ICT Matters May 12

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THE LATEST UPDATES AND DEVELOPMENTS IN SCHOOL TECHNOLOGY

SHAR WITH E ME IT M YOUR ANAG ER

WHIZ KIDS The award-winning RSA Academy shares its ICT secrets

UPDATE 42 ›› ICT NEWS Why school ICT should be better than IT at home

IN PRACTICE 46 ›› WOMAN IN THE KNOW IT careers expert Elizabeth Sparrow talks ICT changes 50 ›› WHIZ KIDS The award-winning RSA Academy shares its ICT secrets

FOCUS ON 54 ›› REST SECURED Keeping your technology under lock and key 58 ›› A VIRTUAL WORLD An exploration of the virtual classroom trend

HELP DESK 60 ›› TECHNO GEEK Staying in touch with alums online

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NEWS & ANALYSIS SCHOOL ICT SHOULD BE BETTER THAN IT AT HOME Pupils risk losing interest in lessons unless technology is on a par or better than what they have at home, ICT specialists have warned.

According to technology services provider Probrand, technology like 3D projectors, hand-held devices, gaming style approaches and Raspberry Pi are the next step to improving education and computer science skills, particularly in what will be a less restrictive ICT curriculum.

In the commercial sector, the consumerisation of IT is focusing on how employees are readily using their own technology for business purposes as it is better quality than that provided in the workplace. When applied to education, the same dynamic dictates that unless classroom technology outperforms that of ‘at home’ ICT, pupils will fail to engage and any IT investment that doesn’t meet this objective is potentially wasted resource.

ANOTHER DIMENSION A recent survey found 3D projectors and software to enrich and enhance the learning environment. Having 3D in the classroom increased concentration to 92% of the class and improved performance, with 86% of pupils in 3D classes improving in tests compared to 52% of pupils using traditional classroom resources.

Probrand’s Andy Cartwright, said: “There are only a handful of schools using 3D technology, •3D increased gaming or hand-held devices as concentration to 92% of teaching aids in the UK at the the class and improved moment. However, I can see this performance growing over the next few years, • 86% of pupils in 3D particularly in academies and classes improving in tests free schools that wish to compared to 52% of pupils using incorporate this technology.” traditional classroom resources.

FAST FACTS

THE NEC SOLUTIONS SHOWCASE

The NEC Solutions Showcase held at The O2 on 25 April once again provided inspiration for visitors to achieve successful and innovative education display solutions, with 3D interactive teaching tools and collaborative learning techniques for the classroom to campus-wide digital signage solutions. Visit www.showcase-nec.com to see videos, download the brochure and find links to discover more about NEC education display solutions.

BCS LAUNCHES BURSARY FOR TURING CENTENARY BCS, The Chartered Institute for IT, has launched the BCS Education Bursary in celebration of the centenary of famous computer scientist Alan Turing’s birth.

The BCS Education Bursary aims to promote the importance of computer science as an academic discipline. With £30,000 potentially available, the institute aims to assist between 30 and 60 different computing-related projects.

Schools, colleges and universities across the UK can apply for funds, of either £500 or £1,000 to help them deliver projects that will enable learners to benefit from computing-related studies and are consistent with the aims of the Institute’s Royal Charter.

Bill Mitchell, director BCS Academy of Computing, said: “The institute has long been campaigning for better computer science teaching and this year, the centenary year of Alan Turing’s birth, we have really seen our efforts pay dividends. In January, Michael Gove, secretary of state for education, publicly endorsed the importance of teaching computer science in schools. The BCS Education Bursary is the first of several initiatives BCS is working on to support schools who want to teach computer science.”

He added: “In the same way students have the opportunity to learn physics, chemistry, and biology we should offer every student the opportunity to learn the workings of the digital systems that pervade their world. The UK has a great history of innovation, it is important we continue to nurture talent and give people the right opportunities to create.”

To apply for the BCS Education Bursary, educational institutions are being asked to complete an online application form by 1 June, giving details of their proposed project and measurements for its success. A panel of judges from industry and academia will consider each application on its merits.

To apply for the BCS Education Bursary, visit http:// academy.bcs.org/category/16662.

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IT STOLEN FROM HALF OF SCHOOLS AND COLLEGES Almost half of education establishments have been victims of mobile ICT theft during the last three years, research reveals.

New data from Lapsafe shows that 45% of education establishments had mobile devices, such as laptops, netbooks, MP3 players, tablets and gaming devices, stolen between 2009 and 2011. More than a quarter of institutions (27%) had mobile ICT equipment stolen in 2011.

