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This section of the SCoTENS website is a resource for teacher educators.
The site is designed to capture examples of what Alan November calls ‘transformative’ learning through the use of ICT.
He sees this type of learning as being on a continuum with ‘automated’ learning at one end (i.e. ICT simply being used to automate what was previously being done), ‘enhanced’ learning being the next stage where ICT is making a difference but ‘transformative learning’ goes beyond that to describe styles of learning that would not be possible without ICT.
With this in mind, and our emphasis on the moving image, the site has been organized into three main areas; ‘Teaching with Video’ looking at how video can ‘capture’ and demonstrate the use of ICT, ‘Making videos’ which lists practical websites with information on how teachers can make their own film either as part of the curriculum or as a self-reflective teaching tool. The final section and lists ‘Sources’ of digitized video content that can be screened in the classroom and in some cases downloaded and edited.
This section has links to websites where you can view or download clips for use in the classroom. These clips do not have curriculum linked resources.
Universities’ Collaboration in eLearning (UCEL)
Links to other still and moving image resources – the Visual Arts Data Service (VADS), Higher education Library Image eXchange (HELIX); BUFVC Moving Image Gateway and the Moving Image Archive. More for 3rd level.
British Movietone News
Newsreels can be downloaded from British Movietone News for free. You will need to register before you can download.
British Pathe
The British Pathe website has 3500 newsreels from 1896-1970 where teachers can access the clips through LNI or download a free preview.
Learning NI (LNI)
LNI can be accessed by all schools in Northern Ireland and is run by C2k. C2k on behalf of the five education and library boards is responsible for the provision of an information and communications technology (ICT) managed service to all schools in Northern Ireland.
Included in the ‘Network’ area of LNI is access to external sites including British Pathe, Audio Network (copyright free music) and the Guardian and Observer online.
There are various other clips available in the ‘video’ area, arranged by primary, post-primary and staff.
Internet Archive
Predominantly American moving Image website with links to collections on various topics. Some films are available for downloading and editing eg. Prelinger Archive.
Because there are so many films it is easy to get lost in the site.
examples of films include a 1920s silent film called Citizenship at school – school discipline; Newspaper Story, 1950 examining the processes in getting a story into a newspaper (GCSE Journalism in the Media and Communications Industry); San Franscisco Earthquake Aftermath, 1906. There are also some British Government Public Information Films – a 1948 film on Don’t Spread Germs; Pop Goes the Weasel – how peactime taxes were spent paying for the cost of WW2.
Moving Image Gateway
The British Film and Video Council’s online resource which collects together websites that relate to moving images and sound and their use in higher and further education. Forty subjects from Agriculture to Women’s Studies, collected within the four main categories of Arts & Humanities, Bio-Medical, Social Sciences and Science & Technology.
Moving History
Research guide to the United Kingdom’s twelve public sector moving image archives presents detailed information on these fascinating and valuable film and television collections. For viewing only – so can only be shown in the classroom if you have internet access. Each clip is 60 seconds and the material is arranged in the following themes: arts and culture, coastal and waterways, drama and entertainment, events, family life, gender and cultural diversity, health, welfare and education, industry, leisure, rural life, social and political, transport, urban life, war-time examples of films:
Social and political, A Defeated People (1946) Imperial War Museum. This film, directed by acclaimed documentary film-maker Humphrey Jennings, looks at Germany in the period immediately after the end of the Second World War. The film, set in the British-occupied zone of Germany, examines issues surrounding the rebuilding and restructuring of post-war Germany and its people – a task explained to its mainly British audience as a necessary measure to remove the risk of further conflict in the future. (extract from description)
Events, South: Sir Ernest Shackleton’s Glorious Epic of the Antarctic (1919) Filmed by Frank Hurley as a record of Sir Ernest Shackleton’s ill-fated but heroic attempt to cross Antarctica in 1914-1916. (extract from description)
The following list of websites show teachers demonstrating and reflecting on the practical use of ICT in the classroom; these examples have been recorded through video.
