I was just reading this fascinating article about John d’Abbro’s use of ICT in an EBD setting. John was a keynote speaker at the TTP Dinner.
Here is an extract:
“That’s where I think the C in ICT comes in. Once children start feeling and doing better, their self-esteem is raised and they can start to learn more effectively.” A range of projects at New Rush Hall have proved effective at motivating even the most easily bored and distracted pupils. In one project, supported by Apple, the most responsible year 11 pupils – aged 15 and 16 – were allowed to take laptops home in the evenings and at weekends to complete their work. Several not previously known for their love of homework worked for several hours non-stop because they became so absorbed. And although pupils had to be escorted to and from school when they were carrying the laptops for fear of mugging, all the machines came back.
The experience of New Rush Hall (subject of a research project) mirrors my own observations. ICT can, when used imaginatively, have a transformational effect on disinterested, unengaged and disenfranchised young people. Although I’m not sure why learners are so motivated by ICT – it is what I see every school day. I do have some hypotheses:
- Computers are non-judgemental and unemotional.
- With ICT a small amount of ability can go a long way. Work produced on a computer can be more colourful, engaging and powerful than work created using pen/paper or scissors/card. This allows children to overcome poor self-esteem.
- Visual learners are better catered for.
- Children are exposed to so much expensively produced multi-media – they expect a high production standard and this is much easier to achieve with a computern (especially a mac).
However, we should remember that ICT is only a tool. John sums it up:
“ICT is brilliant and sexy but if you don’t have the relationship it won’t work,” he says. “They don’t behave because they get an iPod or a laptop. They behave because they are trusted.”
Relationships are key.
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