IWB entered the classroom

Recently, our school has invested heavily in IWBs. In principle, I am all for getting new technology into schools as it challenges me to stop and think, and maybe look at the classroom and the whole learning experience from a new perspective. In my school, teachers don't have their own classroom but share different rooms at different times. Anyone could sign up as a volunteer to start using the IWB rooms, and I jumped at the chance together with some of my colleagues.

What I like about it

I have now used the IWB for 6 weeks. It's nice, for many practical reasons. For example, a lot of the clutter on the teacher's desk is gone - among other things, the fiddly separate speakers connected to the teacher laptop. These are essential language teacher's equipment, and now the speakers are neatly on the wall as part of the IWB.

It does save my time when I don't have to prepare OHPs or PowerPoint presentations anymore to present the correct answers of textbook exercises, but can use the course book publisher's website and the curtain application to gradually reveal the lines. I can use the coloured markers to highlight certain points, or construct something in collaboration with the group - even ask the students to come to the board or use the slate to add something on the board. Mind you, it takes some getting used to the delay with which the markers work, and certain software don't allow the use of the markers at all, but all these are just little hitches that you just need to familiarize yourself with. It’s the same with getting used to any new tools.

Problems

In our school, wiring has been a nightmare. Once, I and colleagues spent a long time trying to trouble-shoot why the laptop couldn't find the connection to the IWB. We clicked every possible button, reinstalled programmes - all to no avail. Finally, we realized that one of the many extension wires along the floorboards had been disconnected - possibly by custodians, while cleaning. Just one of the many hair-splitting instances when lesson plans have had to be scrapped. One colleague complained that he had resorted to preparing OPH transparencies as plan B, just in case the IWB didn't cooperate! Teething problems, partly, I'm sure. But this uncertainty and need to learn a lot of new technical details is enough to put some colleagues off using the board at all, especially as in our school, we don't have the luxury of a full-time ICT person to help out if needed. An extra challenge is that there are different IWBs in different classroom, each with their own peculiarities to learn and get used to. I would possibly do more if I could use the same board for all my lessons.

What is pedagogically new?

As for the pedagogical advantages of the IWB, I must say I am still looking for the real 'interactive' element so much hyped about yet. And I am still waiting for the WOW effect. We have had a few training sessions with experienced IWB users or vendor reps revealing their secrets. So far, all they have been able to show is very simple exercises and games, mostly for the primary school level. I have no doubt about how the use of the IWB motivates very young students and brings lessons to life. But I'm afraid that isolated magic tricks, or funny little things you can do with all the gizmos of the board won't cut it at the high school level any more. So far, I haven’t been able to see or fathom for myself really well-planned, pedagogically reasoned high school lessons, where the IWB considerably facilitates student learning. I need a spark to start even imagining what it can do for me and my students. Straight away, I fell into the trap of just trying to force the new tool into old-style lesson plans. I often find myself just using IWB an electronic version of the old OHP, and then get totally disillusioned about the mere cosmetic changes it makes in the lessons. It's clearer, more colourful, and easier to use (when it works!), but that's all. It still boils down to reassessing what LEARNING is supposed to be today, and how to activate students to take charge of and get passionate about their own learning. The IWB is no automatic solution to this. I need to know what to do first!

Networking and some progress

To find inspiration, I started looking for online peer support groups. And as often happens, within no time I had joined the Interactive whiteboard revolution Ning, created by Australian educator Chris Betcher, whose Betchablog I was already familiar with. There are already close to 1,300 members on the Ning, mostly from Australia and the US. I spotted a discussion about IWB use in high school, initiated by Julie Lecoq from France. Julie is is doing research on the gains of IWB use in schools. I didn't really find any more concrete ideas in the discussion thread but a lot of confirmation to my initial thoughts about no magic formulas for IWB use but a need for new, innovative, creative thinking to benefit from these expensive tools.