Laptops were the most common device to be stolen over the three year period (42%), with 11% of institutions victim to netbook theft since 2009.

Fortunately, only four per cent of establishments had MP3 players stolen, with tablet computers being taken from the same percentage. Gaming devices were stolen from one per cent of institutions between 2009 and 2011, possibly due to the fact that hand-held games consoles are not yet commonplace tools in UK classrooms.

Although 83% of those surveyed claim that their organisation has an ICT security policy in place, almost a fifth (19%) of these policies do not include guidelines for physically securing devices to prevent them from being stolen. In addition, almost two thirds (65%) of education establishments questioned have not been given training on how to protect their mobile ICT devices from theft.

The data also reveals that a staggering 56% of education establishments do not encrypt their laptops. This was despite half of respondents stating that they were aware that their school, college or university could be fined up to £500,000 by the Information Commissioner’s Office (ICO) if unencrypted laptops containing sensitive pupil details were lost or stolen.

Laptop theft from education establishments can be costly, inconvenient and, potentially, dangerous. Not only could learning be disrupted if ICT equipment is stolen, but laptop theft can lead to increased insurance premiums if an institution has to claim for its loss.

What is more, students’ safety could be seriously compromised if laptops containing the details or photographs of vulnerable children fall into the wrong hands, not to mention the damage likely to be caused to the responsible organisation’s reputation.

Denise Crouch, director at LapSafe, believes that the findings highlight the need for educators to take greater steps to physically secure their mobile ICT. She said: “Our research suggests that theft of laptops and other mobile ICT devices from UK schools, colleges and universities is on the rise. Although the exact reasons for this increase are unclear, it is likely that the economic downturn and the fact that education establishments are often hotbeds of technology is somewhat responsible.

“It is vital that educators have sufficient plans in place to reduce the risk of mobile ICT theft. This should include measures for physically securing laptops, netbooks and tablets, and should be supported by regular IT security training to help avoid the negative consequences of having devices stolen.”

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BE INSPIRED BY VISIONARY LEADERS AT THIS YEAR’S LEARNING PLATFORMS CONFERENCE Technology is changing and learning is being flipped on its head. Teaching is no longer confined to the classroom; it takes place at any time, anywhere.

The same is said for learning platforms. They are going way beyond a tool to deliver the curriculum; students are developing apps and teachers are creating websites without the need for complicated coding.

Over 800 schools from around the world will be attending the Inter-National Learning Platforms Conference on 19 June 2012 at the ICC in Birmingham to share new ideas and network with other schools – you can’t afford to not be one of them.

Some of the country’s most visionary schools will share their top tips on technology in the classroom; from their mobile learning strategies to engaging parents with their child’s learning.

And the best bit? Schools will be able to take these ideas straight back to the classroom.

Register now at www.frogtrade.com.

DIARY 23 MAY – E-LEARNING FOUNDATION SPRING CONFERENCE 2012 London e-learningfoundation.com/spring12-overview 19 JUNE – TURNING TECHNOLOGIES USER CONFERENCE 2012 Aarhus University, Denmark TurningTechnologies.com 28 JUNE – CAPITA’S DATA MANAGEMENT FOR SCHOOL IMPROVEMENT – A HALF-DAY BRIEFING Manchester CapitaConferences.co.uk

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WELCOME TO THE FUTURE OF PEDAGOGICAL LEARNING The Samsung 650TS E-Board is making shockwaves in the world of education. We find out more about this new generation teaching tool and how interactive technology is making a difference at the chalk face

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earning in the 21st century has moved into another dimension. With interactivity now a mainstay in the classroom environment, schools have become veritable hotbeds of digital inspiration. With an array of impressive technology solutions on the market, ICT managers must choose carefully to ensure the technology they offer has the ‘wow’ factor, inspiring creativity and pedagogical learning in the classroom.

For this, only the best will do.

Learning from the best

The screen is consistently bright and clear, while eyes are protected by its anti-reflective coating over a tempered glass exterior. The screen has been expanded so no corner is out of reach, making it easier to access the Windows icons in each corner and see every note made. Compared to a traditional whiteboard, projector and seperate PC solution, the Samsung E-Board delivers exceptional reliability and requires little to no maintenance throughout its lifetime. Total cost of ownership on the E-Board is ideal, as the lifespan of the 650TS LCD panel is approximately 50,000 hours (or about 30 years when used six hours a day).