These links are provided as examples of working with ICT but their inclusion does not indicate the authors of the site are recommending them as best practice.
Tim Rylands – Myst: computer games in education
Primary school teacher Tim Rylands uses the computer game Myst to engage his pupils in areas such as creative writing, speaking and listening, music and art.
See BECTA’s overview and the Teachers TV review of Tim’s work on YouTube.
Teachers TV
- Innovation – New Ideas in Primary ICT. At Clunbury Primary School (Shropshire), Headteacher Andrew Davis has introduced laptops, podcasts, blogs, camcorders and portable games consoles into the curriculum. http://www.teachers.tv/video/27308
- KS3/4 Design and Technology – The Future’s Handheld. In this programme Year 10 pupils at Saltash.net Community School, near Plymouth, spend two days testing out specially adapted software on PDAs. http://www.teachers.tv/video/3306
- Personalised Learning with ICT2. This programme looks at a pilot with 8 schools in Dudley using pda’s, two schools are highlighted and examples of use include animation in French classes. http://www.teachers.tv/video/168
- Secondary ICT – Personalised Learning with ICT3. What are the issues involved in being at the cutting edge of ICT development in secondary schools? Various teachers discuss the innovative use of ICT. http://www.teachers.tv/video/169
- Secondary ICT SOS – PDAs and Webcams. This programme focuses on ICT resources such as PDAs and webcams, which some teachers have found useful in teaching. http://www.teachers.tv/video/3209
- Web Literacy. ICT consultant working with year 9 pupils in examining 3 websites – one on the holocaust, Martin Luther King and Victorian robots. In the first part he asks pupils what they think about the sites followed by a teacher led deconstruction of the sites. http://www.teachers.tv/video/5425
- ICT and Literacy Issues. Two teachers and an ICT consultant discuss measures to improve teaching literacy with ICT in a primary school. http://www.teachers.tv/video/157
- 2D animation. Two teachers using animation in the classroom, one through an after school film club and the other as a 3 day workshop. http://www.teachers.tv/video/2743
- KS1/2 Art -3D Animation. This programme explores how 3D animation can be used to help deliver both ICT and Art units of the curriculum to Key Stage 2 pupils. http://www.teachers.tv/video/2744 Other resources and links are available at: http://www.teachers.tv/video/2744/resources
- KS3/4 English and Media – teaching Media: Analysing an Advert. In this programme the teacher works with a Year 10 class analysing the Levi’s Midsummer advert, which sets words from A Midsummer Night’s Dream on the streets of contemporary Los Angeles. http://www.teachers.tv/video/2554Other resources and links are available at: http://www.teachers.tv/video/2554/resources
- Two Media Stories: The Advert and the Soap. Featuring the recent A Midsummer Night’s Dream Levi’s advertisement in full and clips from the BBC hospital soap Holby City. This programme is designed for use by English and Media Studies teachers with students. http://www.teachers.tv/video/2559Other resources and links are available at: http://www.teachers.tv/video/2559/resources
- KS3 History – Critical Analysis. Year 9 pupils hone their critical analysis skills by examining the 1916 film Battle of the Somme. Part of a World War One in-depth study this lesson focuses on the higher order skill of inference. http://www.teachers.tv/video/1486Other resources and links are available at: http://www.teachers.tv/video/1486/resources
- Science Tube – Light Show. In this episode of Science Tube, we take an in-depth look at the properties of light. Through time-lapse and animation from space, the Day and Night show highlights the differences in the 24 hour cycle. http://www.teachers.tv/video/12102Other resources and links are available at: http://www.teachers.tv/video/12102/resources
- Secondary ICT SOS – Internet Researching and Podcasting. In this episode of Secondary ICT SOS, we provide some great advice on using both the internet and podcasting effectively in the classroom. http://www.teachers.tv/video/3207Other resources and links are available at: http://www.teachers.tv/video/3207/resources
- ICT for the Non-Specialist – Virtual Worlds. The use of virtual worlds in the classroom is investigated. http://www.teachers.tv/video/30858 Other resources and links are available at: http://www.teachers.tv/video/30858/resources
The projects listed here are examples of longitudinal projects that support the creative use of ICT in the classroom.