I did have one lesson where I saw a glimpse of something new, thanks to the IWB in the class. We had been doing an online photo project on Flickr, and in the last lessons of the course, I asked students, in pairs, to give their feedback on e.g. what they had learned, found interesting, what pictures and what writing had made an impression on them. They got really involved in doing this, and I was happy to see a lot of negotiation and collaboration taking place in the computer room while they were preparing. When we got back to our classroom to share their presentations, I was surprised to see the students using the IWB very creatively, and with no teacher guidance or pre-training needed! Interacting with each other and the board really made a difference to their presentations.

Baby steps, need for patience and perseverance and a gradual learning curve in store for me.

Second impressions of school in Singapore

After my first impressions, I will now write a couple of thoughts about what I observed in the lessons I attended during the student exchange, and what ideas I, as a teacher, brought back.

I was surprised to see how similar many of the teaching practices were compared to our schools in Finland. The more student-centered approach seemed to be the norm in most of the lessons I observed. Instead of sitting rigidly in straight rows only facing the teacher and listening to him/her, students did a lot of problem solving in small groups, just like I and some colleagues have started doing in our lessons lately. Our students were asked to join them in their groups, and it was nice to see the interaction start after they had managed to break the ice.

I wanted to find out about incorporating ICT, since the work my AEC-NET colleagues had showcased at several conferences was always of such superior quality. The classrooms and the whole school seemed to be very similarly equipped as our school - a data projector in most classrooms. Some teachers actively used ICT in their teaching, others not so much - familiar story. (NB. I only observed a few lessons during one week, so I shouldn't really draw any general conclusions. These are simply my personal impressions.) But when you think about it, a data projector only serves as a modern replament of the chalk board or the OHP if it is only used by the teacher to show and demonstrate things to students. I have seen this reality in schools in many countries. We think we are up-to-date and doing something new when in fact, we are just doing the same old thing in a slightly flashier fashion.

Each Pioneer teacher is given a personal laptop by the school, something that only a few schools in Finland have managed so far. Instead, we have one teacher laptop in each classroom that all the teachers using the room share.

Just like in our school, Pioneer Secondary had a separate computer room that teachers could book to use for their classes whenever they wanted, provided that the room was vacant. We attended a lesson where students were doing their AEC-NET project work. I was very impressed to see how self-directed and active the students were in their small groups. The teacher was available to help and facilitate but the students mostly worked very independently and confidently, and they were only 13-14 years old. It really showed me what education at its best could be today. The students were doing research on ecotourism, and then uploading the results of their work online to share with project partners in other countries.

Pioneer Secondary has invested in a whole school platform, called iCollaborate, which they have used for all the students' project work for many years. Basically, similar to Moodle that our school provides as an overall platform. The advantage of the whole school using one platform is, of course, that it is easier to train teachers to use just one system, and simpler to manage it on the whole. The downside then is that standard solutions don't please adventurous teachers, who soon want to jump outside the box and try something more user-friendly or versatile. Personally, I find these platforms restrictive and dull compared to what social media tools are on offer these days, but that's just my preference.

I had a chance to talk to the head of the ICT department, Ms Ling, at Pioneer Secondary to share ideas. She told me that because most of their staff are quite young, they are perhaps a bit keener to incorporate ICT in their lessons, as it is an integral part of their own lives, too. For this reason, she also said that most of the teachers using ICT are quite confident and self-directed, and thus don't need her help a lot. Yet she is there to help and assist all the teachers, which again brought home one thing I feel is terribly neglected in many Finnish schools, and which I have mentioned many times before - the fact that Finnish schools don't invest in employing a full-time pedagogically and technically qualified person to help teachers, as was the case in Pioneer. I want to add, though, that I tend to reject the ageist idea of teachers' ICT use - considering myself as an exception to the preconception that older teachers can't be 'digital natives'. But, of course, there is no denying the fact that ICT tends to be a more integral part of the lives of the younger generations, which is bound to have an effect on schools once some of today's youngsters become teachers.