Samsung works with over 5,300 schools and 100 universities and FE colleges in the UK to offer the Going above and beyond latest technological learning solutions. This expert The 650TS is much more than just an impressive knowledge of the education sector means its 650TS touch-screen and E-board pen display. Samsung has E-Board is the ultimate next-generation teaching tool partnered with Microsoft to offer a built-in PC and like nothing most schools have seen or used operating system and blackboard software to enable a before. The high-resolution 65-inch super bright complete interactive experience for pedagogical screen offers wide viewing angles with touch-screen learning; teachers can access videos and the web control, no shadowing and the highest quality instantly and create on-screen projects for students. images you would expect from a name like All this information can be shared digitally for a more Samsung. Under even the brightest lighting collaborative process and greater control. A student’s conditions, the 650TS offers exceptionally low power personal computer screen can be monitored and consumption for up to 50,000 hours. controlled to block unnecessary websites during class, Combining the simplicity of a whiteboard and while teachers can import content from individual the power of a computer, the Samsung 650TS computers during an interactive session.

E-Board will enhance almost any learning The 650TS E-Board facilitates the latest methods environment. Having one solution frees up space, of ‘untethered’ learning, such as virtual lectures via reduces cost to install and maintain, while delivering multimedia educational content technology, with ease, a much richer learning experience. The benefits working independently of other hardware and include increased student participation, better visual peripherals. The Samsung E-Board is the next logical presentation and more efficient lessons. The step when it comes to technology installation in the versatile touch screen will allow you to either use the classroom, as it provides a future-proof investment supplied E-Board pen or your fingers for drawing that drives interactivity, group engagement and directly on the screen. Using multiple pen colours or connected solutions to deliver an all-round richer the highlight and bold features, you can stress the teaching experience. n importance of certain content for easier understanding and note-taking.

“The image quality of the Samsung screens The 650TS’s high-resolution LCD screen and wide viewing angles allow are second to none and look fantastic” every student to see what’s being taught.

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“Samsung is committed to developing a richer, more interactive learning experience in classrooms and in group/ plaza environments. With more than 30 academies in the UK using the Samsung E-Board solution, we are committed to ensuring that key focus areas, such as pedagogical and connected learning, are introduced efficiently and effectively for schools and colleges nationwide” Phil Gaut, UK&I general manager, Samsung display and AV division

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E-BOARD IN ACTION Forward-thinking schools across the UK are using the interactive versatility of the TA650 E-Board to their advantage. Here are some examples of how the technology can be used

CORNWALLIS ACADEMY, KENT Known for thinking outside the four walls of the traditional classroom, Cornwallis Academy wanted to invest in leading technology of a high standard that was easy to use and visually appealing, in-line with the school’s modern look and feel.

Samsung provided interactive whiteboards, video walls and large format display screens to be displayed throughout the school, which has not only enhanced teaching and learning, but saves on printing too. “The image quality of the Samsung screens are second to none and look fantastic,” said one teacher. “The MagicInfo software solution made it easy to change and broadcast content seamlessly.”

BIRMINGHAM METROPOLITAN COLLEGE Technology plays an important role in everyday life at Birmingham Metropolitan College. In a bid to enhance the pedagogical side of learning for students, the college had a large quantity of Samsung E-Boards installed throughout the campus.

The solution has enabled a higher level of interactivity between the students and teachers, while significantly aiding the learning process.

Students feel confident to contribute and become more involved in class using the Samsung 650TS E-Board – writing on the board, playing video clips and sharing information. A spokesperson from the college said they were “confident” in Samsung as a key partner “with the best access to technology to improve teaching and learning in the college”.

FOR MORE INFORMATION: Tony Ryan W: www.samsung.com/uk/lfd T: 07775 998101 E: anthony.ryan@samsung.com

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The song of Sparrow

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he Government has a duty to educate both students and teachers to the exciting possibilities of studying information technology and the variety of career options it offers. These were the words of Dr Elizabeth Sparrow, former president of BCS, the Chartered Institute for IT, on accepting an Honorary Doctor of Science degree from London’s Kingston University earlier this year.

Looking ahead Elizabeth Sparrow welcomed and indeed spearheaded the debate currently surrounding the quality of the IT curriculum and the changes set to take place from September. She believes a lot more can be done. “We’re not exciting the next generation to the possibilities of what they can achieve from a career in computing,” she says.

