has then noticed that this was having an impact on their recall of multiplication facts outside of DS use.

I have been nagging them since September to learn their tables, this has given them the motivation to do just that.

Other interesting observations from the teacher was that children were keen to extraordinarily keen to complete the reading aloud tasks on Brain training, despite the complexity and dull nature of these texts. Some of the more reluctant readers in the class want to read these texts too!

Following my visit to Year 4 , I went to watch Dawn's lesson in Year 6. It was the end of SATS week, but the class were still full of energy and perfectly on-task. A number of things struck me as I watched at the back. Firstly the teacher knew her device and the game and as the class did their brain age assessment, she too mucked in and tested her own brain. Thus throwing on its head the Prensky digital immigrants natives thing, that has been so helpful in affirming some teachers in their stance of technological ignorance. The class begun together with Dawn asking who can see Dr Kawashima, and telling children to ignore some of the seemingly pointless wittering he offers. I also noticed how well the consoles were organised both in this class and across the school. Friday was charging day and all machines were going to be collected in ready for next week. It also takes some organising to get all of the large junior schools children at least three allotted slots with the DS each week.

Once the children had moved passed Dr Kawashima's opening speech they were off and the class was in silence. There was a buzz in the room that I can't explain, and then after a while children started smiling and putting down their machines. They then moved to the teachers desk where they recorded their brain age on a class paper tracker. There were a number of quite cries of yeahs across the room as some children, teacher and TA saw their brain age decrease.

And that was it, it only lasted about 20 minutes and the children then moved onto their next lesson. The use of the console did not replace or take over the whole of the Maths lesson, thus it did not interfere with day to day work. It also sent a message of balance to the children they did not need to be spending large amounts of time involved in gaming, a message clearly echoed in Byron's report.

I chatted to some of the children and their thoughts are here:

• We've been doing daily training- my score is 38
  

• It challenges you to get a better brain age- coz you have to time limits- its good to beat your score

• It helps in your multiplication work

• We have been playing with them and some of it has been hard and some very easy I found the connect maze hard.

• I play brain training at home and it helps your brain power- it sort of works up your brain and helps you with your mental maths

• I know we have to give these back but we'd like to keep these to help us get stronger at maths

I think the reason that the Nintendo project is working so well here is down to a number of factors, but mainly because of all of the organisation, hard work and inspiration from the ICT coordinator. Also the school as a whole have embraced this project and most staff, the head and parents appear to be on-board.

Dawn has her criticisms and frustrations with Nintendo, notably the annoying nature of Dr Kawishma's comments and the difficulty in recording data for a large number of children. But she is in contact with Nintedno, so who knows.

Visualers- get them out of the closet (or cupboard)

Some schools have been slow in their adoption of visualisers and in many settings the visualiser is most at home in the cupboard. This is a shame, as it can offer a lot to the teacher and learner. At best it can allow the whole class to see a piece of writing, which can be jointly edited and celebrated. All this without the need for scanning or typing up on the IWB.

My other favourite use of the visualiser is making the small book into a big book! This is so simple and so under utilised. You just stick the small paperback, library size story text or science textbook under the visualiser and instantly everyone can see what your talking about.

When plugged in via USB to the computer and linked to SMART, Movie Maker or the supplied screen capture application, then the kit becomes even more versatile. I can then capture pages from books, this works best with multi-modal work, where the image is as important as the text. These can then be annotated over and/ or used in a notebook presentation or in activities such as sound spotting, i.e placing sound files over different areas of an image of people or animals, which when clicked on will reveal what they're thinking. This can be another form of capturing a brain storm.

Recently I worked with a school where teachers were working on plants and growing cress seeds. We used Smart notebook to take a picture of the seeds from seed to germination to green shoots.These images were then available for the children to sequence on screen as an electronic plant diary, they could also see very clearly the stages of growth, without some manes of capture the stages leading up to fully grown would have been forgotten or difficult to recall. Of course we could have left the visualiser running over a few days to capture a movie of the seeds growing. I have done this before with the digital microcope but this software resizes the screen and then restricts you working on other applications.


The Visualiser Forum
This organisation has been set to help promote the effective use of visualiser technology in schools. They are keen to lobby for more funding for visualisers in school and to identify and share examples of good practice. If you want more information on using a visualiser then you can contact Dave 'Mr Visualiser' Smith from Havering who is the chairman of the forum, a teacher and a keen collecter of visualisers, he is rumoured to have over 7 in his garage!

