Google Earth was presented by both Russel Tarr and myself, in Toulouse. I focused on the 'What is Google Earth?' and 'How do I ...?' questions, where as Russel focused upon the application of Google Earth in History Education...
Using Google Earth in the History Classroom ( Russel Tarr): Three things that Google Earth can do to enhance history: All of the following, along with dozens of other examples, can be downloaded directly from http://www.activehistory.co.uk/google-earth (currently containing 124 resources, many more to follow this week!)...
Instant or more-or-less instant history (Lance Price): The publication of The Spin Doctor’s Diary is September of last year caused a minor storm in Whitehall. I was told it had provoked “apoplexy” in the Cabinet Office and I know that many people in No.10 believe it should never have been published while Tony Blair was still Prime Minister...
The serialisation in The Mail on Sunday, not surprisingly, fuelled the flames.
Not least because they decided, without informing me, to publish those parts of
the Diary that I had agreed to alter at the request of the Cabinet Office prior
to publication. Among the more controversial stories were that the Prime
Minister had “relished” first sending British troops into action in Iraq back in 1999; that he had cursed the “fucking Welsh” over the first Assembly elections and that he had apparently promised Rupert Murdoch not to change policy towards Europe without speaking to him first.
The House of Commons Select Committee on Public Administration will report shortly on the whole business of whether and if so when it is acceptable for former civil servants to publish diaries. And the North Wales Police are still investigating whether Tony Blair committed and offence under the Public Order Act with his choice words about the Welsh.
I will confine my remarks to the business of engaging in instant or more-or-less instant history in the way that I have, although I’m happy to answer questions on the Welsh or anything else.
One of the questions I asked the Select Committee to consider when I gave evidence to them was ‘Who Writes History?’. Should rules designed to protect legitimate rights to government confidentiality prevent anybody other than ministers and Prime Ministers from setting out their experiences shortly after leaving the corridors of power?
Because when I first submitted the manuscript of my diary to the Cabinet Office the then Cabinet Secretary, Sir Andrew Turnbull, replied and not only refused consent to publish but also said he found books like mine “totally unacceptable”. I will try to explain why I believe he was wrong to come to that snap judgement and why future writers in my position deserve to be treated more fairly.
Teaching history and second language acquisition. (Franck Le Cars): "MAIS COMMENT PEUT-ON ETRE PERSAN?" -
MONTESQUIEU, Les Lettres persanes
‘Teaching history and second language acquisition.’
1. The French system of the “Sections Européennes”
• A new program
• The original ambitions
• A great success
• And new evolution
How can we explain such a success? 2. The teaching
• Language is used as a tool and not the main topic of the courses.
• I believe that there 3 steps in teaching History in a second language:
o Translation
o Transposition
o Transformation 3. The essential role of ITC and European project
• We are isolated
• We are limited
• We are curious
For students
• collaborative or autonomous work
• easy and flexible
• no stress with the second language
• exchange, production, distant researches and the building of collaborative work with a Wiki interface
Beyond the History Classroom (Simon Ross): The web is changing. The web is changing; we are now in the age of the ‘read write’ web or ‘web 2.0’. There is a shift in emphasis towards the web being an interactive space where knowledge is shared, argued over, and added to dialectically. Unlike the “information silos” of the past, the latest generation of web services, such as blogs, podcasts, and wikis, are built through collaboration and information sharing. In my presentation I tried to explain how my colleagues and I have been using these services to extend and improve their students’ learning of history...
How to develop interactive teaching & learning styles using an Interactive Whiteboard. (Roy Huggins): The following Seminar on IWBs was delivered at IST in Toulouse 2006 by Roy Huggins.
One of the questions posed by several delegates at the E-Help Conference in Toulouse is what is the role of ICT in the classroom? The main thrust of my seminar was that teachers need to move away from seeing IWBs and ICT as a teaching or presentation tool to using it as learning tool to engage learners through interactive teaching styles. Variety is the spice of life and every good teacher knows that you have to use a range of teaching and learning styles that appeal to the different learning strengths of your class. Interactive Whiteboards are an excellent medium for appealing to the visual, kinaesthetic and auditory learners to create memorable lessons that stick in their minds.
One of the first ideas that I showcased at the E-Help Conference was a simple snowballing starter exercise where the teacher uses the IWB to display the key words for the lessons. I asked the delegates to study the key words for two minutes and then use the curtain feature of SmartNotes to cover up the words. They then had to write down as many words as they could remember in two minutes. Once the time was up I then asked them to share their answers with their neighbour and try and add to their list of key words. This is a really nice warm up exercise to get a class discussing and sharing answers. I then again used the curtain feature to reveal the key words and ask them to either self assess or peer assess their answers - a nice opportunity for AFL...
Using Adobe Flash in the classroom: is it just ‘flash’ or can it be useful? (Johannes Ahrenfelt): Using Macromedia Flash in the classroom: is it just ‘flash’ or can it be useful?
My seminar is divided into four key sections:
What is Flash?
Why should it be used by teachers and how could we use it?
Why should it, and how can it be used by pupils?
What are the problems with Flash?
Using ICT to strengthen independent learning. (Neal Watkin):
The Rules of Engagement…
The Rationale for the presentation is that…
• ICT makes for good engagement. Engagement is essential for good learning
• ICT has the potential to promote independent learning
HOWEVER…
• Tasks have to be carefully constructed in order to create the correct circumstances
ICT is an essential tool in the modern classroom; it can engage pupils on a number of levels and make the job of the teacher considerably easier. However, the use of ICT does not necessarily ensure good learning. There could even be a situation where the class is quiet and engrossed in their computer/web-based activity, but getting no lasting benefit from the activity. All activities, ICT or not, should challenge pupils thinking at a high level and try to make them better learners.
It is impossible to separate engagement, from getting pupils to think at a high level and making them into independent learners - they are all linked. The aim of all three is to create an effective learning environment...
World class schools for the 21st Century. (Andy Schofield):
Essential Questions for the Future School
At the start of the millennium the Vision 2020 group of UK specialist school headteachers published One World: One School. The ideas in One World: One School were informed by conference discussion with specialist schools nationwide and had a significant impact on national education policy and practice.
The Futures Vision group within what is now the Specialist Schools and Academies Trust, in conjunction with a similar group of Australian educators, is re-visiting the questions still facing us, taking on board the many changes that have taken place worldwide in the last five years. The Futures Vision network exists to stimulate thinking amongst educators and policy makers through questioning current practice and by presenting thought-provoking calls for innovation from practitioners. We wish to engage in debate with all those in schools facing up to meeting the needs of young people in the 21st century...