FÍS
FÍS (literally translated as ‘Vision’) is an initiative from the Department of Education and Science (DES) in the Republic of Ireland and is a project designed to introduce the medium of film as a support to the Primary School Curriculum (Curaclam na Bunscoile). The FÍS project is now managed by the National Centre for Technology in Education (NCTE), in collaboration with Dun Laoghaire Institute of Art Design and Technology (The National Film School). www.fis.ie
NCTE’s Soundbeam Project
The NCTE arranged for an evaluation of the use of Soundbeam in Irish special schools via case studies in four schools during the 2004/2005 school year. The purpose of the evaluation was to establish the suitability of Soundbeam for use with students with severe/profound general learning disabilities or multiple disabilities in Irish schools. The NCTE supplied Soundbeam version 2 equipment to three of the schools (the fourth schools already had its own Soundbeam version 1 equipment), three days of training for the teachers involved and a template for reporting the school’s evaluative case study of Soundbeam.
Laptops Initiative
An initiative for students with dyslexia or other reading/writing difficulties.
Thirty-one post-primary schools around Ireland were involved in this innovative initiative aimed at supporting students with dyslexia or other reading/writing difficulties through the provision of laptop computers. The initiative aimed to identify how laptops can support these students and facilitate learning in an inclusive environment. http://www.laptopsinitiative.ie/Book.aspx
IMMERSE
IMMERSE stands for Innovative Multi–Media Educational Resources for Students and Educators.A Digital Learning Partnership established in 2002 between NCTE and the national broadcaster, RTÉ, set out to develop digital content relating to the Irish curriculum. This partnership has been a fruitful one, with two DVDs produced and distributed to primary schools and four comprehensive websites created.
Creative Learning in the Digital Age
This project was a partnership between Northern Ireland Screen, the Nerve Centre and CCEA (Council for the Curriculum, Examinations and Assessment). Funded by NESTA the project aimed to encourage the use of moving image in the classroom. www.digitalfilmarchive.net/clda
Access to the site is available to all, however access to the clips is restricted to teachers and pupils studying CCEA’s Moving Image Arts and history teachers involved in the original pilot.
Further information on the project including the evaluation, which is available to download, go to: http://www.northernirelandscreen.co.uk/page.asp?id=49
The Dissolving Boundaries Programme
Set up in 1999 to use ICT to link special, primary and secondary schools together in Northern Ireland and the Repulic of Ireland for joint work in the curriculum. The website contains examples of school links, research reports and a video of the programme in 2008. www.dissolvingboundaries.org
C2k
C2k on behalf of the five education and library boards is responsible for the provision of an information and communications technology (ICT) managed service to all schools in Northern Ireland. The C2k website has case studies of pupils and teachers working with ICT. http://www.c2kni.org.uk/casestudies/casestudy.html
AS, A2 and from Sept 2009 GCSE
Moving Image Arts (MIA) is a qualification in the art of the moving image which has been introduced to schools across Northern Ireland by CCEA (the Council for the Curriculum and Examinations). Following the successful introduction of the pilot at AS-Level in the 03/04 and 04/05 academic years, the A2-Level syllabus has been taught from September 2005. MIA has been extended to A2 and from September 2009 it will be taught at GCSE.
There are teaching resources available for teachers and pupils studying Moving Image Arts on the Creative Learning in the Digital Age website, and CCEA’s MIA microsite.
This section has links to practical guides of how to use video cameras, different editing software, camera angles and shots
BBC
This BBC guide is comprehensive and easy to understand. It includes analysis of film shots, lighting and types of camera. There are videos from BBC programmes with voiceover explaining what the director was trying to achieve. This site is useful for the more advanced user. http://www.bbctraining.com/modules/5915/index.htm
NEELB.tv
NEELB tv has a comprehensive list of publications and support materials relating to film production.