Visit the Visualiser forum today and stick it in your reader/igoogle page for ideas, inspiration and all things visualisery

Ewan won a visualiser at the raffle at Teachemeet and wants to give it to a good home.

Yesterday Ewan wrote on his blog:

And the best suggestion on how to use it over the next week will get one. On my continuing posts from last week's adventures, I must let you know about something I won.

I never win anything, so I was quite excited to win one of the new generation of visualisers at the TeachMeetcharity raffle, courtesy of the Visualiser Forum, represented by Dave Smith. You know, the ones you see in lecture halls and being used by Edward de Bono during his talks.
Basically, though, it's sitting in London, waiting for a home with someone who would use it far more frequently and far better than I would. I want to give it away.

To know who would use it best, I'd like to open up the opportunity to my blog reading colleagues in the UK (simply for ease of getting hold of the thing) to write a quick comment on this post telling me how on earth you would put this visualiser to use in your context. Feel free to email the blog post address to colleagues and put in a group effort, on several different comments. The best one - for me - wins.

If you want some ideas you might want to check out the new Visualiser Forum blog, a community blog pulling together ideas from kinds of disciplines and levels. Currently, the large pristine box is sitting in an office just off London's Central Line and, ideally, you would be able to pick it up from there. In the meantime, tell me what you would do with this.

We wait to see who will be picking it up, but on a check this morning there were 5 comments on the blog.

Visit Ewan's blog and read some of the desperate pleas to take the kits away, there are some really good ideas, but you might have a better one!

Lets Fight it Together

Last week Karl Hopwood from Childnet left a number of resources on Esafety with us, following his talk @ the Redbridge ICT conference. I have just looked at the 'Let's Fight it Together' film from Digizen/DCSF/Childnet. I have to say I think it is very good and seems to reflect in part some of the incidents I saw @ Key Stage 2 when I had my own class. It is a well made and well acted film with no hint of sensationalism. Furthermore the focus here is on the feelings of the children involved and the technology is neutral.

Though the film is intended for Key Stage 3 and has accompanying KS3 lesson plans. The sleeve notes do say that it could be used in Year 5 and 6. I think the only worry I would have about using this in upper Key Stage 2 is the inclusion of one four letter word on the screen shot of the hate site that the boy's "friends" have made. Though as the message is put across so well in this film, I think I'd overlook this word, though I am sure some of my children wouldn't.

The DVD and website also have a set of video clips showing the perspectives of the teacher, parent and bully, alongside some poignant questions for your class to discuss. I wish I'd had this resource when I was teaching Year 6.

Teachmeet - the dust has settled

Thank you to all of you that attended TeachmeetNEL on Monday, it was an inspiring and exciting evening, but above all:

"Butlins for geeks”

This is the second time I have written this blogpost,as it seemed to have spirited away earlier today, not sure how that happened!

Teachmeet- Thoughts
For me some of the best parts of the evening, were perhaps the most unusual and unexpected presentations,notably Daniel's presentation on his work with China and
Sarah Hackett's talk on using Moodle to teach the fiddle.
During the evening there were lots of good links and ideas and here are just a few:

whatworkswell- the place where teaching practitioners can share real studies which have improved learning and teaching.
animoto.com- often blogged and used by yours truly - a great place for creating MTV style videos
Terry Freedman and his 'Coming of Age' Web 2.0 book
Tom Whitehead and his excellent work on Animals into art
Nicholas Hughes and his wonderful Robosapiens














Steve Sidaway- using TXTTOOLS
Marguerite.Heath and the Gogivers website - lots of free tools to use in primary- it is free, but please kill that annoying music.
The Visualiser Forum- watch Dave Smith tell how good these are on Teachers TV and learn how they can be used in the classroom

Richard Millwood and his analysis of delight- it seemed easier for pupils to define delight tahn their teachers - if you need to know more about delight then read John Heron's book
, though not sure which book it was that Richard was atlking about.

I was interested by the datalogging work done in Tower Hamlets and available via the LGFL- I had not seen data- logging done on Google Earth before, very interesting and his presentation did not do justice to such exciting work.

Peter Sadler- the man who gave us both booze and an insight into how Honeycomb tools has been used with Key Stage 1 - Isobale's work looked fantastic- looking forward to using this in Redbridge

John Dabbro from the New Rush Hall - some excellent work being doen for BECTA on using ICT in an EBD context

Doctor Who- Trailer Maker- you can use this in Year Four you know

Groups on Flickr- thanks to Ewan for these
My Story- about people taking a photograph and then creating a story to explain the picture
Photo a day for schools- take a photo every day of what you are doing in school and share it around the world with other schools as they take a photo too
I ate this- great to see the rubbish that people eat every day!
Classroom displays- of course- would have been great to have had Linda here to share it herself!

