Interesting news articles.......

During my degree, I undertook a research project which investigated potential links between video gaming habits and the academic achievements of boys at GCSE level. At the time, it was a subject close to my heart, having a son who was going through the GSCE process at the time. He, like many of his peers, spent (in my opinion as a concerned mother) an inordinate amount of time playing video games, the content of which could also have been considered questionable to some people. The research I uncovered, together with my own small amount of primary research threw up some interesting information, not least the fact that there appeared to be very little evidence which could be directly linked to underachievement, and that there were other factors which had far more effect on boys than were first assumed.

The research also found that playing video games, particularly those involving online collaboration and teamwork was helping boys to develop a range of organisational and communication skills, as well as increased spatial awareness and motor skills. These were not being recognised and harnessed by schools in the studies, and were not valued.

Writing this blog, and exploring the value of a diverse range of teaching tools has prompted me to start looking for further information on the benefits of gaming in education, and how the myths of causality between games and real life violence are being debunked. The latest article I have found is this one, written by clinical psychologist Christopher Ferguson which I will be adding to my library.

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Another interesting piece of news I cam across is this one about a new font - Dyslexie,which is supposed to make reading easier for people with dyslexia.

Source  - www.guardian.com

The font has been designed by a Dutch designer, Christian Boer, who has dyslexia himself. I find this fascinating, and would be interested to know if this font has been found to be successful. If any of my colleagues on the PCET course are reading this (Sarah? Dave?), I'd like to hear your thoughts? You can read the full article here.

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In the ever changing world of social media, no platform retains the top spot for too long, before a young pretender knocks them off their perch. Facebook has long been the king of social media with billions of users, but the frequency of user interaction has slowed dramatically in recent times, with photo sharing sites and instant messenger apps becoming far more prevalent, particularly amongst younger demographic groups. 

We have discussed the importance of using technology and social media to support effective learning in the modern world, during the ICT module, and how educators need to be aware of which social media platforms their learners are using. 

This article in the Guardian supports this, and highlights the importance of ensuring that when using social media in education, the correct channel for the target audience is selected. 

How technology has changed the way we learn

I have discussed how mobile technology has become embedded in the learning process in other posts on this blog. What I didn’t address is exactly how we now learn with the new technology.

The days of searching libraries for information, using typewriters, or even…..handwriting essays (the horror!) have long been superseded by the use of technology, much of which was unheard of until recently. The impact of mobile technology has further altered the educational paradigm, with the teacher moving away from the traditional position at the front of a bricks and mortar classroom to a more modern role as a facilitator of online lessons, or as the star of video tutorials. This shift has definitively changed the way we learn. The infographic shown below from Shift Learning summarises the changes rather well.

Source - www.shiftelearning.com

The main ways in which technology has changed the way we learn are:

Increased access to resources

Gone are the days of not knowing anything. Information is perpetually available online, covering any subject that can be imagined, and accessed by a few mouse clicks, or swipes of a screen. This sounds wonderful – doesn’t it? Like anything new, there are positives and negatives which need to be considered.

 The positive effect of this technology is that educators and students have access to a vastly increased bank of knowledge and information. They can conduct extensive research, collaborate and communicate in real time with others near and far, access information from around the globe instantly, and benefit from a diverse range of media delivery of information.

This instant access to information could be said to impede the development of investigative skills and the development of natural curiosity. With so much information so readily available, do we lose the ability to deduce and critically analyse what we are seeing and hearing online, and become dependent on technology to do the work for us? Information overload, and the need to be able to distinguish between appropriate and relevant information, particularly in HE are issues which need to be considered. I found an article written by Nicholas Carr entitled "Is Google making us stupid?", which explores this premise in more detail - it's an interesting read.

Erasing Physical Boundaries

Research on successful teaching and learning involving ICT identifies the importance of learning environments which facilitate meaningful learning experiences and help to build relationships between learners and learners, learners and educators, and learners and the content itself  (McConnell, 2005). These environments may be physical or virtual, and technology has had a massive effect on both.

