The pursuit of ‘authenticity’ in education when it comes to student activities is always a hot topic. The question of whether we can truly prepare students for a life outside school when we teach them within the walls of the classroom is one that comes up again and again.
What steps can teachers take to bring the wider world into their place of learning in an effort to engage children and help them to see the work that they are doing in a wider context?

Student Blogging
Student blogging is one of the ways that teachers can bring an authentic audience to their students, increasing engagement, and widening the horizons of any classroom-based activity. It’s often the case that children’s work is only really seen and commented on by their teacher. By using blogging platforms, a child’s efforts can potentially be seen by a global audience who can constructively comment on that work. When a child understands this, they often increase the effort they put in as it’s not just a teacher who will be reading what they wrote. There are sometimes drawbacks as an audience is not guaranteed and the teacher must be confident in things such as privacy settings,

Video Visits
Bringing experts into the classroom has always been a sure-fire way to increase engagement and the scope of a particular project. However, there are often organisational hurdles that go along with these types of visits. Video conferencing software can be used to great effect to try to alleviate some of the trickier logistical issues of having visitors in school and can also be used to make links between classes and schools where previously, geographical constraints would have made this an extremely laborious process. Tim Peake discussing his time in space with children in the classroom whilst actually in space has been an excellent recent example of this, and the possibilities are numerous as video conferencing offers the next best thing to a physical presence in the classroom.

Project-Based Learning
Project-based learning offers a mirror to how hurdles are overcome in the world of work whilst presenting an alternative to the more linear breakdown of sharply defined subjects. Students try to find the answer to a complex question or a challenge often framed in the real world and have to use a cumulation of their collective knowledge and skills in completing the task. English, maths, science, art and a sense of collaboration all go towards successful achievement in a closer reflection of how things work outside of the classroom.
In utilising these ideas and more, teachers can begin to explore the idea of bringing authentic learning to the classroom, and by doing so, give their students a taste of what things are like in the wider world, preparing them for their journey as learners and their negotiation of it.

Without putting too fine a point on it, I’m not the most organised individual in the world. My working life as a teacher is punctuated by panicked running to half-forgotten meetings, surprise that quickly morphs into heartbreak when the kids turn up to what I could have sworn was a free period and the less I say about my failure to get my bus duty day right the better.

It’s no excuse but I’ve got a lot on my mind (although if you saw me gormlessly wandering the corridors, it may seem like the exact opposite). There’s so much that goes on in school on a daily basis that, for me at least, things can get a little crowded, brain-wise. The sheer volume of tasks that need carrying out and the information that has to be retained means that even as something deceptively easy as prioritisation becomes a chore in itself as I struggle with a to-do list that rolls away into the middle distance and over the horizon.

For a poor unfortunate like me, mobile apps offer the prospect of straightening the looping, meandering tributary of my workflow into something that more closely resembles efficiency. This is no mean feat, considering. Mobile apps can save me effort, time, let me communicate with a wide range of people easily and make me look vaguely competent and less sweaty from all the last-second, panicked corridor dashing to that very important meeting that I’d completely forgotten about until I saw the whole team walking in the opposite direction from me.

The first advantage of using a phone to complete a range of tasks during the day is that it’s always with me. It gives me a central hub where formerly I might have folders, notepads or a pc roughly the size and shape of a back-to-back terrace anchoring me to a certain geographical location. Mobile apps let me be…well…mobile and for someone who doesn’t have their own room (like my good self – I’m assuming they think I can’t be trusted and they’re probably right) travelling light, or at least lighter, is a huge advantage. Of course, I still carry the essential things I need for the class (I dream of one day working in a paperless school and ditching my trusty folding trolley) but it does mean that there is less of a burden to bear.

