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We have long been frustrated by all the complications of managing iPads. Anyone who has jumped through the hoops involved in setting up an Apple VPP account to buy apps, or attempted to distribute apps using Apple Configurator, will be all too familiar with the bittersweet claustrophobia of life inside Apple’s walled garden.

Despite the great array of apps available for iPads, we are always looking at alternative devices. We were, therefore, really excited when our BETT award winning LearnPad arrived.

The LeanPad is an android based device. It won’t run all your favourite iOS apps, but will run Flash. Unlike most other tablets, it claims to be designed for the education sector. At the heart of this claim is a supposedly intuitive management tool, which is meant to take the hassle out of looking after a set of tablets .

To test this claim we handed the LearnPad to the CLC’s newest team member, technician Peter Eyres. Peter has writen a detailed report on the LearnPan’s management tool. You can read the whole thing here.

Or, for those who just want a bite sized chunk of his analysis, here is Peter’s summary.

“Tablets in general were not, nor ever designed exclusively or even specifically with schools in mind. Everyone now recognises the potential tablets offer in making learning fun, interactive, more mobile and less restrictive than ever. There is a great deal of frustration that Apple and indeed other manufacturers and OS developers, have still yet to fully integrate and optimise tablets for educational usage, despite the vast array of educational apps available on all the major platforms.

LearnPad have come up with a cheap and effective solution. The easy to use online management interface, specifically designed for education, coupled with the pre installed client software, ensures that educators and technicians no longer have to worry about crucial system settings being changed, or students having the ability to stray off task by browsing websites they shouldn’t. LearnPad’s education focused tablet solution is a serious, feature rich, easy to use,  cost-effective and viable option for schools.”

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At Lambeth CLC we are always exploring how new technology can support learning across the curriculum. Recently we have been thinking about how iPads can be used to support science investigations and datalogging. The iPad comes with some fantastic science apps (like this heart rate monitor), however we always felt external sensors were required to turn an iPad into a really effective mobile laboratory.

We had tested some sensors, for example, this temperature probe. But we were really excited when we came across the Labdisc at BETT. The Labdisc, developed by Isreali company Globisens, contains several different sensors (Temperature, Light, GPS Tracker, HeartRate, sound and distance) all bundled into one device. This device can then connect to an iPad (or a laptop) via bluetooth. We were wowed by the demonstration, which showed how the GPS tracker could be used to map a flight from Tel Aviv to Istanbul, showing the average speed at different locations.

We showed the Labdisc to colleagues at our Science Conference in February and we had mixed responses. Some teachers saw some potential, however many were put off by the elaborate bluetooth connect process.

We felt some more rigorous classroom based testing was required, and we found a willing guinea pig in John Anderson from Hitherfield Primary school. John had the datalogger for Term 4 and gave us the following feedback.

Thanks John.

Overall I found it easy to use but frustrating. Synching it with an iPad was harder than I expected but I think this was due to the Labdisc being low on charge, speaking of which it’s annoying to charge as it can’t be used whilst it’s charging. That said I was impressed with its battery life.

In terms of what it’s good, for the best feature is definitely the GPS tracker. This really impressed me especially its accuracy tracking journeys on foot. As part of our work on different wheeled vehicles I tried to teach a lesson comparing the average speed of my journey using a car, train and bus but unfortunately the iPad wasn’t able to consistently load and display a map using so many data readings (the maximum 10,000 I think). A word of caution therefore is it’s better to gather smaller sets of data as the app coped much better with these.

Frustratingly, the GPS feature does seem to be limited to displaying speed on a map. It would seem much more useful if you could combine location with another measurement. For example if on a walk around our local area the dots on the map became a darker red the noisier the location. This was what I originally wanted to use the Labdisc for. It seems like something it should be able to do but I wasn’t able to pull it off.

My biggest problem with it though was using the sonic ruler. I was teaching a lesson on area which revolved around the children measuring the length and width of our new studio. Originally I’d planned for the children to measure the distances before we checked them using a more accurate device. Unfortunately the ruler was only capable of measuring distances up to 6m which was less than the width of the studio so we went back to a good old fashioned trundle wheel. I’m not sure if this is due to a fault with the Labdisc I had or a wider design flaw. Either way it limited the devices use as I’d only want to use a measurement tool such as this to record longer distances.