Technology now allows once insurmountable physical boundaries to be overcome with increasing ease. Remote study, be it at home, or on another campus is now possible, with the learner and educator able to communicate via a range of methods, asynchronously or in real time. Educators can use VLEs, video and picture sharing channels, podcasts, blogs, and social media sites to upload information and assignments which the student can download. Laurillard (2005) describes how:

 "the learning experience can be culturally, intellectually, socially, and practically enhanced if the learning environment is planned and designed to utilise these powerful tools appropriately."

Here in the UK, many HE institutions have been quick to recognise the value of virtual environments for learners and educators. Browne et al. (2006) reported  that 95% of HE institutions in the UK were using used a learning management system, such as Blackboard or Moodle to deliver learning resources and administrative information, as well as to mark assignments and provide feedback as far back as 2005.

The natural extension of this is the online school / college, where everything is delivered online. The obvious example is the Open University, but I found another example of this here in Wales – Interhigh, an online secondary school. These types of institution are not bound by the number of learners a room can hold, and can reach any number of learners across a wide area. I’ve embedded the video from their website below.

Massive open online courses (MOOCS) such as FutureLearn, the flipped classroom, and even virtual worlds are ideas which could be considered to have evolved from technology erasing physical boundaries. These concepts have huge potential to radically change how learners learn, and present educators with a whole new set of challenges with which to grapple.

Changing Communication Rules

The written medium is no longer the accepted norm for communication. Nowadays, a Facebook “like” or a retweet are used to show approval or agreement with someone, and the concept of letters is considered a quaint and old fashioned one, used mainly by the older generation. Most people now use electronic communication, such as texting, with the younger generation developing their own abridged version of the language, supported by emoticons and symbols. Many experts feel that this is to the detriment of what they call “proper” spelling, grammar, and speech – the harsh reality is that this trend shows no sign of slowing down, never mind reversing, and educators will have to keep up with trends in order to keep up with their students. 

On the positive side, electronic communication is instant and allows educators to provide feedback and guidance far quicker than they could before. Learners can get support with issues as they arise, not only from teachers, but their peers, and other learners around the world. 

Differentiation

Every learner has different learning styles and abilities, and technology allows the educator to address these requirements far better than in previous situations. Lessons can be tailored, assistive technology can be used, and individual support to target specific areas can be given.

Conclusion

It is fair to say that technology has irrevocably changed education and the way we perceive it. The digitalisation of education will continue, irrespective of personal opinion or resistance from individuals or groups. Whether or not these changes are all for the better remains to be seen. The short term benefits and drawbacks can be observed and evaluated now, but the long term effects? The jury has not yet reached a verdict.


References

Browne, T., Jenkins, M., & Walker, R. (2006). A longitudinal perspective regarding
the use of VLEs by higher education institutions in the United Kingdom. Interactive
Learning Environments, 14(2), pp. 177–192

Laurillard, D. (2005). E-Learning in Higher Education. In A. Paul (ed.), Changing Higher Education: the Development of Learning and Teaching. London: Routledge

McConnell, D. (2005). Sustaining networked e-learning through collaborative pedagogies. In A. Paul
(ed.), Changing Higher Education: the Development of Learning and Teaching. London: Routledge

Barriers to the effective use of technology in education

As classrooms continue to fill up with all manner of exciting and innovative technology, and students become more familiar with using it, the need to identify and overcome potential barriers to the successful integration of this technology becomes increasingly important.

Many academics acknowledge that the role of technology in the classroom is no longer the issue – the issue is how to ensure that educators are confident and suitably equipped with the skills to integrate the technology into the curriculum and that student learning is enhanced by its use. This view is supported by researchers such as MacCallum (2010) who states that the successful integration of mobile technology into teaching and learning will depend upon the attitudes and support of the teachers involved. Balanskat et al. (2006) found that the vast majority of educators are keen to incorporate technology into their lessons, but face a number of barriers when trying to do so. Becta (2004) identified these barriers as being either at teacher level (lack of time, lack of confidence, and resistance to change), or at institution level (lack of access to training or a lack of access to resources). Groff and Mousa's 2008 framework (below) identifies similar barriers, and groups them into six categories.