It’s not just the limiting of physical weight that is an advantage of using mobile apps. They also offer the opportunity to shift and automate some of the more menial tasks that you come across freeing up a bit of cognitive space. Calendar reminders with notifications, to do lists with alarms and other streamlining features act as a digital tap on my shoulder, guiding me to where it is I’m actually supposed to be at any given moment during the day and make my life slightly easier when I get there. It frees me up to concentrate on some of the more in-depth tasks and lessens the ever-constant worry that I may have missed something important.

With the right systems, mobile apps can also make communication in a school or across schools easier. With the current trend in chains and mergers, with institutions over a number of sites with staff in great numbers, making sure you can get in touch with who you need to quickly and easily (especially as there’s no guarantee that they might be within grabbing and shaking distance) is becoming more important. Messaging and mailout services mean there’s easy ways of getting in touch with people, saving time, travel and effort.

Because that’s what me using apps is all about. It saves me an amount of effort in doing certain things and allows me to redirect those efforts into different parts of the job. It makes the way that I work easier and more efficient and also has the added bonus of making me feel a little bit more competent with some of the things that formerly would have left me in a spin. It’s not a spectacular game-changer but in my case, it’s a way of working that really does help me be a little bit better (although with a little less corridor running, I have put on a bit of weight).

In the next post I’ll talk about how school culture can encourage or hinder the use of mobile apps.

Kids on the phone wind me up no end. Telling kids to get off their phones when they’re not supposed to be on them winds me up even more. Kids ignoring me after I tell them to get off their phones when they’re not supposed to be on them is liable to send me into apoplexy whilst carpet bombing detentions in the general area of said kid as they continue to remain blissfully unaware and firmly ensconced in the world of Snapchat, YouTube, WhatsApp and every distraction the digital world has to offer.
So annoying. But then I’m one to talk.

When it comes to being on the phone, there are times that I’m worse than the kids. To the detriment of such minor annoyances as social interaction, the all-out horror of ‘family time’, or meals where some of the food actually goes into my mouth rather than down my shirt as I gaze lovingly at my tiny little screen to the world, I’m pretty much surgically attached. ‘Glued to the screen’ doesn’t quite cut it – I’m more cemented. I’m nothing if not massively hypocritical when it comes to the kids.
So phones, yep – a lot of the time they are tiny little distraction machines that eat focus for lunch and have productivity for pudding.
But…
Technology isn’t usage and usage isn’t technology. It’s true that in many cases, a mobile in your hand means nothing else gets done and it does take a modicum of self control not to get lost in the world behind the screen. But having said that, a phone can also be a fantastic tool for a busy and almost pathologically disorganised teacher like me. With the right apps, it can become a great way to save time, cut down on workload, and organise your day in such a way that it may give you a few extra minutes (which could, ironically, be spent telling more kids to get off their phones). It’s true, there is a world of distraction out there, but then again, there is also a world of help as well.
For me, my phone is a toolbox – it contains a whole bunch of things that I can use to get my job done. A bunch of equipment that formerly would have filled a decent sized bag – cameras, sound recorders, endless reams of paper, art supplies, games, whiteboards, notice boards, to do lists, maps, projectors; all these things can be squeezed into a little black rectangle, whacked into your pocket and taken with you, everywhere you go. That’s a lot less lugging and for me, less lugging is what it’s all about. Efficient, easy, portable – the abundance of mobile apps means that there’s often something available that can really help. Sometimes it’s even free. Free stuff rules.
The perception of the mobile phone as a hurdle to productivity isn’t necessarily a false one but when it comes right down to it, the phone itself is pretty much blameless. It’s what the user does with it that turns it into a help or a hindrance. In my own situation, it can often be a bit of both but ultimately that’s down to the type of person I am rather than the phone itself. And even at my most slack-jawed and unresponsive, the benefits that it represents far outweigh the annoyances.
In a case of ‘physician, heal thyself’, I try to model the use of mobile tech for learning with the kids, show them some of things that I’ve discovered that I think might help them in their own studies, maybe prize their faces away from the gossip, self-affirmation and the more addictive elements turning them towards things that’ll help with productivity, understanding and streamlining cumbersome processes (because there’s plenty out there). In doing so, I try to remind myself that there is a world away from social media, lolz and likes – a world where instead of a barrier, mobiles and the apps they contain can make the difficult job of teaching ever so slightly easier and that the screen can act as window to a different way of working rather than a mirror of some of our less wholesome traits.
That doesn’t mean I’m going to stop telling them to put their phone away, mind.
In the next post, I look at how effective use of mobile apps can improve your workflow.
Tom Starkey is an educator based in Leeds. He’s written for the Times Educational Supplement and Teach Secondary magazine. tweeting at @tstarkey1212 and writes at stackofmarking.wordpress.com.