“Digital literacy is important for everyone and we need to teach schoolchildren how to create digital technology for themselves through computer science, which is why the BCS and other organisations are working hard with the Government to develop a new and challenging curriculum and give teachers the support they need to actually educate much more effectively.”

She urged students graduating at the ceremony at Kingston’s Rose Theatre to consider the enormous range of opportunities working in information technology or computing opened up. “IT is interwoven into so many different industries, all with the potential to change society for the better,” she said.

“It touches virtually every aspect of our lives, from laptops to microwave ovens, mobile phones to games consoles and innovation is constantly changing the way in which we work and play. We can use it to transform lives and find solutions to some of our most pressing social and environmental issues.”

Although there had been enormous advances in a relatively short space of time, there was much more technology could do to enhance people’s lives and help tackle society’s challenges,

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Sparrow added. “Today’s computing graduates have the opportunity to play a pivotal part in taking this forward,” she told the gathered group.

A well-established career In an IT career spanning 30 years, Sparrow has worked in senior posts for a number of different organisations, ranging from the British Library to T-Mobile. As IT director at the Home Office, she led a major infrastructure upgrade, while at the Crown Prosecution Service she coordinated a significant change programme that also covered the police service and courts.

During her term as BCS President between 2009 and 2011, she was responsible for a series of award-winning programmes aimed at increasing public confidence in IT and encouraging people to make better use of it in everyday life. She remains involved in the work of the institute and is also a trustee for national charity AbilityNet, which helps disabled children and adults use computers by adapting technology.

Technology in education What sticks out most for Sparrow when it comes to the changes to ICT in education over the last decade is how easily accessible it is for pupils these days. “IT has become so pervasive and so many school kids have access to many different computing devices, from their mobile phone to a laptop and PC,” she remarks. “Often families will have access to several different kinds of equipment.” This often means children are learning about technology outside as well as inside the classroom walls.

ICT specialists like Sparrow have been warning schools for some time that pupils run the risk of losing interest in their lessons unless the technology is on a par or better than what they have at home. Furthermore, the changes to the ICT curriculum come September that will see a shift in focus over to the computer science end of the technology spectrum is also essential to maintain a necessary level of interest among children. “[It] is such

Dr Elizabeth Sparrow’s 30-year career in the IT industry has put her at the heart of the discussion on the future of technology in education. The ex-president of BCS has called for more to be done to excite the next generation to possibilities of a career in computing.

Julia Dennison reports

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a shame and so damaging for the UK economy if we’re not really introducing school kids to computing and IT in a way that they can actually understand the thrill of developing these solutions,” adds Sparrow, who was very happy with Education Secretary Michael Gove’s recent announcement of change.

In fact, she worked hard to drive the Royal Society report on Computing in Schools (see box on p46) that followed his announcement at BETT in January and is eager to see the changes in place. “For those students who really have a potential interest in it, we need to teach them about the fundamentals of computer science and give them the opportunity while they’re at school so that, very importantly, they then go on to study it at a higher level at university.” It is encouraging young people to study computer science at university and therefore go on to lead the way in digital industry where Sparrow believes the UK very much has room to improve.

Getting the set up right In order for these changes to be a success, however, schools have to have the right equipment and support. “We very much provided the standard office technology in schools for kids to use, which really isn’t introducing them to how that computer really works and what the potentials are just to fire their imagination and get them thinking about how it could be programmed,” she explains of the situation to date.

“As we’re now putting both equipment and software into schools that are designed really for office use – for people to write letters or prepare presentations with PowerPoint slides – that’s not really teaching school kids the fundamentals of what computing is all about and I think it’s terribly important we get back to that.” She points to new developments, such as the Rasberry Pi, as being useful for a future computing curriculum.

She believes the UK is letting schools down by not giving them all the support they need. “We are leaving

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schools to manage with very limited resources and help,� she comments. This is where her former organisation BCS and its partner Computing at School are keen to come in. Computing at School is actively getting out into the field and helping schools prepare for the change in curriculum, and Sparrow’s last bit of advice is for educators to take advantage of resources out there, like this one, which could help them on their way.

To find out more about Computing at School, visit ComputingAtSchool.org.uk

IT touches virtually every aspect of our lives, from laptops to microwave ovens, mobile phones to games consoles and innovation is constantly changing the way in which we work and play. We can use it to transform lives and find solutions to some of our most pressing social and environmental issues

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COMPUTING IN SCHOOLS Key points of the Royal Society report on computing in schools, of which Dr Elizabeth Sparrow was at the forefront 1. The current delivery of computing education in many UK schools is highly unsatisfactory. Although existing curricula for ICT are broad and allow scope for teachers to inspire pupils and help them develop interests in computing, many pupils are not inspired by what they are taught and gain nothing beyond basic digital literacy skills such as how to use a word-processor or a database.