Overall I think the biggest problem with the Labdisc is that it requires an Ipad to get the most out of it. Yet there doesn’t seem to be enough things that a Labdisc can do that an Ipad with the right apps can’t do. Indeed the Labdisc App works without a Labdisc for a couple of its features. This makes me question the value of buying Labdiscs over investing in apps specifically catered to your investigation needs.

Whilst this wasn’t something I’d look to use again in the future I did enjoy the opportunity to experiment with it, especially as it might me think in more detail about how I can use ICT in different contexts.

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My experience at Lambeth CLC was magnificent. I cannot emphasise enough what fabulous support the team provide children and families in the local area – what a brilliant service Lambeth CLC offers the community! Everyone is extremely welcoming and approachable. There is a tangible community spirit; an ethos of inclusion and kindness pervades a friendly and inviting environment in which to learn and work. A wonderful team of dedicated, creative and caring staff make learning fun, stimulating and interactive. Being a part of the team was a joy. I will miss working there.

The Lambeth CLC is an outstanding ‘learning centre’ – through the latest Information and Communication Technologies the team offer invaluable opportunities for children (and adults) to learn new ‘e-literate’ ways to communicate their ideas and express their emotions. Workshops offer the chance for children to consolidate mathematical, scientific and artistic knowledge relating to the cross-curricular subjects and topics of the National Curriculum, but more than that the centre inspires the next generation of thinkers and innovators. All the staff contribute to a well-run, equitable and highly effective ‘public’ service that serves the community and offers crucial learning opportunities for children that otherwise wouldn’t get the chance to experience the incredible workshops on offer, or access the ICT facilities that are out of the financial reach of most schools. How sad it is then that so many City Learning Centres across the country have been shut down because of cuts to public funding

Freddy Vanson

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I came to Lambeth CLC for a week placement as part of my PGCE course.  Having thought that I was reasonably up-to-date with my knowledge of ICT and it’s application in schools, I realised how much new and exciting technology there is available that I didn’t previously know about, and how this can really enhance learning for both children and adults.

Being on an Early Years PGCE course, I was particularly interested in how ICT could be used with young learners.  On my first day, I was lucky enough to participate in a Robot workshop with some year 1 children from a nearby primary school.  We used the BeeBot and Pippin robots, and experimented with simple programming to navigate mazes and move the robots in prescribed shapes.  Although, at face value, this was an exercise in programming, it brought so many areas of the curriculum together.  The children had to take turns, communicate their ideas to one another, use positional language and talk about shapes and measurements.  They also began to develop an   awareness of different angle measurements, and how to use this knowledge to make the robots move to where they wanted them to.   This first hand experience brought the children’s learning to  life, and gave them real experiences to draw on during the wide range of follow up work that could be done around these areas of learning.

Another workshop that I found particularly interesting was an e-safety workshop for year 6 children.  Having not had the internet at home until my later teens, this workshop made me realise how different the dangers faced by much younger children are from what I myself experienced.  The technologies available are much more advanced, and with the social media boom, children are exposed to different dangers now than they ever have been before.  The flip-side of this, of course, is the resources and learning tools that are available to children now are better and more varied as a result of the internet being so widely available.  The e-safety workshop gave both the children and adults present some extremely useful advice and precautions to make their internet use both safe and enjoyable.  The children got to put their learning into practise, and the discussions that this workshop generated were extremely interesting.

Along with the ICT workshops that I participated in, I also got to see how Lambeth CLC takes projects out into the wider community.  In a family learning day, I got to experience how schools use various projects to bring parents in and give them some tools and training in order to feel confident in helping their children with their learning at home.  The parents were all incredibly keen to help their children, but sometimes were unsure of some of the methods that schools were using to teach the children.  The course gave the parents some key strategies , and also offered them accreditation for having completed the course.  By using interactive technologies, such as iPads, digital cameras and interactive white boards, the parents could really engage with their learning and the experience was incredibly interactive.