Here’s our latest infographic on tips for perfect school websites. Follow our advice to achieve a great-looking website that will make teachers, parents and pupils proud of their school’s web presence.

School website Infographic

Keith Tellum is our Education Support Manager and expert in staff development and technology-based learning. He agreed to share his experience in the eLearning field with our readers to help you understand and leverage the power of online learning technologies.

1. What is the most important change in eLearning you have witnessed in the past years?
For me, this is the widespread availability of cloud technologies to education. At a basic level this has hugely increased the amount of storage available to pupils/students and staff which means that it’s now possible to make much more use of video and sound for assessment. This expands the ways you can teach and learn, and people can start to become more independent in their learning by the ability to watch or listen to themselves. Link this to one of the tools which allows you to include questions and information points in streaming video and we’re starting to develop new ways of learning outside the classroom. In a recent interview with some students, they also mentioned that it made it impossible to lose their work owing to lost or corrupted USB drives.
Another aspect of cloud-based learning is the ability to share documents and work on them as a group. In the past we’ve asked groups of students on educational trips to update a shared presentation with their photographs and reactions to their trip, and let students still at home share in the experience.
However, the most important thing here is that it can increase the opportunity for pupils to have feedback on their essays and tasks via the comments feature. From my experiences working in the educational field one of the most common requests from students was to have more formative feedback on their work so they could be sure they were on the right track.

2. Is there an eLearning influencer you admire? And if so, how does he/she inspire you?
As you can probably tell from the comments I’ve made so far, the thing I’m looking for in technology is that it changes and expands what we can do in learning. The most useful encapsulation of this concept was, for me, Ruben Puentedura’s SAMR model.
This model gives stages of moving from using technology simply as a substitute for things we do already (e.g. typing up work instead of writing it) through to the redefinition stage where we can learn in ways not possible before the introduction of technology. An example of redefinition (the R of the SAMR model) would be a recent class where a teacher invited several local businesses to contribute to a class discussion via a Twitter hashtag. It would have been impossible to get several people to give up their time to come to the school for a short session, but they were all willing to contribute from their own offices.

3. What are the advantages and disadvantages of online teaching and learning?
For most teachers the major disadvantage comes down to time. Creating effective online courses and setting learning tasks can be very time consuming, and there are many other demands on them during the working day. If someone in the school can be given time to develop the platform or learning materials this will obviously help, but technology should aim to be able to save time where possible.
In my early career I was faced with the challenge of taking what I’d been working on as an e-learning mentor and actually applying it in the classroom. There was quite a high workload at the beginning putting the online part of the learning together, but I found that as the year went on the work put in at the beginning paid dividends and I had much more time to work with the students on their projects.
In some cases, especially with older age ranges, the preparation doesn’t have to involve intensive work, but extends the learning process through discussion forums, and, more recently, the use of social media.
One of the main advantages of online learning however, is to make learning more accessible. I’ve seen various instances where students have been provided with screenreaders, coloured overlays and magnifiers which have made it much easier for them to learn. In some cases, technology has enabled a student to participate in a higher level course than would have been possible had the technology not been available. For me, this has always been one of the main factors in why technology is now an indispensable part of learning.

How would you describe a modern teacher? Today we are sharing some skills and attributes that we think modern teachers should possess.
 