I totally agree with Ms Ling's vision that you can't force any teacher to use ICT. Instead, the will to use it must spring from a pedagogical need whereby the teacher realizes that to facilitate good student learning today, at times ICT is the only means of doing it. She also pointed out that their aim was not technology for technology's sake, but a down-to-earth, sensible approach, where technology enhances student learning. Sounded very wise to me! I asked her about the use of IWBs, which my school has heavily invested in lately, but which I didn't see at Pioneer at all. Interestingly, she said they had looked into them but concluded that they didn't offer anything drastically better or different than what you could accomplish with a computer and a data projector! I have only started to learn to use one in our school, and so far I tend to agree with her.

From a teacher's point of view, one of the very rewarding and enlightening sides of organising international student exchanges is being able to see different schools, and learn from their good practices, to have something to take back to your own school. I only wish, schools would be more open to good ideas from outside, even unusual and radical ones, and not be such closed and immutable national fortresses.

It is also great to network and make friends with overseas teachers. We had the privilege of working with a wonderful educatior, Ms Yuen Chai Lin, who worked incredibly hard to make our stay comfortable and exciting - even extending her hospitality to opening her home to me and my colleague to stay in. This gave us an extra glimpse to the Singaporean culture. We can never thank her enough for all her friendliness and considerateness, and for untiringly sharing the Singapore customs with us, and explaining anything we were curious about.

Why do I do student exchanges?

International school projects and exchanges have been a central part of my career for over ten years. Every so often, I start weighing the pros and cons, and questioning the point behind it. After another such exchange, this time taking eight students to Singapore on a return visit after hosting a group of Singaporean students two years ago, it is a good time to reflect and take stock again.

My philosophy behind the value of such exchanges hasn't changed in all these years. I have quoted this before, but after many more exchanges, it is even truer than before:

“Those who visit foreign nations, but associate only with their own countrymen, change their climate, but not their customs. They see new meridians, but the same men; and with heads as empty as their pockets, return home with travelled bodies, but untravelled minds.” (Caleb Colton)

First-hand experience, even if brief, of a place always gives you a better insight than any book or virtual tour ever could. No other means so far allows you to holistically immerse yourself in the new environment, using all your senses. This is why, whenever the opportunity arises, I jump at the chance of taking students on home stay visits to partner schools ourside Finland. Getting a glimpse into the host student's home and family life, and taking part in the daily school activities opens their eyes much more, and forces them to work out a way of participating in a strange culture and getting along and collaborating with very different people. This is something you can totally miss out on, or avoid on a touristy visit.

One of the fundamental roles of such school exchanges is to sensitise students to seeing the relativity of phenomena in the world, and the fact that if something is different from what they are used to, it is not automatically stupid or wrong. It is essential to have frequent reflection sessions with the students, and try to open up new perspectives and ways of perception and understanding for them. First impressions of a new place are so often based on stereotypes, and even reinforce such preconceptions. This is where a teacher can guide the students towards a more rounded and open mindset in new situations.

Being thrown into a host family, with totally different customs, possibly religion, and a foreign language is daunting to many students. Approaching Changi airport after our almost 24-hour journey, almost palpable nervousness started spreading amongst our students. What will I say when I first meet my host family? How will I feel, will I be able to eat the food, will I feel isolated and alone? All these questions and many more were criss-crossing our students' young minds, as this was the first time for most of them to travel without their own families. In the end, they all pulled through wonderfully, even despite the age difference between them and their hosts, who were 3-4 years younger. I was really proud of all of their adaptability, and I hope they all got lots more self-confidence and a sense of being able to cope.

One more significant advantage in these exchanges is the chance for students to practice oral communication skills, which will most likely be called for in their future careers. During each exchange, students are expected to present something in a foreign language, usually a talk about their culture and background. We always prepare these presentations as a team, practice them together, and students really rise to the challenge and shine when the time comes. In Singapore, it was wonderful to see their confidence and pride after a successful performance in front of a huge audience.