Source - http://www.vteducation.org/

Lack of confidence was cited by many educators as a major barrier in the Becta research. This often stems from a lack of specific technological knowledge, and is exacerbated by the fact that students are often more adept at using the technology available. Even when the technical knowledge is present, educators may struggle with how best to exploit it in the classroom. The ideal situation is when the educator is not only proficient in the use of technology, but understands how to meaningfully integrate it into the curriculum. I have seen and experienced this lack of confidence, where you find yourself in a world where students are completely at ease with, and use technology without a second thought – it is a daunting situation, and one which requires input from institutions, as well as a shift in personal attitudes towards professional development and training. I know that my lack of confidence comes from inexperience, and that professional development and more time spent in the classroom will help me to overcome this barrier.

Resistance to change can present another barrier, and is often seen in educators who have been teaching in a more traditional style for many years, or who do not feel that technology can improve their subject areas. This resistance can be linked to a lack of confidence and/or skills. As a new educator, I welcome the changes that technology can bring, but can empathise with those who may not be so accommodating.

It is understood that training and planning are crucial elements when helping educators to be able to integrate technology into the classroom – issues such as a lack of time to deliver such instruction, or to investigate and evaluate resources are often cited as barriers. The institutional structure often does not allow sufficient time for either, leading to a situation where educators are reluctant to make the changes. Timetables usually allocate a block of time for ICT, rather than weaving it into the entire curriculum, and it is rare to see institutions with access to technology in every classroom, or even access to the internet, so mobile technology can be used. This lack of access to resources is ubiquitous in many schools and colleges, and is a barrier which needs to be addressed by higher authorities such as finance departments, institution management, and, more importantly, funding bodies of local and national government.

UPDATE

I found this article on the Times Higher Education website, which looks at the findings of the 2014 NMC Horizon Report. The article focuses on some of the issues raised in this blog post.

References

British Educational Communications and Technology Agency (2004) A review of the research literature on barriers to the uptake of ICT by teachers [Online] Available at: http://dera.ioe.ac.uk/1603/1/becta_2004_barrierstouptake_litrev.pdf (Accessed 29th November 2014)

Balanskat, A., Blamire, R., and Kefala, S. (2006) A review of studies of ICT impact on schools in Europe. European Schoolnet.

Groff, J., & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. AACE Journal, 16(1), 21-46. [Online] Available at: http://www.editlib.org/d/24421 (Accessed 29th November 2014)

Mac Callum, K. (2010) “Attitudes of educators to the introduction of mobile technology.” Paper presented at the 1st annual conference of Computing and Information Technology Research and Education New Zealand (CITRENZ2010), Dunedin, New Zealand

The value of mobile technology in teaching and learning

Source - www.teachthought.com

In recent years, mobile technology has become ubiquitous in modern society in a way no-one could have imagined. Rheingold (2003) described this emergence of the “connected society” as the beginning of the next social revolution. The ability to communicate and share with anyone, anywhere, and at any time is one which we take for granted, and is something which can have an immense impact on the way we learn. The challenge for educators is how to harness this valuable resource and to explore the rich potential it offers.

As well as becoming more prevalent, mobile technology is becoming more affordable, allowing more learners to access digital information and increase their learning potential. Add to this the undeniable fact that the vast majority of learners already use mobile technology in their personal lives, and it is not difficult to see that the next logical step is to employ the same devices to personalise and improve the learning process.

Research has shown that mobile technology is well placed to support situated learning. Nyiri (2002) describes knowledge as information in context, and the portability of modern devices certainly facilitates the delivery of such information. Learners can individualise their own learning experiences on their own devices in any number of settings, leading to an increased feeling of ownership and responsibility for their own output.

Source - http://www.tidesinc.org/

Activities which utilise technology have been found to facilitate increased peer collaboration, higher levels of learner engagement and retention of information (Naismith et al., 2004). Mobile technology allows the educator to intersperse theory delivery with short research activities, supporting recommendations that lessons should be broken down, with different activities and regular recaps to maximise learner engagement (Reece & Walker, 2007, p. 311). Learners can create presentations and collaborative documents, or contribute to blogs and wikis in real time as the lesson progresses. Learner comprehension can be enhanced with access to video and image sharing sites such as YouTube and Pinterest.