Engage in professional communities

Teachers should view personal and professional development as a continuous process. One of the best ways to engage in personal and professional development is by networking. Network with other industry professionals by attending education conferences and events or by joining professional online communities for educators. Networking with other teachers is a great way to exchange ideas about different ways of teaching and to share other useful tips.

Keep learning

Being a teacher does not mean you should stop educating yourself. Like with any other profession, there is always something new to learn when you are a teacher. Modern teachers should be curious and proactive in terms of gaining new skills and knowledge.

Understand technology

Modern teachers should be willing to explore new technologies and the different ways they can improve teaching and learning. Technologies are constantly evolving and changing, therefore, teachers should be flexible and adaptable in order to stay up to date with changes in technologies that could support education.

What is more, most students are tech-savvy, this means that having an interest in different technologies will definitely help you engage with students more.

Participate in social media

Incorporating social media into lessons can be a challenge due to lack of knowledge, accessibility and issues like e-safety. However, teachers who are using social media can benefit in a number of different ways. For instance, different social media sites can help make lessons more interactive as well as they can extend the learning outside the classroom.

Social media is also useful for engaging with parents and for promoting the school image online. What is more, joining different discussions or connecting with people of social media are great ways for networking with other industry professionals.

Know when to take a break

This is very important for keeping high levels of productivity and for reducing work-related stress. Modern teachers know when it is time to slow down and relax for them and for their students.

While School Jotter does offer Newsletter capabilities, we appreciate that, for those who want a more rich and designed experience, you can’t beat PDF downloads. Often these are created to send home with pupils, with digital copies uploaded to your school website. The latest release of School Jotter makes it easy to present these in a sensible and attractive way, rather than just a string of links!
To start with, go to where you want the newsletters to be embedded (we recommend a dedicated page for this but you can do it anywhere) and enter Edit mode, then click Insert Item > File list.

You’ll be given a page similar to ones used to update slideshows or any other situation where multiple documents are called for.

Press Select to add an item to the file list. You can add as many as you like and change orders with the arrows to the right in the bottom panel. When you’re satisfied, click Choose. You’ll now have a nicely formatted file list ready for people to download from:

To add files in future, click the box in Edit mode, then click Update from the dropdown grey bar at the top of the screen. Looks a lot nice than a series of bullet points, right?

April 2016 marks 400 years since the death of William Shakespeare – an English poet, playwright, and actor who is widely considered the greatest dramatist of all time. Some of the most famous Shakespeare’s plays include “Hamlet”, “Romeo and Juliet” and “Macbeth”. His plays remain highly popular, and are constantly studied, performed, and reinterpreted throughout the world.

This month, the celebrations have officially started in the United Kingdom and across the world to honour Shakespeare. Today we are sharing some of the main events happening to celebrate the 400th anniversary as well as some online resources for improving your knowledge about Shakespeare and his work.

Events

1616: A Momentous Year at the Shakespeare’s Globe

Visit Shakespeare’s Globe in London for a year-long programme of performances, exhibitions, talks, workshops, conferences, a family story-telling festival, and even a Kabuki inspired ‘Ophelia’ in Japanese.

Shakespeare Lives by The British Council and the Great Britain campaign

Shakespeare Lives is a global programme of events and activities celebrating William Shakespeare’s work on the occasion of the 400th anniversary of his death in 2016. The work of Shakespeare will be celebrated throughout 2016 directly on stage, through film, exhibitions and in schools.

Shakespeare400 by King’s College London

Shakespeare400 is a consortium of leading cultural, creative and educational organisations, coordinated by King’s College London, which will mark the 400th anniversary of Shakespeare’s death in 2016. A number of public performances, programmes, exhibitions and creative activities will take place in the capital and beyond in 2016.

Online learning resources

BBC bitesize learning resources for schools
Check out the BBC bitesize learning resources to learn about Shakespeare and his work. Great for schools!
Teaching Shakespeare on TES
Teaching Shakespeare provides a number of useful resources for learning more about Shakespeare’s work.