Many colleagues think I must be crazy to get into so much trouble and extra work without any extra pay. Maybe so. However, I feel I'm on a mission, which can't be completed inside the closed foreign language classroom at school. It is not uncommon for Finnish people, with almost perfect passive knowledge of English, to suffer from 'a reduced personality syndrome' when having to use English. They do brilliantly in isolated, written language exams, but are totally unable to adapt that knowledge into creating a fruitful and pleasant communication situation with real people. Overcoming this disability is my mission - for me, as much as for my students. After our week in Singapore, I am happy to say that we proved that Rudyard Kipling wasn't quite right in writing: "east is east, and west is west, and never the two shall meet..." For a short period, we did bring them closer together!

As before, we kept an online travel blog during the exchange for families and friends at home. Unfortunately, it's only in Finnish.

First impressions on a school exchange to Singapore

What did I know about Singapore before taking eight students there on a homestay exchange in our partner school in February, 2010? Scattered facts only, really. I was aware that the tiny city state had almost the same population as Finland, so I was expecting to be overwhelmed by crowds. The teachers I had got to know over the years of AEC-NET collaboration had struck me as highly efficient, hard-working and dedicated to their mission. Having visited Malaysia a couple of times, I had been told that the ethnic make-up of Singapore was quite similar, with the exception of English being the official language of Singapore, and Singapore not being a muslim state. Further, during a stop-over at Changi airport on my way to Indonesia, I had been impressed by the shiny, airy, well organised and extremely clean environment. No wonder, Changi was voted as the world's best airport this year! And of course, I had heard about the 'no chewing gum' law, and been warned about their strict fining culture by the local Finnish Embassy. Oh, and I had heard of the famous Singapore sling coctail at Raffles hotel.

On the first morning at Pioneer Secondary School, we were greeted by the 4 main languages of Singapore right at the school gate: Malay, Chinese, Tamil and the official language of education, English. Each student also attends lessons in their home language, so most of the students are at least bilingual, which is quite impressive.

Each school day starts in the school yard, with a tangible community spirit, often missing in our school. All students, dressed in their white uniforms, in orderly lines, watch the flags go up, sing the national anthem and say the pledge. The first morning, there was also a welcoming ceremony for us foreign visitors.

After this routine, there is a quiet reading session for half an hour, during which all the students sit on the ground, and read something in English. Teachers go round checking that everybody has the right texts, and if not, they are sent to stand and be ashamed at the back of the yard. Obedience, impeccable, gracious behaviour, knowing your role and place - at first glance, at least these struck me as driving values in this school.

Our students really stood out like sore thumbs in the orderly white crowd. In fact, they had considerable trouble seeing anything positive in school dress codes, which are almost non-existent in our school. Girls having to tie their hair back, no flip-flops, no revealing spagetti straps - it was finally beginning to dawn on them that this really was not a holiday in an exotic destination but a working trip to represent our country and to respect the culture of the host school. An excellent lesson for our students coming from an individualistic, relatively free and easy, express yourself and your individuality, do as you wish school culture.

Not only were the school values implied by the daily routines but they were visibly present all around the school. You have already seen the vision of the school - Passionate learners, gracious citizens - in previous photos. Behind the podium you can read the school mission: We provide opportunities for students to develop their potential and be competent, caring and responsible individuals who will contribute effectively to society.

The underlying school values were high up on another wall around the main school yard.

And even above the main entrance there were words to indicate what the role of this school is in society.

I liked this idea of prominent, transparent missions and values. It's in great contrast to our system, where similar words may be written in a curriculum that dusts away in a folder that nobody ever looks at. The place and role of education in our society is largely taken for granted, and only implicitly present all the time. It might not be a bad idea to try to crystallize and publicly announce certain ideals to the school community and society at large. Interestingly, our students thought that having so many written slogans around the school was rather propagandist brainwashing, and they wondered if anyone ever truly looked at them or read them. Once again, two very diffirent cultural practices collided.