CBBC
The CBBC Me and My Movie website gives a practical introduction to filmmaking aimed at children aged 6-14.
There is a 34 page guide  to get you started with introductory material on what you need, advice on how to make a drama, camera shots, shot sheet, filming tips, documentaries, animations and editing. There is also a parents’/teachers’ pack.
BECTA
This paper, on the BECTA site, looks at digital video including methods of and devices for, capturing, editing and delivering digital video.
MediaEd
This site, set up by Tom Barrance in Wales and funded by the BFI, is a site specifically designed for teachers and provides practical information on teaching film, film-making and media literacy with examples of teaching ideas including case studies showing how to teach specific films, eg. Whalerider, as well as software suggestions. http://www.mediaed.org.uk/
UKfilmNET
UKfilmNet is a not-for-profit company Limited by Guarantee with the sole purpose of the creation and delivery of the best possible resources, learning materials and support for teachers and learners of film and media in the UK.
It aims to build and extend more formally on the initial ideas, resources and approaches used in the development of www.sharedteaching.com, an online educational website community of teachers and students developed by the same team behind www.ukfilmnet.org.
There is an online forum and access to content is only available after registration.
Audio Network
Audio Network produces copyright free music which can be used in film projects. Teachers and pupils can access and download music clips from Audio Network through LNI on your school network in Northern Ireland.
British Universities Film and Video Council
The BUFVC Off-Air Recording Back-up Service runs a television recording back-up service on behalf of UK universities and colleges. Any educational institution holding an Educational Recording Agency licence for off-air recording can take advantage of this service by taking out BUFVC membership.
Teachers TV
A Buyers Guide to Cameras. This video on Teachers TV features two schools discussing digital cameras with top experts, providing information before you buy.
Teachers TV has a trainee teacher section of the site with videos to help trainee teachers, looking at the national curriculum, behavioural issues, top tips, planning and preparing, there are also discussion groups to join.
Also on Teachers TV this Resource Review looks at Primary CPD Resources.
ImageBank
In 2007, the NCTE launched ImageBank, a searchable photo library website containing thousands of moderated, safe photos for teachers and students to use in teaching and learning. ImageBank is a community website and encourages users to submit and share any relevant photos on the site. Creative Commons licensing is in place to allow users specify how other users may use their images.
BECTA – ICT in education
Becta leads the national drive to inspire and lead the effective and innovative use of technology throughout learning. BECTA has a number of free publications and videos highlighting the use of ICT in education, http://schools.becta.org.uk/index.php?section=pb
Scoilnet
Scoilnet is the education portal of the Department of Education and Science
(DES) in the Republic of Ireland. Resources referenced from Scoilnet mainly comprise lesson plans, interactive and printable worksheets, notes and multimedia content. These are aimed at students, teachers, school managers and parents.
Resources are also curriculum focused and have been selected and reviewed by curriculum specialists and teachers.
A range of video resources linked to specific stages of the ROI primary and second level curricula can be accessed by entering the term ‘video’ in the search function at www.scoilnet.ie
This section has links to advice on issues related to copyright and online safety.
Copyright, Designs and Patents Act, 1988 (UK)
see points 32-36 for Education
http://www.opsi.gov.uk/acts/acts1988/Ukpga_19880048_en_1.htm
Copyright and Related Rights Act, 2000 (ROI)
see points 50-52 and 128-129 for Education
http://www.oireachtas.ie/viewdoc.asp?fn=/documents/bills28/acts/2000/a2800.pdf
Public Video Screening Licence
A copyright licence is required to screen films in educational institutions under the Copyright, Designs and Patents Act 1988 (UK), if the film is being screened for entertainment purposes rather than for the purposes of instruction or as part of the lesson.
A licence is required when films are screened for the benefit of:
End-of-term treats
After-school clubs*
Wet weather alternatives
Staff/student social event
*please note that if your after-school club is run by the school for pupils only, you will be covered under the PVSL taken out for the school and do not require a separate licence.