Other Tools
Voice thread- a great tool allowing you to combine voice and images to tell storys
Slideshare- a great tool for uploading poerpoints

If you missed any of these, or indeed you couldn't make the event or the Flash Meeting, then relive most of the experience on the Flashmeeting page here.

Feedback from the evening
In order to run the evening again, I need to gain as much feedback as I can, both +ve and -ve. If you were there, then please leave a comment and this will help us plan to run a similar event next year.

Feedback left on the Wikki

Thanks Anthony, Dave, team and of course the master of ceremonies Ewan, it was a super informative fun evening.. worth staying in London for :-) .. use the tag teachmeetnel to search flikr for pictures
Tricia Neal

Thank you all so much for coming last night it was a great night, with fantastic presenters, generous sponsors, money raised for charity and most of all innovative ict shared and new ideas spread... I once saw a sticker on the back of a car that said 'competition works' - well, i would like the 'unbadge' that states that 'collaboration works' - well done to all involved, especially my counterpart anthony evans who worked so hard to bring it to fruition (at a time when his wife is expecting a 3rd little evans) - best wishes to all...

Dave Smith ICT Consultant

John Hackett - Director "Learning Landscape for Schools" A Safe social network for schools. This was my first teechmeet - I mainly lurked in the background then helped out with the very last presentation on teaching folk fiddle via Moodle (see no 9 above). Good fun. Please feel free to take a look at my LL4Schools site - there is also a FREE, teachers' version with open registration at http://www.ll4education.co.uk using the same software but without the e-safety features. Perhaps I'll present at some future event.

Email Feedback

Hi Anthony - Just a quickie to say a big thank you to you and your
colleagues for organising such a great event last night. I really came
away uplifted and inspired, and with loads of great new ideas. I think
the format was spot on and there was a great feeling of collegiate
support.

This was one of the best and most effective events I have attended in
Redbridge for years, and I hope we can have more of them.

Well done and a big thank-you.

John Dabbro- New Rush Hall


Textual Feedback

Really liked tom's poetry project. Great to see a simple concept developed into a refined format.

Ian Usher Sorry I couldn't be there, getting across London was too much that late in the day. The FlashMeeting is/was good tho!

Get the year 8 girl who did the presentation earlier to do hers again. It was only 3 or 4 minutes and was great

Redbridge Conference Live Blog

Just introdcued Ewan - hope it went ok-

Ewan is critiquing our rather dire feedbcak form -

Ewan is interested in how we connect people - the coffee break is always the best part of a conference.

Why would I start writing by playing a computer game-said one teacher.

What did you get out of BETT this year - said two cynical teachers @ Bett- only talked about freebies- in BETT you can collect 3kg of paper.- A lot of paper but ntothing learned.

New Book- here comes everybody- the thoughts are from this book-

Tanya Byron- quote- the technology that is not transformative it is school and the pedagogy
Clay Shirky- tools do not get socially interesting until they get technologically boring.

Blogging is common place now - they are used to it now- you find it in the mail- ordinary tools - extraordinary tools.

HSBC and Facebook- for students it is bread and butter - for most people 35 + facebook is an oddity - wheras for undergarduiates it is normal - Facebook group organised protest against charges- an ordinary tool that had extraordinary tool.

What we call intuitive- we often mean familiar- Esther Dyson

My Space is the 3rd biggest country in the world.

Audience- the right audience- example of girls Beebo page - school trip most kids on Neil Winton's trip did not blog on the conventional school blog but instead they did this via Beebo Page.- The writing such as 'words can not desribe this experience' the rwiting here is far more comfortable for the pupils.

Not talking about using the online space like Beebo for learning- but rather learning from these- it is no point just putting a VLE there and expecting them to use these.

Real community is when people spend longer on the sites and interact- the key to it was creating a short url edubuzz.org--- Parents were interested in what was happening in theri kids classes.

Not about huge audiences but the right- approprite even niche audience

Armchair psychology- 9 month daughter -Catriona- loved dancing to Elvis- until Ewan spotted her - audience is important even at this age.

