Schola Europaea European School Brussels II

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68 PANORAMA SOME PRACTICES It is against this background that we have tried to extend and develop the use of technology to support and develop learning within the primary school in the European School of Brussels II. Alongside and integral to this background, individual initiatives and projects have depended on the use of technology within TO EVOLVE AND DEVELOP ICT PRACTICE IN A SCHOOL One of the most important factors in the development of ICT in the current situation is the strong support and leadership of the school management team. This is a key factor in the progress that has been made in the acquisition and use of equipment – not only on the academic side, but also in improving school administration and communication, both internal and external. This leadership is a crucial factor, but without a system of effective technical support staff who also have an important advisory role, this leadership would not have the impact desired. the school. E-twinning has opened the school community to the wider world and has allowed communication and comparative studies between schools. The continuing development of the school website has promoted a more open access to information for parents and encourages contacts between school and the wider world. The writing and production of a school newspaper (‘Eurokids’) has required children and staff to develop and extend their use of computers and demonstrated to their readership the inherent possibilities of technology. This has included the use of voice recordings, digital film making and animations that have been put on the school website in a digital version of the most recent newspapers. The third link in this chain is staff expertise. The importance of the knowledge, experience and ability in this area of the teaching staff cannot be ignored. They bring a wide background of experience of software and hardware and ultimately it is they who are, with the children, the end users of the resources. The knock-on effect of this classroom-based work is that the ICT curriculum has evolved into one which is rich both in its variety and its complexity. The wealth of knowledge and training brought by teachers to the European schools has resulted in the scaling of new
frontiers, further enhanced by in-house training in areas such as: The creation and use of school websites (TYPO3); Creation, use and maintenance of blogs (both in classrooms and during educational visits); Animation (use of digital cameras and software such as Movie Maker); Educational Learning Environments such as Studywiz. This team of management, technicians and teaching staff together through consultation and discussion is able to effectively plan PROJECTS: STUDYWIZ AND NETBOOKS Projects that are being undertaken currently in the primary school can be divided into two groups: 1) Use of technology as an integral part of work within classes. This includes use of the smartboard, the development of the use of the computer room, the mobile classroom, the use of existing computers within classrooms and the Netbook project. 2) The development of technology as a tool for students and teachers to manage individualised learning programmes – i.e. Studywiz. The Netbook Project began with a group of students in the last month of school during the previous school year. The successful acquisition and use of ICT in this class convinced the teacher and school management to embark on the project. and use the funds available. The continued investment in maintaining good quality, modern and up-to-date equipment is vital for the continued progress and the long term aim of extending the use of ICT in the school. However, the distribution and use of 20 computers to the same number of students has been a considerable challenge and a radical change to the traditional paradigm of the use of technology: the teacher and students no longer go to the computer room. Instead, the classroom has become home to computers that the students withdraw every day from the trolley where they have been left to charge overnight. Other teachers and their classes also have access to these computers. This access has been made available to them through workshops, enabling them to learn how to use various programs such as Studywiz. The classroom has jumped firmly from the twentieth to the twenty-first century. Initially it was necessary to overcome some obstacles and this has been a learning curve for both teacher and technicians concerning PANORAMA 69
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1/2010 N° 234 ALICANTE BERGEN N.H.
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2 PANORAMA "SAME PROCEDURE AS EVERY
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4 EDITORIAL BY RICHARD GALVIN, DIRE
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6 VORWORT VON RICHARD GALVIN, DIREK
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8 EDITORIAL PAR RICHARD GALVIN, DIR
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10 PANORAMA
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12 PANORAMA ICT IN ADMINISTRATION:
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14 PANORAMA NEW TECHNOLOGY TRENDS F
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16 Alison Yun is a teacher in the p
Page 20 and 21: 18 PANORAMA Should all children be
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Page 26 and 27: 24 PANORAMA Digital Camera - images
Page 28 and 29: 26 Richard Mann is a geography teac
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Page 40 and 41: 38 THE IMPACT OF INTERACTIVE WHITE
Page 42 and 43: 40 PANORAMA INTRODUCTION January is
Page 44 and 45: 42 PANORAMA creation tools for use
Page 46 and 47: 44 abc PANORAMA Stage 3: teachers u
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Page 50 and 51: 48 PANORAMA References: Armstrong,
Page 52 and 53: 50 Roger Blamire is Senior Manager
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Page 58 and 59: 56 Tom Claes is a primary teacher a
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Page 62 and 63: 60 PANORAMA HOW TO USE ICT IN YOUR
Page 64 and 65: 62 PANORAMA APPEAL: In the European
Page 66 and 67: 64 Annick Fauconnier est enseignant
Page 68 and 69: 66 Jose Fragoso is a teacher, ICT c
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Page 74 and 75: 72 PANORAMA CREATING MP3 FILES TO E
Page 76 and 77: 74 PANORAMA to do is to fire up you
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Page 88 and 89: 86 Samantha Malmbergs is a primary
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Page 98 and 99: 96 Jean-Pierre Coppens est Biblioth
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120 PANORAMA du gaélique, langue m
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122 PANORAMA
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124 “CAN A DIGITAL VISUALISER HEL
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126 PANORAMA In my own context the
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128 PANORAMA In this series of imag
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130 PANORAMA Teachers can also demo
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132 EASY COMMUNICATION IN THE CLOUD
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134 PANORAMA Since every room in sc
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136 PANORAMA EASY COMMUNICATION IN
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138 Charles Nihoul est professeur d
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140 PANORAMA INFOGRAPH’ART ? Le c
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142 PANORAMA Décoration de bus d
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LA FORMATION ON-LINE DES ENSEIGNANT
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148 PANORAMA le jour après des ren
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150 COMPUTER-ASSISTED TEACHING AND
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152 PANORAMA presentation of inform
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154 PANORAMA The objectives set for
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156 PANORAMA The European Schools h
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158 PANORAMA PROPOSALS TO THE SCHOO
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Schola Europaea European School Brussels II

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