This is mainly because: a. the current national curriculum in ICT can be very broadly interpreted and may be reduced to the lowest level where non-specialist teachers have to deliver it b. there is a shortage of teachers who are able to teach beyond basic digital literacy c. there is a lack of continuing professional development for teachers of computing d. features of school infrastructure inhibit effective teaching of computing.

2.There is a need to improve understanding in schools of the nature and scope of computing. In particular there needs to be recognition that computer science is a rigorous academic discipline of great importance to the future careers of many pupils. The status of computing in schools needs to be recognised and raised by government and senior management in schools.

3. Every child should have the opportunity to learn computing at school, including exposure to computer science as a rigorous academic discipline.

4. There is a need for qualifications in aspects of computing that are accessible at school level but are not currently taught. There is also a need for existing inappropriate assessment methods to be updated.

5.There is a need for augmentation and coordination of current enhancement and enrichment activities to support the study of computing.

6. Uptake of computing A-level is hindered by lack of demand from higher education institutions.

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System update The RSA Academy in Tipton is the only academy in the UK to be sponsored by the Royal Society for the encouragement of Arts, Manufactures and Commerce. As a result it has the freedom to take a unique and proactive approach to ICT. Carrie Service reports

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s I pull up outside the RSA Academy in Tipton, near Wolverhampton, I have to check with the taxi driver that I’m in the right place.

The building is a colossal structure and reminds me more of a state-of-the-art conference centre than a local high school.

A head for business

There isn’t a need for the ‘traditional’ IT technician; there is now a demand for someone who can and support staff and help teachers improve their teaching

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I’m here to meet Umran Naeem, the school’s ICT director of two years. He began his career as a physics teacher (at another school) and eventually worked his way up to head of science. Having been in education for a long time, he decided he needed a change, and went to work for IT company RM as an education consultant. Naeem believes that this business background has served him well in his current role. “Understanding how the business world operates has changed my perception,” he reflects. He thinks this is something a lot of schools are lacking and that they need to remember they are businesses, operating on a professional, not a personal, level. “Sales people are trained to very good jobs and I’ve seen in my own experience schools often buy and pay a lot of money for IT technology that never gets used or is boxed away, and I think that’s a shame,” he says. It’s also common for many schools to restrict themselves to buying their services from one company: “I worked in a school where the business manager had a link with a company, so everything went through that company, even though the cost was sometimes 20% more than elsewhere. And a lot of schools do that out of loyalty. But as a business you’ve got to step back and take a look at the pros and cons.” Naeem is also mindful of not pandering to technological fads and crazes but concentrating on what is actually viable within the school’s budget restraints: “We are prudent but we also think about the long term. Our development plans are a

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minimum of three to five years. We are not reactive, so for example if the iPad 3 has just come out we’re not just going to [buy a load].”

Changing roles Naeem works alongside his colleague Tim Morton, who is network manager at the school, and who was this year awarded Naace IT Technician of the Year, for which Naeem nominated him: “Having worked with network managers before, the difference with Tim is he gets involved; he’s not just about the hardware side of things, he’ll go in and teach a class.”

Morton has somewhat outgrown this current job title and believes that the role of network manager or IT technician is changing as technology changes. Gone are the days of IT “hobbits” as he puts it, sitting in the office and saying no to things. “This has been due a shake up and that’s what happening now,” says Morton.

He admits that the demand for IT technicians in schools is decreasing but he argues that although there isn’t a need for the “traditional” IT technician, there is now a demand for someone who can and support staff and help teachers improve their teaching through technology.

Making the most of resources RSA Academy uses technology not simply in ICT lessons but integrates it across all subjects – even cookery, and is something that the ICT team is very proactive about.

They are also acutely aware that some teachers may not be as technologically minded as others: “We try and encourage a concept called support and deliver. What we do is say to staff: ‘Look, this is what you can use in the classroom; we’ll support you with it.’ My remit in IT is to encourage use of technology, so I might introduce a new concept, for example; green screening: I’ll train staff to use the green screen, but at the same time I know one training session might not [be enough] so we send in our technicians. The guys will go into the classroom and actually support that session; they’ll act like support staff.”