Kid created a blog to help her with creative writing- her writing got longer - a response to Ian Rankin- Gone from grade 3 to a grade 1 - she was riting little and often and getting feedback from people- some strangers and some teachers who were invited to do this for her work.

wii wiimote head tracking- stretched to phd - a great many video responses

Dont buy an IWB- buy a wiimote!!- dont tell Steljes- many companies want the guy to come and work with him- ---- its Johnny lee



Qualifications mean nothing these days- your blog and your Youtube video


Motivation- it allows the barely motivated to give a damn- Beebo boomers- what are they then?
Like baby boomer- who made a difference in the 60s- the Beebo boomers

Edinbourgh Kids- set up students againts closure of their schools. - Used discussion boards to publicise SAC - students against closure- pushed this out through pictures

The facebook group that the teachers had did not have any idea that the Beebo group existed

If theres one lesson in all this it is talk to your kids

roblog.com

Flickr fly- tool - a new tool to me - what does it do?- look on flickr for flickr fly tagged pcitures- very cool- Geography can be very copy and paste but Flickr fly allows you to get a sense of scale .

Much better to have this on IWB than a flat powerpoint

Note to Primary Team - we need to do some work on Google earth and move beyond the zooming in on Ilford!!

BBC world are exploiting this technology

Mashing up Flcikr - google earth and blogs

The trick to new technology - is to use tools which are familair and mix them togther

Community walk is the mach up to use

3rd Point

How many friends do you really have?

Some Redbridge Teachers have upto 91 friends- some have
Without facebook how many friend would you have?

Roman Legion - says you could only have 8 friends- grouped into 8s - they'll be loyal to each other. Made up of 8s or tens - you only need to know 8 people to get an

Ewans's best friends wheel - the teachers in the image are the least connected- top right hand corner of friends wheel.

Dunbars law only has 100 people - you can coordinate 100 people

What would Redbridge friends wheel look like?- a possible research factor for my paternity leave

Dina Blond?

Factors in Socail Networking

Persistence- - everything - google facebook
searchability- everything is miscelniou
eg- Flcikr - just search for angst- great starters for discussion even in primary - why has the image of the dog been tagged with love- explore the tags

Tgas are powerful

Our children with digital breadcrumbs - set from their parents

Replicability
we encourage copy and paste
technicaly easy:jumpcut
legally allowed

Jumpcut- challenge- eg Addidas want customers to remix the video- isnt this just like Doctor Who trailer maker - but with mor customising. And this is all legally allowed

Ewan used Flickr to search for a tube station

Invisible audiences
There are people who leave comments and then those who do not engage- they are the invisible audience- "the former audince"- the consumers.

Some schools are nervous about anyone leaving comments on blogs

Cell Phones- so many are thrown away every day
2.5 billion phone users in the world- 60 per cent are in developing conutries

In India- kids are using phones for internet access

Anything that happens in Asia happens here- eg 3g dongles allows you/kids to get internet access

Twitter was used in the Chinese Earthquake and in the cyclone- it is a constant flow of information.

The BBC is relying on Twitter for its news feeds

Connecting strangers for worthwhile causes

FOF- friends of a friend- use dodgeball a site for connecting and dating

Flashmob - a protest - what made it work - shared awareness

you need to have rules- venue - rules that were short enough to txt message

There has to be a win in a Flashmob- not just a water fight like in Millenium Gradnes

What about Shared awareness in classroom- AFL -about - Participation Culture- Active Learning- when the teacher retro plans and responds to the learner- depends on what is public and what is private - your faces:
Power clothes for school - get into your normal clothes
No it is more comples as there are so many online identys- a plethora of grey issues:
Spaces- Secret spaces- on mobile- but if on Twitter the messafe is not private
Group psaces- Beebo/My Space- open spaces- can be a performing space
Public Spaces-blogs
Participation spaces - no particaption today
Watching Spacses- like today in Ewans talk

Alternate reality games- like Africa@home- most people talking part are not in school

Ewmerging technologies

Katie Mellulah- song - feedback is hard- scinec journalist took issue with her lyric- 12 billion ligt years from the edge- she had to redraft her work.

Music is surely about the process not the end product- project based learning aloows kids to do well in their learning.

Rate my mates- kids commenting on other kids learning- you could work between schools.- The thing they found difficult was working with a group and the technology. But they loved the learning and the feedback.

How many levels in Kawishma- limitless

71% of gamers are married

Nintendogs - Primary kids in Scotland - the top dogs in the school were the ones who'd played the game before.- Some boys were running a business - selling dogs - allowing these kids in Key Stage 1 to learn such a large number - these kids are aged 6.