The concept of learning environments is big in Finland at the moment. Our Ministry of Education is currently generously funding projects to develop and diversify the learning environment. In Pioneer Secondary, I observed many great initiatives that seemed to be a natural part of Singapore schools without any separate projects. For example, all the schools we visited had a green, open plan - for obvious climatic reasons.

As we are closed inside the school building to keep warm half of the year, being able to sit outside all through the year, seemed a lovely idea. We realized very soon, though, why Singaporeans would rather escape into air-conditioned buildings in a constantly hot and humid climate.

Singapore schools seemed to be very target driven, from top to bottom, and all their achievements were proudly displayed around the school.

Instilling the community spirit was also enhanced by allowing students to contribute to their physical school environment.

I was truly impressed by all this student team effort, and convinced that it really improves the students'

ownership of their learning environment.

One more thing that caught my attention, like in many other foreign schools before, was the involvement of parents in the school community. In a Finnish high school (for 16-19-year-olds) parents have no role whatsoever, other than coming to school once a year for a formal information session where they are, to a large extent, just passive recipients listening to the teachers' lectures. In Pioneer Secondary, we saw some parents at school every day, they came along to some of our excursions, and some of them ran their food stalls in the school cafeteria. This mother's noodles were the favourites for many of us.

Naturally, our students were surprised by the school lunctime routines, which were so different from our standard, one-course, free of charge school meals. Having a choice of all the different ethnic cuisines really appealed to them, although they did realize that the variety and choice came at a price.

In hindsight, now, I feel that despite the major differences highlighted in this post, there were surprisingly many similarities in the working cultures of Singaporean and Finnish schools. But those will be the topic of another blog post.

I miss the buzzing, lively, pastel-coloured Pioneer community that opened the door to Singaporean culture to us and welcomed us so heart-warmingly. In a week, you can only scratch the surface, so I am looking forward to another visit to this fascinating city state - to find the time to try the Singapore sling, too, which I missed during this first visit. While waiting for that chance, I can reminisce by looking at this beautiful batik painting by one of the Pioneer students, which was presented to us, and now brings colour to the wall of our school hallway.

Through global lenses

February snow on the ground in Finland and in the background quite a mismatch of a business idea. Possibly an attempt at a global feel with the stereotypical Aussie icons plus the name Sydney, although I suspect this place has nothing to do with Australia otherwise. After all, they serve Italian pizza and Turkish kebabs, washed down with, whatever else than the epitome of globalization - American coca cola.

This is very much the reality in my country, where using English or global references are considered a sign of success. I can well understand the backlash from many Finns, who become very protective towards anything domestic and want to support nothing but Finnishness and Finnish products, language included.

Many of my high school students also feel this way. Although, on the surface, they love travelling, have dreams of spending some of their lives abroad, and seem to prefer many international brands and ideas, when it comes to learning English, their defenses zoom up and they strongly cling to their right to speak and use Finglish - a variant of the global lingua franca with a strong Finnish accent. And, of course, they are welcome to do so. The only problem may be that (as I have blogged before) they may be unnecessarily misunderstood among native English speakers, wrongly considered a little bit dumb perhaps, and not get out of communicative situations what they would like. I wonder if it's all to do with a certain inferiority complex we may, sometimes unconsciously, suffer from. Native English speakers have a clear advantage compared to us, and we find it hard to come to terms with it, especially if we have worked hard for years, and reached a fairly good level in English.

The photo bringing Finland, Australia and America together is very relevant for me right now, as I am just about to embark on a novel pilot project with two teachers on opposite sides of the world, but both in English-speaking countries - one in Australia and the other one in the States. We are going to run a photo sharing project with our students for 8 weeks, in which students upload a weekly photo assignment with a written description in our Flickr group and comment on other students' contributions. It will be very interesting to see how it will all work out, particularly from the language point of view. How will my students feel conversing with native English speakers, and will they be able to be sensitive enough not to label people based only on their limited EFL skills. A lot of intercultural learning opportunities for all participants, I feel.

I must say I am in awe at the efficiency, enthusiasm and initiative my two newly-met foreign colleagues have demonstrated! Setting this project up in such a short time (only about a month!) is potent evidence at the power of online teacher networks for the benefit of student learning.

