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track.jpgThis post has been kicking around in my head (and computer) for months now. I haven’t done a ‘Soapbox’ for ages, so here goes…

When I was a teenager, I used to look forward to the athletics season in the summer term. It turns out that I was quite good at running the 800m. There was another guy in the year group who could clock a faster time than me, but as I was in a younger age group, I could manage to take the top spot on a regular basis.

Being at a posh school, we had athletics meetings all over the country roughly every second Saturday. (Curious that I had no trouble making these meetings, yet couldn’t manage the rugby during the winter, but that’s another story.) Off we would travel by bus to other parts of Scotland, and compete against other schools in our various events. It turns out that at these meetings I did quite well, and it was then decided that I should try my luck at the West of Scotland championships. A handful of us competing in a variety of events boarded the school minibus and set off for Scotstoun sports ground (I think? – my sense of direction is of course awful, so it could have been anywhere really).

My event was a cataclysmic disaster. I was in fact last in the heats. It turns out, that this should not have been a surprise. On speaking with my fellow competitors, their ‘personal best’ times were faster than mine. I felt good on the day, and had run a good race, but it simply wasn’t good enough. Had I run my personal best, even that wouldn’t have been good enough.

When I got to University, there was a chap in the year above me who had also been an 800m runner at school. Similar to me, he had tried his luck at national events (although in the much bigger arena of England!) and had done very well. Unfortunately for him, there were three other athletes in England at that time who could out perform him in the event. Try as he might, and train as he might, there were three individuals that were simply better than him – in the medal tables of course, fourth is nowhere.

I worry about pushing people towards ‘excellence’. For the vast majority, ‘excellence’ is unobtainable. And that’s not a bad thing. In my opinion, it’s great that excellence is unobtainable by the majority – that’s what makes ‘excellence’ excellent. That doesn’t mean that we should stop trying to better ourselves, but at least sit this in context. There are a great deal of things that I will never be excellent at, (running being one of them) and I’m fine with that.

Years later, I returned to running. Not for competition, but for the sense of enjoyment. I have run quite a number of 10K events, and never once been troubled by the notion of competition. My times for 10K events are decidedly average. I am content in the knowledge that I will never be excellent at running 10K events. I will constantly try to better my times, and improve my performance, but make no mistake, this will never be ‘excellent’. There are some people running these events for which competition is everything, and do very well out of it. So for some people in this event, a considerable minority, perhaps ‘excellence’ is attainable?

If we are setting up an education system with ‘excellence’ at its centre, we are setting kids up to fail. If we truly mean ‘excellence’, then this cannot be attained by all but the decided minority. That’s a good thing, but what do we then tell the majority who fail? I suspect that what will happen will be worse still. We establish ‘excellence’ as our goal, and dumb down the standards so that actually the majority achieve it. If you want any proof of this, dig out your own exam certificates, have a look at what subjects you achieved the top grade in, and ask yourself – “Am I excellent at this?” I’d far rather we acknowledged that excellence exists, is attainable by none bar a few, and that this is ok. By all means strive for excellence, but it’s ok to be average.

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guitar_hero.jpg

I know what I want for Christmas!

Over the last couple of days, we have been looking at how LTScotland can promote the use of present and future technologies in the classroom. On Monday evening, we had the opportunity to have a go at using some of the latest gaming technology, which was a bit of revelation for me.

I’ve always been slightly suspicious for no apparent reason about using consoles or gaming technology in the classroom, but now I’m completely convinced!

We had the opportunity courtesy of Derek Robertson to look at a few different games and devices, but a couple of games stood out for me.

Todays picture shows Derek and Andrew battling it out in ‘Guitar Hero’ – using a controller shaped like a guitar, you have to hit the right notes and strum at the same time to score points. Not only are you having the most fun possible standing up, but you are improving your rhythm at the same time, using the skills you already may have by playing other games.

The other game that stood out for me again involves music – ‘SingStar’ allowed you to improve your singing ability in a ‘karaoke’esque environment. Singing into a microphone, you sing along while the screen displays how accurate your pitch is in real time, and how accurate your sustaining of notes is in relation to the original track. Not only is this brilliant fun, but you are subconsciously encouraged to try harder to improve your performance.

Why is this important? Well, this brings the playstation into the classroom. A playstation and ‘Guitar Hero’ or ‘SingStar’ is significantly cheaper than a computer. Your kids will love it, and they will be learning too. Now that’s cool.

Want to know more about using gaming technology in the classroom? Check out Dereks blog.

NOTE: I’m posting this from the office – for the last five minutes I have been trying to add in the links to both of these games, but am being denied access to do so, even though I have unfiltered access – go figure… I will now be requesting that these site be granted access!

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On Monday and Tuesday of this week I was in Stirling for the LTS Futures meeting, to work on how LTScotland makes greater use of the live web in it’s services. Our guest for the two days was Neil Winton who spoke on Tuesday morning about how a local authority could make use of advice, services and information provided centrally. One of the things that Neil mentioned was filtering, which has been a hot topic for us recently in Argyll & Bute.  It was interesting therefore to read courtesy of Blue Skunk Blog this morning about this, which your kids in school will undoubtedly know about.