Being at Lambeth CLC has given me lots of new ideas that I can’t wait to try out in the classroom.  I have seen how ICT can be used to enhance learning, and to make new experiences available to both adults and children.  The team here have really supported me in developing my own knowledge, and I’ve had a fantastic time!!

Katie Walton

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Last term, as part of our involvement in the Lambeth Teaching Alliance, we ran a series of sessions for a group of PGCE students from the Institute of Education one of which focused on the benefits of Twitter and personal learning networks (PLNs).  To prepare, I automatically turned to the CLC’s PLN asking if anyone had any examples.  As usual, our followers came up trumps and Oliver Quinlan (lead tutor in the school of education from the University of Plymouth) immediately responded with a link to a film of one of his BEd students talking about his use of twitter.

http://youtu.be/4qNG1OAiae8

As my warm up activity had also been lifted from a twitter posting I felt that I was really  showcasing practice in action.   The sessions went well and I hope that many could see the potential of twitter as both a support network and a platform for sharing ideas.

For those who are regular users, many articles on the benefits of  social media for educators, pass by our eyes most days. It’s preaching to the converted.  Those who ‘get it’ can be very evangelical in their passion for the platform but to others who have not joined the social media movement, this passion can be a little off putting.

In addition to our session for PGCE students, we’ve run several other courses over the last few months  on the benefits of twitter for learning, sharing, discussing and exchanging.   At our recent Aspiring Leaders conference on a chilly Saturday in November, headteacher Neil Hopkins told the gathered group of assistant and deputy headteachers that if we weren’t learning, if we weren’t constantly seeking to improve our practice and acquire new ideas then  we just weren’t good enough.  His words were a little stronger and the message was clear.  To the twitter sceptics, it is sometimes hard to make the case that a tool, often used for dissemination of salacious gossip, could possibly have more serious application.  But there is no better case for giving Twitter a try than to learn and feel inspired by others.

Adam, a class teacher from Bonneville Primary, is a keen advocate of twitter for his professional development:

For the CLC team, twitter is our window on the world.  In the current climate there is neither time nor money to attend events but with the click of a button you can follow conferences and training via hashtags, you can ask experts, you can share ideas with your peers.

‘But it’s too overwhelming’, I hear you say, ‘How do you cope with all of the  stuff that passes you by’   Easy – Evernote (http://evernote.com).  This free application allows you to curate content through a system of  tagging.  It doesn’t even need to pass through your brain.  By labelling and storing you can then forgot about it until you have need.  My Evernote has many folders, from iPads and Programming to Social Media and Family Learning.  I have hundreds of articles and notes which were sourced on twitter and can then be referred to when needed.   So, our advice is don’t hang back.  Check out some of our tweeting schools  or follow a couple of Lambeth teachers.  Make it your new year’s resolution to at least give it try..

Start by following a few Lambeth schools/settings:

@ashmoleprimary
@telfertweets
@ststephenssw8
@st_stephensCc (children’s centre)
@ethelredcc
@sunnyhillsw16
@woodyprimary
@WoodmansterneCC
@RosendaleSchool
@crownlaneschool
@lambethclc
@HerbMorrPriSch
@elmgreenschool
@UnitedLearning
@henry_cavendish
@immanuelprimary
@ccb_school
@StAndrewsSW16
@StockwellPri
@StAndrewsSW9

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When I was 11 a new teacher arrived at my school. She played the harp and offered to teach anyone who was interested. I jumped at the chance. It was about twice the size of me and I was awful at it. But it inspired a love of classical music, and taught me about practice and perseverance.

The Arts in education are now under serious threat. Due to a variety of factors, including, we at Lambeth CLC believe, worrying curriculum reforms outlined below.

But firstly, why does this matter?

Along with the anecdotal evidence like my reminiscence above, there is now plenty of concrete evidence on the value of the arts in education. The power of a creative education is clear and measurable.

A wealth of statistics support the positive ‘side effects’ of access to the arts for young people. ‘Soft’ skills such as increased self-esteem, confidence, flexibility, communication skills, creative thinking, problem solving, teamwork, (i.e. employability!).  But also hard statistics on increased educational attainment (not just in arts subjects), improved school attendance, alternative pathways for those at risk of offending, community cohesion, family learning etc, not to mention the ‘Art for art’s sake’ argument; the pure value and pleasure of artistic endeavour.