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Morton says it’s fantastic having members of staff and students who are enthusiastic and competent in IT, but it’s important to remember the people at the other end of the scale, or the “differentiation groups” as he politely puts it, and work on building their confidence: “A lot of teachers are really switched on with technology and keen to get on and work with it, but there is that other group of staff who have been in the job for a long time, can see changes and are possibly a bit worried and have had bad experiences in the past. So you’ve got to reconnect.”

To encourage collaboration between staff and students, the school also runs something called the Student Digital Leaders programme. This involves students learning how to use a piece of technology or software and afterwards going into lessons and teaching staff and other pupils how to use it. The ICT team also asks staff to ‘buddy up’ with other staff members who might need help when new technology is being introduced.

Don’t go it alone Naeem’s advice for schools that have just become an academy would be to find a balance between managing your own technology, and getting a helping hand: “You need to get a partnership going because there is only so much expertise you can get in house. Although we have a brilliant team in here, our sphere of what we understand is limited to what we know.” RSA Academy have a part-service contract with their technology supplier, so that if anything happens that they can’t handle in house, they can get some outside support. “My advice would be to definitely invest in both things; don’t just be insular, and don’t just [outsource] everything.” Naeem’s final piece of advice is: “Schools need to talk to other schools. Many feel like they are in competition but they should be working together.”

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LAPTOP LOCKDOWN E-safety is constantly being drummed into schools, but are enough concentrating on the security of their hardware?

Carrie Service speaks to the experts about how to ensure your ICT is safely under lock and key and what measures can be taken to deter thieves

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ost of us are pretty careful when it comes to taking care of our own property. We don’t leave windows and doors unlocked when we’re not at home, and we don’t give keys to anyone unless we feel we can completely trust them.

So why should it be any different when it comes to school property? The answer might be that too many people are responsible for ensuring ICT equipment in a school is kept secure and we lose track of who should have the keys, or whether or not we have locked up after ourselves. Another issue is that with the growth of technology in schools and mobile devices in particular, valuable equipment is now in abundance and is also a lot easier for thieves to steal, because it’s, well, mobile.

“Security is the unglamorous, often forgotten side of IT in schools and it causes a lot of extra work for teaching and technical staff alike” says Tim Morton, network manager at the RSA Academy in Tipton. “However it is important that we make every effort to make equipment and especially data secure. There are major changes on the horizon such as Cloud computing, BYOD and leasing. These changes will have a huge effect on security and how schools have to manage it, which is something everyone needs to be aware of.” A survey commissioned by an ICT security company revealed that 45% of schools had mobile devices stolen between 2009 and 2011. A shocking 65% of education establishments questioned had not been given training on how to protect their mobile ICT devices from theft. So where are schools falling down on their security and what should they encourage staff to do in order to prevent theft?

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COMMON MISTAKES

John Archbold, owner of Archbold Security Consultancy and Advisory Service, says that he sees the same mistakes repeated time and time again by schools: “Many of the schools I have provided security advice to have suitable security in place” says Archbold. “But there is almost always a human element to how that security is managed on a day-to-day basis. I often find that doors providing access to the I.T. are either left open or unattended at times they should be secure.” These may seem like obvious points, but how often have you gone to open the ICT suite and found that it is already unlocked? Or been to collect the keys to close it for the evening and found that one of the teachers has taken them home by mistake?

There are simple systems that can be put in place to help counteract this problem, (and the majority of schools should already be doing this) including teachers being required to sign for keys so that it is always known who has them at any given time.

BREAK (IN) TIME

Schools are usually targeted in a few specific times of the day where security becomes a little lax: “Vulnerable times are natural breaks and evenings, particularly where there are community activities,” explains Archbold.

“Sadly most schools consider security one-dimensionally instead of across a working day timeline.” The key to tackling this is having good access control, by using tools such as swipe cards or pin codes to gain access. If the local area is one that is susceptible to crime it is also worth having CCTV installed, both as a deterrent and a means of catching criminals.

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DEVIL IN DISGUISE

Not all thefts occur on a spur-of-the moment basis and many are the result of clever planning on the part of the criminal: “Equally common crimes are sneak-in thefts where intruders enter with a pre-thought-out plausible plan for if they are challenged,” Archbold tells me. Thieves have been known to dress up as bogus workmen or even pose as parents to gain access to a school, which is why you should have a vigorous system in place that requires all visitors to be logged in advance and to carry a form of ID, or confirmation of their meeting to present on arrival. When new members of staff join the school, be sure that they have been briefed on all the processes in place, as it’s easy to forget that though you may know the rules off by heart, new members of staff aren’t mind-readers.