Fascinating, isn’t it? That whilst we as staff become frustrated by filtering and firewalls, our kids just set up proxies to get around them. And what do we do if we discover this type of wonderful problem solving being displayed by our students? Probably discipline them. Of course, what am I thinking? Problem solving should clearly be done on paper…

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Today I’m speaking in Stirling at the Learning & Teaching Scotland Futures Group meeting. Broadly, I’m speaking about using Flash in Education, and at some point in the session I want folk to go and have a look at some cool things on the web. The following links may seem quite random, but there is a point to all of them, honest!
Some really cool examples of what Flash can do:

navigation for a site – interesting notice board in the services section

cool little Flash toys

combining the mapping apps on the web into one place
moving around a wired up Mexican home?

what vodafone thought about the future in 2004!

production company for the likes of LG, Samsung, Volvo etc

health promotion from the BBC

interactive site looking at evolution

the work of Henrik Ibsen presented in Flash

How about a wee spot of painting?

How about sharing a whiteboard?

Or even your whole desktop?

great interactive guitar animation

using Flash in storytelling

This is just lovely {– thanks for this one Naomi} – where will this story go?

Zwok – simple game throwing balls in the air at opposing team

Peep – interaction for early years

primary guide to the potato famine

How do the creators/owners of Flash use it to market their products?

Andy Field’s site for creating content

Articulate – more versatile Quiz and Presenter maker

Breeze – Adobe’s own Quiz, Conference and Presenter maker

BlackCat tool for making Flash quizzes

LTScotland of course have many examples of interactive resources online at the moment using Flash:
Global footprint calculator – User can calculate the environmental impact of their own/ and their schools behaviour and record their results.

Channel 4 – Modern Languages

Health Promotion – Interactive games, quizzes, wordsearchs etc

High resolutions images viewer – in this instance used to look at massive old maps from the national libraries of Scotland

What about elsewhere in Scotland?
Talbot Primary school year 5 & 6 created Flash animations

Scottish Borders making animations

Flash at Sandaig!

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I suppose this was only a matter of time, hot on the heels of this.

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I’ve blogged about the forrays into the future that Islay High School is making, but Ian Stuart, Principal Teacher of Technology and ICT coordinator has now got his blogging sorted out – you can find him up and running here.

I couldn’t be more interested in what Islay High are planning. With a relatively small school of around 250 pupils, the plan is to kit every one of them out with their own handheld device that will enable them to view, store, interact and create their own educational content. Whilst there are many projects out there to do something similar, Islay High will be the first secondary school (to my knowledge) to put this power in the hands of every student and member of staff. With the advent of Glow, just think about the possibilities this would create!

Please take a moment to drop by and see what Ian has to say – more importantly, subscribe to his blog and follow the unfolding of what will undoubtedly be a fascinating digital journey.

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I don’t know, you spend three days having advanced Flash design training learning how to do really cool things in Flash, and then you find this. Just how cool is this?

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In my spare time, I used to make guitars. When we were moving house, I had the joy(?) of putting the tools, jigs and forms up into the loft until we can get a more permanent workshop sorted out somewhere in the back garden (approximate item number 4 million on my ‘to-do list’!)

One of the things doing any kind of woodwork teaches is great patience. The slightest mistake can ruin a very expensive bit of wood, so you very quickly learn to live by the title I’ve given this post. The school that I attended as a pupil didn’t have a technical department, so I’ve never been officially trained in how to cut, sand, bond and shape wood. It’s amazing how many things you can pick up just through interest.

Why mention this? Having moved house and then spending a week without access to the internet, I was somewhat surprised and alarmed to read in my aggregator on my return to work the number of posts referring to ‘Argyll & Bute banning blogging’. Surprised, alarmed and disappointed. With the rise in citizen journalism that blogging has created, it is more important than ever to make sure what is being reported is accurate. In this particular case, it couldn’t have been further from the truth.

Argyll & Bute use Symantec i-Gear as their filtering system. This American product is plagued by issues (as I know to my cost and frustration – as a teacher of RE, i-Gear blocked everything to do with religion when it was first deployed in Argyll, and continues to cause great difficulty in many subject areas). The system works with a ‘deny’ list that is governed by policy files that can be administered centrally in the Authority and altered locally in each Secondary school. At no point has Blogger been placed on the central policy files, and on checking each of the Secondary school local policy files, it was not found there either. Why Blogger did not work in the particular school in question at that time was not because of a ban. Our technical team of staff spent quite a bit of time investigating why Blogger was not working and cured the problem once they knew about it. (Just for the record, these hardworking guys cover the length and breadth of the Authority, and when they know about a problem, seek to solve it. They are a small team however, and there is only therefore so much that they can do.)

I know it can be frustrating when a site is denied for no apparent reason, but unless the technical team are informed, then they can’t do anything about it. If everyone tells their ICT coordinator when sites are denied, then there will be the evidence needed to set about changing the situation.

Don, I’m sorry I didn’t get back to you about your situation when you commented on my site. As you know though, I’ve been on annual leave. More importantly, you can now set about blogging with your classes, knowing it isn’t being ‘banned by the Local Authority’. My thanks also to you for setting the record straight on your own blog.

For everyone else reading this though, please remember the most worthwhile thing I know about woodwork – measure twice, cut once.

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Jenn today talks about the new UMPC from Arima. I think this is the first one I have seen that gives a decent battery life, and seems to follow the sliding screen/concealed keyboard format which is really interesting in my opinion. I also like the fact that they seem to be getting slightly smaller.
Anyway, today I’m moving house. Further news bulletins as events warrant (if I can get broadband set up quickly in the new house!)

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