Learner feedback is crucial to the reflective practitioner – it helps to focus evaluation of the success of teaching strategies, and informs the future direction of the learning experience (Crawley, 2011, pp. 184-185). Mobile technology can be used in a variety of ways to support this. Information can be gathered via classroom response applications such as Qwizdom, TodaysMeet and Socrative, which allow the educator to assess learners’ progress, as well as providing an overview of ideas and opinions on particular subjects. Questions can be differentiated, with multiple choice answers to challenge learners of varying degrees of ability. The anonymity of the responses allows learners to be bolder in their answers with no fear of being identified as being wrong or different to their peers.

Source - http://www.classlink.com/

Integrating mobile technology into the learning paradigm is not optional – it is imperative. The move towards a truly collaborative and seamless learning experience, one in which learners play an active role in their own education is one which cannot be stopped. The sooner the role of mobile technology is acknowledged and embraced, the sooner we can begin to use it to its full potential. However, there is a  major stumbling block to successfully introducing mobile technology into the classroom - and that is the widespread implementation of a "no mobiles" policy in the classrooms of schools and colleges. In my own placement college, even the HE slideshow presentations from USW begin with the "no mobiles" icon on the first slide.

I can see how this policy has evolved, particularly with the BTEC and A Level classes, where the expectation would be for students to be distracted by their devices and disengage with the lesson. My own experience with this particular student group, although brief, has shown me that I would need to be far more confident in both my delivery and planning to incorporate mobile technology into my lessons. It is a challenge I am willing to address, as I think that this student group already have the skills - they just need to be redirected into a learning capacity. It remains to be seen whether this challenge will be picked up by other lecturers around the country.

The HE classes have been easier to experiment with. They have been able to undertake research, retweet and comment on posts from the HE group that I and another lecturer administer, and access links relevant to the lectures with great success. We are planning to use the social media channels to relay more information in real time during lessons.

This post has extolled the value of mobile technology in teaching and learning, but it is important to remember the role of the educator in this new paradigm. Their importance cannot be forgotten, and technology should be seen as a tool to be integrated into current teaching practice not as a replacement. .

You can read my earlier post about mobile technology here.

Bibliography

Crawley, J., 2011. In at the Deep End. 2nd ed. New York: Routledge.

Petty, G., 2009. Teaching Today - A Practical Guide. 4th ed. Cheltenham: Nelson Thornes.

Naismith, L.; Lonsdale, P.; Vavoula, G.; Sharples, M. (2004). "Literature Review in Mobile Technologies and Learning". FutureLab Series (11).

Nyiri, K (2002). Towards a philosophy of m-learning. Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE 2002), Vaxjo, Sweden

Reece, I. & Walker, S., 2007. Teaching, Training and Learning - A Practical Guide. 6th ed. Tyne and Wear: Business Education Publishers Limited.

Rheingold, H. (2003). Smart Mobs: The Next Social Revolution. Cambridge, MA: Perseus

Three weeks in, and I'm still in one piece!

Just a quick update about my teaching placement so far. It's been eventful........

In the last three weeks, I've taught some good lessons, some so-so lessons, and I've had a technological nightmare in another. I've been stunned by the amount of paperwork that has to be completed behind the scenes, and the quality of the IT systems that teachers are supposed to work miracles on. The staff at Neath have been so willing to give me not only their lectures, but their time, advice and survival tips. The students, from the BTEC groups right through to the third year undergraduates have been welcoming and tolerant, for which I am rightfully grateful.

I've had a few lightbulb moments in the BTEC classes, which have left me feeling incredibly fulfilled, and even more determined to pursue this career choice. There's nothing better than a student "getting" something which has previously eluded them, or to make a connection with a student who was struggling to engage - these are the moments that make the hard work worth it.

This journey has only just begun - I still have a lot to learn and more mistakes to make, but I am thoroughly enjoying the bumpy, but rewarding ride thus far.

TEDTalks - Brian Cox

Source - www.telegraph.co.uk

Physics - it amazes, inspires, intimidates and excites me. As a child, I was always fascinated by how things worked, how did we find out how things work, and who was asking the questions in the first place. Physics attempts to answer these questions, and the people who work in the field have my enduring admiration.