PROTECT YOUR EQUIPMENT

One initiative that should always be employed is to make your equipment as inaccessible to opportune thieves as possible. If laptops and other mobile devices are locked away in a robust cabinet as well as behind a locked door, it adds that extra obstacle to deter thieves. However before you invest in this sort of storage, staff and students need to make sure that they actually use the cabinets properly, locking them after use rather than leaving them open during the day, or the purpose is defeated. If you don’t think that you are going to get the benefit out of them, don’t invest.

It’s also important to remember that once ICT equipment has been disposed of, it doesn’t necessarily mean it is no longer your responsibility. “Schools need to understand the importance of using an accredited data disposal provider when carrying out ICT upgrades and disposing of equipment,” warns Andy Howell, recycling director at Stone. “Old hardware can contain sensitive data, whether it is personal information relating to pupils and staff or sensitive data for the school. If this information is leaked it could result in large fines from the

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Thieves have been known to dress up as bogus workmen or even pose as parents to gain access to a school

Information Commissioners Office, not to mention the potential implications of criminal use.” For the same reasons, keeping track of where data is stored is also key, as many teachers and staff now have the ability to take laptops and equipment home and also store information on USB sticks and other devices. Once these are off school premises you have no control over their security. Staff should be encouraged not to leave anything out on desks or in the staff room that could easily be picked up or misplaced but should lock items away in desk drawers or lockers.

Don’t forget that thieves aren’t just after laptops and iPads when they target a school.

There are other items which aren’t necessarily thought of as high risk, such as projectors which can fetch a lot of money when sold on. These could become easy pickings for thieves as they may not be as closely monitored as other, more high tech equipment. Archbold suggests schools take advantage of orange ‘education use only’ projectors: “They have little or no sell-on value to a thief, because they can only be traded by a school or college. They don’t look pretty, but most have a built-in 100-plus decibel alarm, set by a key code, which if removed without the code will result in a an unhappy (hopefully empty handed) intruder.”

One college in Essex had its ICT equipment stolen twice in the space of 12 months, which raises the question of whether or not lessons were learned from the first incident. The best form of action may be to note down any mistakes that are made along the way to be sure not repeat them.

There are only so many times you can make the same error again and again before you finally get caught out, so take our advice and be security savvy.

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As the demand for school spaces continues to grow, schools are having to think outside of the box and come up with alternative ways to accommodate extra pupils. Carrie Service takes a look at virtual classrooms and whether or not they could provide a solution to the problem

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s the media likes to remind us on a regular basis, more than 450,000 extra school places will be needed across England by 2015. The majority of councils are hoping to expand existing schools or open new ones to cater to these demands, but where this isn’t possible, they are having to be innovative in the way they approach admissions. Brighton and Hove City Council is in fact considering using virtual classrooms to tackle the shortage of school places in their area, as due to the geographical location of the coastal city there is very little capacity to build new schools.

VIRTUALLY A REALITY

Schools already have the capacity to teach children remotely and are doing it now to a degree. Learning platforms and ‘virtual learning environments’ are used by the majority of schools, particularly by older pupils. These allow teaching materials and learning resources to be accessed from home, or wherever there is an internet connection. Learning platforms are used by teachers to set homework and upload resources such as presentations and video clips for pupils to access information or from outside of school or during free periods. It is also a means for students to communicate with each other via messages and blog posts and to contact teachers for help with homework. If a school was to try virtual classrooms as a solution for over subscription, it would more than likely have most of the resources required already. In last month’s edition of Education Executive we covered a school in Essex that was using video conferencing to enhance lessons. They found the technology to be particularly rewarding in history, as a number of museums in London offer free video conferencing sessions to schools. This involves a history expert discussing artefacts with the children live from the museum via video link. The school used video link to make connections with other schools around the country, completing maths challenges against each other, and even going on school trips to visit schools they had made contact with.

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ABSENT-MINDED

Virtual classrooms could prove useful for children who cannot attend school in person. Pupils who have a long term illness or a severe disability are already entitled to EOTAS (Education Other Than At School) via the local authority, so it’s something that schools will consider in extenuating circumstances.

Virtual learning could also be used in more innovative ways such as allowing schools that are expanding to take on pupils before building work is completed, or when a school is closed due to adverse weather. It might also be an alternative option for those who choose to home school their children, as it gives them the opportunity to build networks with other students, something that they may miss out on if home schooled in the traditional way.

