The ICT revolution fueled by the exponential progress
May 3, 2017
So the great ICT revolution finally rolled into town. I got half a dozen computers to squeeze into my classroom with the unspoken message that I should be grateful that I wasn’t forgotten this time round.
Admittedly, I was excited. There are lots of possibilities for my lovely new PCs. But there’s also the downside, as I’m learning rather too quickly:
the incessant whirring
the slacker contingent of Year 11 who haven’t completed coursework, and whose bloodshot eyes plead to be let onto the computers while I’m trying to calm down Year 8
the printer running out of ink very frequently. Or just not printing. Or churning out pages of rubbish from the previous lesson that will never be collected missing mouse balls. It’s just the thing to steal them, so it seems, rendering pretty much the whole PC out of use
the gradually increasing litter pile stuffed behind monitors: a collage of sweet wrappers and lolly sticks the beeping every time some kid decides to lean back on a keyboard with his monster rucksack, or fiddle with the keyboard by squashing his hand or face onto it (and yes, it’s inevitably a he)
dyslexic keyboards, the result of some crafty key swapping behind my back or when I’m not in the room.
Usually only discovered when a pupil presses something drastic like delete or escape, when the key says something innocent like “page down” software not installed properly so that the only available clip art is circa 1991 an overzealous firewall that refuses us access to any websites of any use, and won’t let me download programs to make things work, like RealPlayer an IT technician who is so snowed under that he hasn’t yet realised it’s spring, let alone been able to look at my seemingly optimistic list of things that need doing.
So yes, the great ICT invasion has revolutionised my classroom, but not in the rosy visioned way I’d anticipated. In fact, dare I say it, these PCs seem more trouble than they’re worth. Not only because of the list above, but also because now I’m expected to do great things with them, which I don’t have time to plan right now. If I want permission to use a website, I have to provide a review for some committee at least five days in advance. My computer corner is like a drop-in centre for undesirables, and I’m already witnessing things that an innocent teacher shouldn’t know about, such as how easy it is to hack into the online reporting system. Besides, I thought these things were supposed to make our lives easier? Now I feel a massive burden of extra work, and another variable to consider in the lesson. As far as I can see, so far these computers have cost a fortune in set-up fees, wasted ink and paper, and odd bits and pieces that have needed replacing already because of vandals. I had great plans for classroom PCs, but in practice it’s not working out as I’d imagined. It’s with a slightly more understanding frame of mind that I now peruse those articles saying that ICT in the classroom is over-rated…
You have an important decision to make – to choose a Primary School for your child. In 2003 OFSTED described our school as a “very good school with some excellent features”. We feel proud of our school and hope you will consider Wallands for your child.
The school is well known for being a very happy, open and vibrant school as well as for the outstanding quality and work of its staff, who are experienced and approachable. We believe in high standards both in the core subjects and in the more artistic side of the curriculum. Visitors will find stimulating displays of children’s work throughout the school and there is a strong musical tradition at Wallands. In addition the school is increasingly strong at PE and computer work.
At Wallands we strive to help children to develop a positive self-image through knowledge of the world and of themselves. The skills of good communication, independence and awareness of self and others, are taught in the context of a clear moral framework. Spiritual values, creative expression and logical thought are encouraged. It is a school in which clear expectations are set in terms of work and behaviour and where equal access to the curriculum is provided for each child. Full details of the curriculum are available at the school.
Reception and Key Stage 1 classes are limited to a maximum of 30 and Key Stage 2 to a maximum of 32. All classes are very well supported by Teaching Assistants with full time assistants in Reception classes. Our aim is to ensure that all children enjoy school and experience success, whilst also achieving the highest standard of which they are capable.