Professor Brian Cox is a physicist based at Manchester University. He also works on the ATLAS experiment at the Large Hadron Collider at CERN in Geneva. Famed for his "rock star" image and his ability to make complex topics accessible to many, Professor Cox has appeared in a range of television programmes, radio shows, and has written a number of books. Patrick Moore and Sir David Attenborough have both hailed Professor Cox as their natural successor - high praise indeed.

I have chosen one of the talks Professor Cox gave on the CERN Supercollider as one which has inspired me. Particle physics can be a mind boggling topic, but somehow, Professor Cox makes it a little easier for the layman to understand. In doing this, he does not, in any way diminish the topic itself, or patronise the listener. Instead, he identifies the complexities involved, and breaks them down, using humour and his own extensive personal knowledge. The listener does not come away with an encyclopedic knowledge of physics, but does have a better understanding of something about which they previously knew nothing.

As a trainee teacher, this ability to explain and inspire is one which I am working to acquire. Professor Cox is engaging, knowledgeable, and accessible - traits which, if developed, can be invaluable in the classroom. It is no wonder that the media have lavished such praise on Professor Cox, and crowned him as the next big thing in science programming on television.

Of course, there are those who see Professor Cox as no more than a media puppet, chosen to spearhead the current movement of scientific programmes being produced to feed the public's newly discovered appetite for physics, astronomy, and science in general. They argue that he merely caters to people with an "interest" in science, rather than those who wish to truly understand, and improve the field. To them, I say that if his media appearances inspire just one child to pursue a career in physics, or one of the other sciences, then surely it is worth it?It only takes one person to make a world changing discovery, and that person could be the one person who was inspired by Professor Cox. There are many people who have inspired me throughout my academic life, and I hope that I can also be the inspiration for a student in the future.

You can find out more about Professor Cox by visiting his website, Apollo's Children. There is also a link to another TEDTalk by Professor Cox entitled "Why we need the explorers", which you can find here.

Tools with potential - the amber lights

Some of the other tools Mandy introduced were interesting, but I felt that they either didn't meet the needs of the learner groups I will be working with on placement, or that there were other issues, such as subscription charges to be paid. That is not to say that they cannot be used in the future - who knows where my teaching adventure will take me?  I will be keeping an open mind for all of them.


Explain Everything is a whiteboard and screencasting tool which allows you to integrate content from myriad sources and incorporate social media for easy sharing. It allows teachers and learners to create multimedia projects to explain concepts, or to illustrate tutorials.

I never got to grips with this app, but I can see the potential, particularly with younger learners.





QR codes - I had seen these, but did not know how they worked. Now I know, they are great for linking to masses of information without diluting the main message on a poster, or page. I found this page, which generates codes which can then be embedded into posters, webpages, blogs, and many other places. I can see this being a useful tool for posting links to articles and websites which may be useful for students to access when researching or completing assignments. QR codes could also be placed on presentation slides to be scanned. You can see some examples of how QR codes can be used here. Although these are primarily marketing examples, the potential for use in other areas can be seen. To read a QR code, you need to download a QR reader, which are free in most app stores.


Phoster is a simple design tool which allow you to create posters, invitations, and cards by using images, QR codes, and other types of media. There are preloaded templates to use, and features such as font select and visual effects to produce a slick and professional looking piece of work. Phoster is limited in what it can do, but can be a great starting point for those who want to use their devices to create posters. As with all such tools, the level of creativity is up to the user. More information on how Phoster works can be found here.




Prezi is a fantastic alternative to Powerpoint. It's a cloud based presentation tool, which uses a single canvas rather than a series of slides to tell a story, or present an idea. Text, images, video clips and other types of media can be used to create a digital, non linear presentation, parts of which can be zoomed in and out of, according to the needs of the audience. I have to say that I adored this tool when I first saw it, particularly the non linear aspect. I can see this being incredibly useful in HE, when in tutorials, or when introducing complex concepts which may require repeated explanations or reinforcements. As with so many excellent tools, there is a subscription fee, which can be a disadvantage. The dynamic nature of the canvas, and the zoom tool can be disconcerting for viewers, and care must be taken not to overuse this feature.There are some great examples of how Prezi has been used to create presentations here and here.