VIRTUAL SCHOOLS

The virtual classroom is not a new idea and there are companies that supply a complete online secondary education. These ‘schools’ allow students to log on from home each morning and have lessons taught to them online by a qualified teacher, with a group of other students. Lessons are often taught using a headset so that teachers and pupils can converse by voice rather than by email, and they also feature normal classroom tools such as an interactive whiteboard and the ability to upload homework for marking. With the rapid development of technology and the ability of most children to grasp it easily, it doesn’t seem too outside of the realm of possibility that children could get similar benefits of being in an actual school by attending a virtual one. Interhigh, an online secondary school, claims that having a child sat at a computer wearing a headset rather than in a classroom full of students, reduces disruption and allows for greater concentration on the task in hand. Interhigh’s lessons start at 9am and usually finish around lunch time, which begs the question whether or not enough content can be squeezed into such a short amount of time. However, having a child sat at a desk from 9am until 3.30pm would not be particularly conducive to learning, nor would it be realistically comparable to a normal school day.

ANTI-SOCIAL NETWORKING

The most obvious pitfalls to using virtual teaching is that pupils will lose out on interaction with other children their age, which is an important aspect to their emotional development.

Although social networking sites and email do allow pupils who use online learning to communicate with one another, it will never be quite the same. Having said that, the majority of businesses now communicate with clients and colleagues virtually, be that through video conferencing, via email, Twitter or other social networking sites. Companies can work with clients for years without having actually met face to face, so does this suggest that the same successful working relationship can be created in an educational environment? I think perhaps virtual learning is something that would prove most successful with older pupils. It does encourage students to self-manage their study and practise a certain amount of discipline and these are skills which are vital to university study.

But the debate continues as to whether learning through a virtual environment wins out over the experience of the traditional classroom. As much as technology has advanced and social networks have taken over as a preferred form of communication I think the discipline of attending school, learning to respect teachers and interacting with students are skills that the virtual world can’t provide.

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Reaching out

Keeping in touch with your alumni can be a tricky business.

Guest columnist Laura Partridge from Future First tells us how social media can be used to engage alumni in state schools

Private schools and universities have long recognised the value of keeping alumni connected to their institutions after they leave. A group of former state school students from north London recognised the potential of alumni networks for state schools to improve social mobility by increasing the career aspirations of current students. They founded Future First, an organisation that has pioneered alumni network building in the state sector, bringing former students back to their old school for inspirational careers talks. Other benefits to schools of building alumni networks include sourcing relatable mentors, fundraising opportunities, access to work experience placements and the ability to track destinations of former students to celebrate successes and highlight areas for improvement.

Effective use of Twitter and Facebook can be challenging, however there has never been so many ways to reach people. Here are five top tips for any school looking to engage its former students via social media: 1) Contact former students through the media they already use. You will probably find that younger alumni are most easily reached via Facebook and that is increasingly true of older alumni too, but the latter may be more responsive via Friends Reunited.

Future First will be presenting a seminar at EdExec Live next month on building alumni networks in state schools.

Tickets for the actionpacked event cost £84.99.

To book your place, visit edexeclive.co.uk/sign-up or email editor@edexec. co.uk with the subject line “EE Live”.

2) Maintain the contact with former students once you’ve engaged them, offering them opportunities to give back to their old school, whether that contribution is time or a donation.

If alumni are contacted irregularly, or without an obvious next step they will drift away.

3) Build an online presence by regularly tweeting, blogging, and posting on Facebook from dedicated school accounts celebrating the schools successes, in particular those involving former students. Future First’s team feature quotes and guest blogs from alumni and students at their events via their organisation’s Twitter and Facebook pages and website (www. futurefirst.org.uk). This personal touch is a great way to engage other former students.

4) Tweet at famous alumni from a dedicated school Twitter account to ask for their support. This type of outreach has helped Future First reach alumni from world-famous athletes to politicians and pop stars.

5) Have one lead contact person for alumni. If alumni hear from many different people from a school, correspondence becomes confusing and personal rapport is lost, leading to disengagement.

SEND US YOUR TWEETS technogeek@edexec.co.uk www.edexec.co.uk/technogeek/

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Despite the many advantages of social networking for engaging former students, cold contact can be very time intensive, requiring both research hours to identify alumni and repeated contact to engage them. For that reason, we would highly recommend that schools collect details from pupils as they leave school, rather than trying to find them once they’ve left.