To say nothing of the necessity to give young people a chance to find their talent – to nurture the artists, musicians film makers of tomorrow – or just as importantly – the audiences of tomorrow. Opera, for example, needs desperately to engage with young people to ensure there are still people buying tickets for La Boheme in 2030.

The Cultural Learning Alliance was set up to make the case for ‘meaningful access to culture in this difficult economic climate’. In their ImagineNation: The Case for Cultural Learning (Cultural Learning Alliance, 2011) report they identify five key findings;

Using only evidence from cohort studies with large sample sizes (typically 12,000) and research with control groups we can emphatically say there are instrumental outcomes which cultural learning delivers.

We have grouped these into five key research findings:

1. Learning through arts and culture improves attainment in all subjects.

2. Participation in structured arts activities increases cognitive abilities.

3.  Students from low-income families who take part in arts activities at school are three times more likely to get a degree.

4.  The employability of students who study arts subjects is higher and they are more likely to stay in employment.

5.  Students who engage in the arts at school are twice as likely to volunteer and are 20% more likely to vote as young adults.

(Cultural Learning Alliance website, http://www.culturallearningalliance.org.uk/page.aspx?p=93)

So if it’s so good, why is arts education under threat?

In 2010 the government introduced the English Baccalaureate as a performance measure in schools at GSCE level. The ‘EBacc’ focuses on ‘core’ subjects and doesn’t include any arts subjects. The plan is for it to replace GCSE assessment in these core subjects by 2015.

Worryingly there is emerging evidence that the introduction of the EBacc, even before it has been made ‘compulsory’, is having an adverse effect on arts teaching. The pressure on schools and teachers to deliver results in EBacc subjects is squeezing out the arts.

‘According to Ipsos Mori research, 27% of schools withdrew subjects from the curriculum in response to the EBacc this academic year. The most commonly withdrawn subjects were drama and performing arts (23%) and art (17%).’ (The Guardian, 2 November 2012)

The latest version of the draft Primary school curriculum does not include Drama as part of English – so it has no formal place in teaching, and Dance is under threat as it falls out of physical education and has no independent status as a subject.

There are other factors at work. Funding for arts outreach, including partnerships between schools and arts organisations has decreased. The economic downturn and corresponding government cut backs have not been kind: a combination of cuts in local authority, children services and Arts Council funding.  In difficult economic times the arts are often the first to go, and the wishy washy ‘outreach’ bit of the arts most likely to get the chop when companies are faced with reduced budgets. (N.b. not all – many arts education programmes valiantly survive on less money and support).

Several high profile artists and arts organisations are now voicing their concerns;

Nicholas Serota, Director of the Tate: “The arts are integral to our understanding of the world, as important as reading, writing, geography and arithmetic.”

Greg Doran, Artistic Director of the Royal Shakespeare Company: “There is evidence of the link between the attainment that students make in arts subjects and their performance elsewhere in the curriculum. Arts subjects should be part of the Ebacc.”

(The Guardian, Arts leaders voice deep concerns over lack of cultural subjects in Ebacc, Friday 2 November 2012)

Former Children’s Laureate Michael Rosen is an outspoken critic of the EBacc and campaigns vociferously – see his blog michaelrosenblog.blogspot.co.uk (recent posts include The arts and Ebacc: get it, Gove?).

Danny Boyle points out that the Arts are now central to our economy:

Accepting an award honoring his Olympics team, Boyle said “a true legacy of the opening ceremony” would be for the arts to be recognized in the Ebacc. He added: “For a modern economy that doesn’t make cars anymore, we’ve got to understand where our growth comes from. Our success is in culture” (Evening Standard, 26 November 2012).

If all this sounds glum, there is still some hope. Schools and Head Teachers do still have some autonomy over what and how they teach and how they choose to prioritise and profile subjects. If students, teachers and parents place importance on the Arts, schools can respond.