SpicyNodes - a lovely way to present hierarchical information. Adam, one of my fellow student teachers showed us how to use SpicyNodes in one of our ICT lectures, and it was a very visual and logical way to present information. His presentation is here.
As with Prezi, I can see potential with SpicyNodes, and will be exploring it further.







Glogster is another multimedia tool, which allows you to create interactive posters containing video clips, images, speech, hyperlinks, and text. I used this to create a page on debates for a homework activity, and I thoroughly enjoyed using it. Unfortunately, as with Prezi, it is a subscription based tool, and I created my page using the free trial option. I have posted a screenshot of the page, but the interactive elements are unavailable. There are a huge number of images and themes to choose from, and again, you are only bound by your own imagination. The Glogpedia contain thousands of posters created by users from all over the world which can be interacted with to show the many features available.

It's a real shame that you can't see all the elements I added to the poster. There was an audio clip of the definition of debate in the top right hand corner, a link to a Youtube video, hyperlinks to to other websites in the question mark and the pinboard images, text from other websites on the Post-it notes, and images which expanded as you clicked on them. Glogster is very similar to Explain Everything in many aspects, but the fact that I was able to manipulate Glogster far easier than Explain Everything gives it the edge for me.

What we have learnt so far....... the green lights

I have been waiting to upload this blog post, as I wanted to digest all the information given to us by Mandy during the ICT lectures. I'm going to try and give a brief overview of what we looked at, and how (if at all) I think they would be useful in my teaching practice. An important thing to remember when reading this, is that their relevance to teaching practice is based on my subject, learner group and personal preference - other people will have differing opinions, based on their own requirements.

The Internet Detective tool is an interactive online tutorial which helps the student to identify legitimate and credible sources of information on the web. Research at university level requires higher level skills than those needed for school work or personal research. Critical analysis and synthesis of information are demanded, as well as evidence of the use of a wide range of credible sources.

Source - http://www.vtstutorials.ac.uk

The ability to discern between the various sources is crucial when researching for assignments or dissertations, and being able to avoid the potential pitfalls is the first step to producing work that will not only get good marks, but will instill good research habits for the future. This tutorial provides examples of good and bad sources, information on where to find credible information, as well as interactive exercises, where the student has to analyse examples and assess their authenticity.

I think that this will be a useful activity for a tutorial class with my HE students, many of whom have limited experience of academic research methods, and why they are important. There are still students who use and reference Wikipedia, and don't understand why it is not a suitable source, and this exercise should help them to understand the need to develop a discerning nature when researching online. I dug a little deeper into the vts tutorials website and found a business studies specific tutorial for information sources, which I have already used with the first and second year HND students. They also offer tailored resources for a wide range of other subjects.

Delicious is a free bookmarking tool which allows you to save, organise, and share links you find on the web. As you can imagine, it is incredibly useful when undertaking research for university writing, as all your sources can be kept together for convenient and easy access. Links can be tagged with keywords, which allows them to be found by other users and vice-versa. As with all research, a degree of care must be involved when searching for and using other people's links.

I have already discussed bubbl.us in a previous blog post - you can find that post here.

TodaysMeet is a tool which can be used by teachers to set up online discussion rooms where students can contribute in real time. Rooms can be set up for different lengths of time, and with varying degrees of privacy. Once the discussion is complete, a link to the room can be generated and used to embed the discussion into a webpage, a blog, or a class page.

Todaysmeet is a great way of encouraging student engagement and participation. It does rely on everyone having access to technology, which can be an issue in some establishments, but if it can be used, it can generate some lively discussion and debate. You can find out more about Todaysmeet here.

Pinterest is a tool where you can gather images, links to video clips, and your own documents onto "boards", which are named according to their content. My initial thoughts on Pinterest were that it was a rather pleasant way of keeping track of hobby ideas and that it was what I call a time eater - a way of spending hours on the internet looking at things without having anything to show for it at the end. Oh, was I wrong. 

Pinterest is a fantastic way of not only gathering resources, but can also be used as an alternative to Powerpoint. I first saw this in action when the lovely Dave used it during his first micro teach session. I loved the fact that it was non linear, and that he was able to jump back and forth to different things seamlessly, without the endless click-click-click of Powerpoint. I found it highly engaging, and went on to use it for my second microteach on PEST Analysis. I shall be using it for HE lectures in the future.