Administered by Film Bank, the PVSL is an annual licence entitling holders to screen unlimited films throughout the year using their own DVDs/Home Videos purchased from any legitimate outlet.
http://www.filmbank.co.uk/default.asp?page=article&id=45173§ion=pvsl&subsection=home
Performing Right Society
A PRS Licence is required for the non-curricular use of copyrighted music in schools.
http://www.cefm.co.uk/licensing/prs_ee/index.htm
Teachers TV
KS3/4 ICT – Online Safety. This programme outlines simple classroom activities to help teachers to take practical steps to keep pupils safe online and to increase awareness of the potential dangers of internet usage. http://www.teachers.tv/video/26942
Other resources and links available at: http://www.teachers.tv/video/26942/resources
Klicksafe.de
The Klicksafe website contains audiovisual awareness material collected by the German Insafe awareness node.
BBC Wales
BBC Wales showcases digital storytelling work with communities in Wales. Their website contains a downloadable guide on the process of making digital stories with guidance on copyright and seeking permission from contributors.
This section looks at how moving image can be used in 2 ways: to support the curriculum and to reflect on how ICT can be used in the curriculum.
Sample use of IT within the English with Drama and Media Education PGCE programme
Trainees are using free software- ‘Audacity’ and ‘Moviemaker’ (downloadable from the internet) to create podcasts and movies for use as teaching resources within English, Drama and Media classrooms.
Trainees are primarily using the resources to present texts to pupils in very visual and lively ways. Voice-overs combined with appropriate sound effects, credits and visual images show representations of chosen texts and offer pupils alternative ways to access more difficult texts.
In addition, the production of multiple versions of any one text (e.g. ‘Shall I Compare Thee To A Summer’s Day?’) are also used to spark debate within the classroom, concerning the nature of Media texts. Issues surrounding interpretation and representation are analysed alongside key English and Media terms such as target audience, bias, connotations, symbolism and metaphor.
Trainees have also been taught how to use the software, so that they in turn can cascade this knowledge within the school environment. Pupils are instructed on how to use IT in order to create their own Media texts. This is very useful and indeed essential in a lot of respects, as pupils must create and produce their own Media texts on most GCSE Media courses.
The software is also used to strengthen trainees’ pedagogical knowledge, as they use it to create podcasts and movies that explicitly instruct others (colleagues) on how to use the software applications.
Response by PGCE student: English and ICT
Discuss your use of IT so far within this course. How has it/will it benefit you as a teacher practitioner?
To date, I have used a variety of IT resources in the course of PGCE English, both in completing tasks for the course and in preparation for my first school placement. I have produced numerous PowerPoint Presentations for English, for use in both Starter and Plenary aspect of a lesson. In addition to this I have used PowerPoint to deliver my Love of Literature presentation in English.
I have also used Microsoft Word to complete assignments, and prepare worksheets for micro-teaching activities.
For my Subsidiary Subject I am studying Special Educational Needs. A large part of this study takes place using https://learningni.net. Weekly tasks are posted online and must be completed and posted within distinct discussion forums. These are then evaluated by the tutor on a weekly basis.
In English, we have been using Podcasting and Vodcasting to look at the poetry included in the CCEA GCSE Poetry Anthologies. I have created a Podcast for Remember by Christina Rossetti. I then used this Podcast as the basis for my MovieMaker project.
Each member of the PGCE English group has been given webcams which we intend to use to discuss what is happening when we are out on placement in our schools. We have also received some basic training in the use of Interactive White Boards.
All of these skills will be useful in making my English classroom more interactive and interesting to pupils. As the classrooms in my placement school are only fitted with IWB, the use of PowerPoint and Active Studio will be essential, and the tips I have picked up will be of great benefit. The use of Podcasts will also be quite interesting for students, although it remains to be seen just how accessible the necessary resources to do this will be in school. However, I will be able to use my own and my classmates original podcasts when teaching this aspect of the GCSE Syllabus. Generally speaking, the new skills I have learnt and the old skills I have developed through the course of the PGCE will be extremely beneficial in the practice of teaching an English class.
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