Map photo by colemama on Flickr

How to assess learning - that is today's burning question

At the start of a new exam week, assessment is on my mind again. It seems that it is being reviewed and discussed in Finland as well as abroad. Just yesterday I received the following comment from Susan van Gelder in Montreal:

There is a lot of talk here about assessment of learning and assessment for learning. In the latter the student also plays a role in assessment, reflecting on their learning, their strategies and setting goals.

And then today, looking through some of the Finnish educators' social networking sites, I came across exactly the same topic. Referring to my previous thoughts about standard assessment in Finnish high schools, I welcome all these ideas about focusing more on self-reflection, peer assessment and the role of assessment as a means to enhance learning. It's a clichéd statement that assessment guides what is learned. So it would make sense to assess what is worth learning, wouldn't it?

Another point that keeps coming up in connection with assessment is the use (or rather the absence!) of new technology for assessment purposes. In my 365 photo blog, I shortly touched on this topic inspired by the classroom reality during exams. We don't use technology in exams, period. It's the old paper and pencil method. For that exam photo I received an interesting comment from Marie Coleman, in Lorenzo Walker Technical High School, in Naples, Florida:

...most of our high school students exams are provided online, so laptops do replace the traditional paper and pen!

I guess I'm not convinced that the written exam is a way to assess learning - what about projects, multimedia, authentic assessment? Perhaps that is too unrealistic or unwieldy, but that is the way I would prefer to see the focus with or without technology (i.e., technology itself is not the focal point, but will likely be of use due to its ubiquity!).

On second thoughts then, I realized that we do use something new -

- these wireless headphones for the listening comprehension tests in foreign languages. But as you can see, it's the old bubble sheets for the answers. The headphones don't really offer anything new - they are just a crutch, and actually make the situation totally unauthentic - as do the structure and content of these tests and the multiple choice questions. Nothing new under the sun in the field of school assessment. Even I succumbed to the old testing format yet again, despite all my good intentions. The students did do portfolio work throughout the course, and part of the exam was their own self-assessment on this work, but that's as far as my innovation has reached.

I do agree with Marie, and so many others, that it is not the technology per se that is going to revolutionize (or even slightly improve) assessment, and education in general. Clearly, assessment needs much more time and focused and collaborative faculty planning.

EDUCA fair in Helsinki

Yesterday I visited EDUCA, the largest educational fair in Finland. For two days, hundreds of vendors, educational organizations and interest groups had set up their booths to promote the latest trends in education.

IWBs were prominently displayed as a must in any classroom these days.

This particular company marketed the concept of ActivClassroom, but looking at these people here, I couldn't help wondering what was so active about it? Looks very much like a glorified version of the old teacher-centred demonstration devices. In my school, we will get a few new IWBs in February, and one of my goals for this school year is to learn to use one. I am interested in seeing if I will be able to find the much hyped, revolutionary, interactive element in it. New technology is only any good if it shakes stuck-in-a-rut pedagogical practises, too.

My most interesting insight at the fair came from a lecture by Professor Andy Hargreaves from Boston college. In his engaging and humorous lecture he went through some of the educational policy changes in the last 50 years, and introduced his latest recipe for school systems of today, 'The Fourth Way'. He had labelled each policy with different planets. So from the lovey-dovey Venus 60s and 70s, he took us through the Mars years of the 80s to the present Mercury atmosphere of imposed targets and data-driven accountability. And then he left us thinking about the fourth way, illustrated by the Earth.

He had been specially commisioned to do some research on Finland and our much praised educational system. His dream for us was the following: build on our heritage and reputation for being one of the most inclusive nations in the world (e.g. gender equality, including disabled students in mainstream classes) and extend this to be know as the world leading country of cultural diversity. That will be a challenge for a country that has been very homogeneous for so long, and is now finding it terribly hard to come to terms with the arrival of more and more immigrants in the last decade.