You can follow my Pinterest boards by clicking here.

Micro teach - that was never 30 minutes!

Apologies for the seemingly random dates of these posts, but I had so many drafts started and not finished for various things, and I have only just noticed that they need to be completed and posted. This post should have been posted before the one about my observation week, but hey - it keeps you all on your toes!

The micro teach week was intense, enlightening, and ultimately, triumphant for many of us. Technical hurdles were overcome, nerves were defeated, and learning objectives were met all day, every day. The diversity of subjects covered, the styles in which they were delivered, and the support each and every one of us received was truly inspiring. From psychology to music technology, and public services to beauty therapy, each lesson taught me something, many of them in a most entertaining way. I feel privileged to be among so many talented individuals. Nestled in amongst the brave ones who went on the first day was a little presentation on SWOT Analysis, which you can see below.

I knew beforehand that my lesson was maybe a little heavy on the "chalk and talk" approach, but I was struggling to balance the need to deliver the appropriate amount of theory in order to do the activity successfully, and getting people to do activities early on. The feedback from Natalie was spot on, and gave me constructive advice on where I need to improve. Peer feedback was also constructive, and, at the same time very encouraging. I sat down, knowing I have things I need to work on, but happy that there was enough positives about the lesson to keep me motivated and moving forward. Choosing to be one of the first to present meant that I had the task done and out of the way, but also that I spent the rest of the week thinking "I wish I'd done that.", or "Why didn't I do it like that?". The main thing is to have learnt from the experience, and to come away with a credible plan of action which I can implement over the next few months. All in all, it has been the most interesting and informative week.

A different perspective......

Today was the final day of my observation week at Neath College Business School, and it's been a full and thought provoking week. It was wonderful to see my old tutors without the spectre of assignment deadlines hovering over us as we spoke, but it was strange to be returning as a trainee teacher, there to work alongside them. I was looking forward to the challenge of sitting in a classroom, and concentrating my attention on the style of delivery, as opposed to the content, as was the case when I was a student.

The majority of my teaching time will be in HE on the HND and Foundation Degree courses, where I will be teaching Strategy, Enterprise Management, Business Communications, and Information Management. I will also be working with students who are undertaking the Live Project module, a year long research task, which culminates in a mini dissertation and a presentation. This module is going to give me ample opportunity to pass on some of the tips and tools I have acquired in ICT with Mandy, and it will be interesting to see how they are incorporated by different students. My final HE module is Employability and Professional Development, a module which involves self audit and personal development, where I hope to utilise some of the theories and ideas introduced by Natalie in the PPT module.

I was fortunate enough to be able to observe a wide range of teaching styles and courses, not only in the classes I will be working in, but in A Levels, BTEC, and Welsh Baccalaureate classes. Although I won't be teaching A Levels, the opportunity to see the different tutors working was invaluable, and one I could not pass up. I am hoping to continue to observe these classes, in order to gain as much knowledge as I can. After Christmas, I hope to be involved in teaching on some of the BTEC and Welsh Baccalaureate classes, if the opportunity arises. If this remains unfeasible, I have offered to go in as additional support, so I can continue observations whilst making a practical contribution to the class.

There is one aspect of my placement which is giving me cause for concern, and that is the temperamental nature of the IT equipment. Many of the tutors reported frequent struggles with whiteboards unwilling to cooperate, projector bulbs inexplicably blowing, and computers which took longer to warm up and run programs than a teenage boy would take to get out of bed on a Sunday morning. As an ex-student, I can testify that this is an all too familiar issue, and appreciate that I will need to be creative in my lesson planning, to accommodate any such problems when they occur. The positive side is that the tutors at Neath have developed some excellent strategies to counter these drawbacks, which I have seen being successfully implemented.

I am beyond happy with the opportunities I have been given, not only to teach others, but to learn myself whilst at Neath College. The staff team there have my undying gratitude for being so generous with their time when answering my numerous questions, and for their willingness to allow me to sit in on their lessons and see how they teach and manage their diverse learner groups. With this level of expertise and support around me, I can only move onwards and upwards with my professional development.