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Results of work done
Early indications suggest that few primary schools use Skype as a tool for
learning, but that those who have participated in this project have seen the
benefit from the children’s point of view. Trainee teachers have commented
that Skype brings the school classroom into the University classroom and
therefore has made sessions more relevant and effective.
A manual of how to use Skype in the primary classroom has been developed
jointly between academics, primary teachers and learning technologists
to chart the possibilities for using Skype to develop the learning of trainee
teachers and learners in local partnership schools. All professionals involved
have reported on how this has changed the nature of teaching and learning,
whatever the age of the learner.
Conclusion
Implementation of the technologies has been bottom-up, organic and
learner-led, with some developments completely unforeseen by the project
team. The Skype pedagogies have developed in a sustainable and viral way
at very limited costs to the schools and Universities involved.
References
Beetham, H., McGill, L., Littlejohn, A., (2009). Thriving in the 21st century: Learning Literacies for
the Digital Age (LLiDA project), [Online]. HEFCE, (2009). Responding to Learners: Overview. [Online].
Pratt, N., (2008) Multi-point e-conferencing with initial teacher training students in England: Pitfalls and
potential. Teacher and Teacher Education, [Online]. 24(6), pp 1476-1486
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