Other activities

Visit Shakespeare’s birthplace
Visit the house where Shakespeare was born and grew up.
Visit Shakespeare’s classroom
The original classroom where William Shakespeare is believed to have studied and seen his first plays opened to the public for the first time last week.

Coming soon

Last week we showed you how to use Exercises in Learn to create and manage homework assignments and more. These are a great tool, and using some basic built-in Jotter functionality, we’ll soon be able to extend it to make it even better. Note that, while you can set this system up now, it won’t be enabled fully until an update in a couple of weeks, which we’ll make you aware of!
First of all, for this to work best we recommend setting up a dedicated Learn page for homework and assignments – if all the objects are on the same page it’ll be easier overall to find and manage them. So, following the advice from last week, fill up a page with assignments.
Make sure the due dates are properly filled out!

Once you’ve filled out your page, it’ll look something like the above image. It’s a bit busy, and there’s the problem of students being able to submit homework before it’s even been properly set! We’re going to need to hide these, which Jotter can do automatically for us!
In Edit mode, click on the Exercise (this also works for any other object in Learn, Site or ePortfolio) and you’ll see three icons pop up in the top right. You’ll probably be familiar with these, as they let you move or delete objects.

Click on the cog in the middle to bring up the Advanced Settings – don’t worry, there’s nothing that advanced here! Choose the date you’d like the homework to be set and enter it into the “Date visible from” box. You can also set an expiry date if you want, but note that after this time students will no longer be able to see their feedback.
And that’s literally all there is to it! As the term goes on, the new items will appear for students to submit homework and exercises to, without you having to lift a finger.
Please note – this is a preview of an upcoming feature (time-sensitive content) not yet available in Jotter Learn.
Interested in getting these tips delivered straight to your inbox? Sign up at webanywhere.co.uk/jotter-tips.

School website is very important for making a good first impression as it often is the first contact that people have with the school. Therefore, the school website affects the overall image and reputation of your school which can lead to increased admissions. Having good school web design is also very important for delivering a good user experience for its regular users, including teachers, students and parents.

Here are some of the most important features of why having a good school website matters.

The features of a good school website

Website Appearance

The overall look of the website is the first thing that users notice when they visit the website. This includes the layout, colours, images and fonts you use to build the website. Make sure that all these factors are considered when building the website as they contribute towards creating an overall impression of the school.

Make sure you check our infographic on how to design an awesome school website here.

Quality content

A good school website is expected to include a range of quality content. Remember to add basic information like contact details, welcoming messages, school value and images to the homepage followed by learning resources, curriculum information, news, events calendar and other school information.

Navigation

The website design and good content are very important, however, if visitors cannot easily find the information they are looking for, they will become frustrated and it will negatively affect the overall user experience.

This is especially important when talking about parents researching the schools for their children because if they find the website impossible to navigate, they might just leave the website and search for another school.

The right message

Make sure your website sends the right message to its visitors and it actually represents the values and promotes the strengths of your school. Your website is very important when it comes to creating the best image of your school.

Mobile version

This is another very important feature that should not be ignored in the modern days. Most users, including teachers, parents and students will visit the school website on their mobile devices. Therefore, it is important to make sure that the website remains clear on all devices.

Check out our new mobile apps for schools here.

It is engaging

Finally, make it engaging!

Having a school website is very important, but making it a good website is what creates a good image of your school and leads to the positive user experience.]

The Importance of Having a Good School Website

A well-designed school website is crucial for creating a solid first impression and shaping the school’s image. Focusing on appearance, quality content, easy navigation, clear messaging, mobile compatibility, and engagement means schools can ensure a positive experience for all visitors.

A great website attracts new students and parents and is a valuable resource for the school community. Investing in a high-quality school website is vital in showcasing the school’s values and commitment to excellence.