Myst- kids come up with extraordinary writing

And what about Mission Maker

5th Point- we are all below- average- don't feel behind the times - only 0.2 % of Flickr users actually contribute to Flickr. Most people only put up one photo - but Flickr needs these people. Its about small doable actions- I need this lesson for Primary ICT.

What simple tools can you use in your classroom without killing yourself/
How do you create shared awareness?- how can you mash technology into this?
What changes woudl you make to create small passionate groups in your classroom?

Coudl you get kids to use these tools - to create their own twist on local are or other geography/science/histor project.

That image again
Dont think try


Karl Hopwood- Becta Childnet Ceops

Risks and benefits- hes not all for banning the internet- - internet can be seen as evil - we are constantly battling demonisation-

Bad internet youtube:










A lot of people will say the net is to blame for child sex offence- it is not it is the criminals that have been doing this beforehand.

What are children doing online?
Downloading- kids using limeware to purchase music and films and sell these

It is not about banning the technology but rather about empowering children- kids will do and say all sorts of stuff online that they would not do anywhere else

Parents are not always aware of what their kids are doing online?

Baffled by technology- we cant get to grips with it all

One of the most powerful things that Karl did was he got secondary school kids to come and INSET primary colleagues. They were saying we have to listen to children. We think we know what children do online. We always say to young girls about uploading persoanl info online- but rsearch shows that most cases were kids are at risk happens when kids actually meet up with strangers- we should be talking about what is a sesnible online conversation.

Karl's maxim- if it is not acceptable in real world it is not acceptable online.

Kids in Belgium are mad for Skype

Oh no forgot to hit record on the podcast for Karl Hopwood!!

When Karl talks to parents - eg primary school parents - think their kids are not using a socially networking site- lets not pretend its not happening

Byron says schools approach is neither coherent, comprehensive or consistent.

Many heads can abdicate responsibility because they don't see it happening in the school building and because social networks require you to be 13 or over- but of course kids do not abide by this rule!

I am curious about harm and safety - as so far Karl has yet to define what he means by this ?

Beebo think there are hardly any primary school kids on their network

35-40% in Karl's school had networks

Karl is encouraging kids to set everything to private - story told of child who left their personal address on theri profile- including postcode.

X factor Emily - could be used as an example on sensible use of socail networking

Karl created an analogue session where he asked them to create an online profile on cardboard sandwich boards, they were then told these would be pasted up in town. Would they want everyone to see this ?

EU project on gaming - looking at how we can use games to help children

Gaming is a good thing in moderation- Karl's personal experience of his son- who found a friend online who stated similar interest and ages - kids are not always life wise despite being web savvy.

Did he just say that LGFL have an island in Second life?

Here comes the harm - virual paedophile rings on Second Life - Wonderland- virtual crime has real victims





Proxy by pass issues - huge in the southwest- currently a debate about how kids are using these sites- by forcing kids to use proxy bypass sites they are then open to other sites like gambling and porn.

In Scandanavia filtering is less rigid

What are the risks?
Information overload- excellent point!
Poor or inappropriate material
Potential for online bullying
Addiction
Contact with unsuitable people

Teachers sites on Beebo - hate sites - would you think it was ok for your kids to make posters about you and place them all over town.

An effective AUP has clear and consitent consequences - so if hate sites are posted by kids they will then get into trouble!!

Police will tell you that most kids who get into trouble are those vulnerable kids who have no conduit with their parents.

All about Explorers.com- a great spoof site - just like Dog Island

Guess who scenario- Karl got old codger into wendy house and he answered their questions via whiteboard - they were trying to make them realise that you don't know who you are talking to and here comes a video:





Byron says:

In good schools all staff will have a role with regards to ESafety - very true!!


Section 4b of the SEF now talks about how you keep children safe online- OFSTED has been told by Byron review that they need to collate responses.

Esafety document form Becta is being revamped this year

Resources:
Thinkyouknow
Cybercafe- there is a section on there about how to create an online safe profile
Lets fight togther free from DCFS - can be used with Year 6-
Publicity for parents
Teachtoday making sense of technology
Netsmartz -american version of CEOP
AND OF COURSE:

Doctor Who Trailer Maker again

You will remember I recently blogged about the Trailer maker from the Doctor Who website, well it is now live.

You can not currently embed in a blog, but if you follow the link below, you can view my first attempt at using what I think is a fantastic tool.

ICT and Doctor Who together - fantastic

http://www.bbc.co.uk/doctorwho/trailermaker/view/7frhsd