Artsmark is a national kitemark schools can apply for. The award demonstrates commitment to high quality arts practice and strategic arts policy to enable pupils to experience arts in a variety of forms in and outside the curriculum. See www.artsmark.org.uk.

Arts Award is an accredited qualification for young people that can be delivered in and outside lesson time by schools or other arts organisations, and gives young people the chance to develop skills and persue artistic interests.  See www.artsaward.org.uk

We believe passionately in the value of arts in education – everyone deserves an opportunity to immerse themselves in creative and cultural learning. Even if it doesn’t involve a harp.

If you are concerned about this issue you can lend your voice in a variety of ways:

• Sign up to the Cultural Learning Alliance www.culturallearningalliance.org.uk The website also has a wealth of research, evidence and further information
• You can also sign the petition at http://www.baccforthefuture.com/ – a campaign to have the Arts included in the EBacc.
• You can lobby your MP: (http://www.parliament.uk/get-involved/have-your-say/lobbying/).
• Get involved on Twitter – try following @CLA ,   @bacc4thefuture and @artsemergency
• If you are a school you could deliver the Arts Award (www.artsaward.org.uk)  or look into applying for Artsmark (www.artsmark.org.uk)

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On Thursday 25 October Her Majesty, Queen Elizabeth II visited BFI Southbank to celebrate 60 years of the BFI’s first permanent cinema on London’s South Bank.  The event was also a celebration of British Film in this special Jubilee year.

As part of its on-going ‘Cultural Campus’ partnership with BFI Southbank Lambeth CLC was involved in supporting an animation session for Year 6 pupils from Telferscot Primary School that Her Majesty The Queen, observed as part of her visit.

The school had decided to make a short animation entitled ‘A Royal Year’.  They had already prepared the art work and storyboard in school, including scenes from the Olympic and Paralympic Games, highlighting Zara Phillips taking part in the Equestrian event, as well as the Thames Diamond Jubilee Pageant and The Queen’s tour of the country.

On the day of the visit, under tight time pressures and with The Queen taking a close interest, the children created their animation. At 11.20am The Queen arrived, took a close look at each of the scenes and asked questions of the children regarding the detail of their work.  The children confidently explained how the animating process worked and the choices they had made in relation to the scenes.  As one pupil drew rain drops as part of the ‘pageant scene’ Her Majesty The Queen joked ‘I don’t remember the rain!’

Playing in the background was a silent movie based on a short scene from ‘The Ring’ by Alfred Hitchcock, which the class had made last year as part of their involvement in the ‘Cultural Campus’ Programme between BFI and Lambeth CLC.

A number of pupils were also interviewed for BBC London News and by the BFI in-house team further extending their film experiences.

This was an incredible day showcasing the work of the young people and of Lambeth City Learning Centre.  The completed animation can be seen on the Lambeth CLC Vimeo channel.  Please follow the link below.

A Royal Year from Lambeth CLC on Vimeo.

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It’s been a great start to the academic year for the CLC team.  Having spent the summer weeks auditing kit, running a Summer University Programming club and trying to schedule the many and varied requests from our partner schools, we began the new term with the news that we had been awarded Learning Technologists Team of the Year by the Association of Learning Technologists (ALT).  This title  is presented annually by ALT for exemplary practice and outstanding achievement in the learning technology field.  ALT were particularly impressed with our  team’s ‘vibrant imagination in the use of technology’ and our ‘ deep understanding of teachers and learners’ needs’.    As this comes close on the heels of making the shortlist for a NAACE Impact Award in May 2012  for the quality of our CPD, we are feeling particularly proud of the Centre’s achievements.

ALT Learning Technologist Team of the Year 2012

Lambeth CLC Team Winner of ALT Learning Technologist Award 2012

So, if you haven’t yet signed up for our award winning training or if you’d like to make use of our ‘vibrant imagination’, it’s not too late.  The CLC is running a huge range of courses and conferences in  the Autumn including sessions on setting up a class blog, using google apps as your VLE, support for programming at KS2 and E-Safety training.  Contact Julia Lawrence  for dates and details jlawrence@lambethclc.org.uk

Click here to see our training brochure

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