Thursday, 29 October 2009

Will Handwriting Skills In Children Be Replaced By Technology?

Alistair Owens MD www.keen2learn.co.uk

The growth in the use of computers in education will have profound effect on our children's handwriting skills. The ability to type is becoming the first parameter in communication over any cursive script skill. But there is a device that turns handwriting into a word document. Can this have any real benefit in our technological world?

When I was a lad at school I was taught Italic handwriting. Really got the hang of it and won a school prize. My brother, two years older, received the same tuition and equally mastered the skill. Then a change of location from South of the river to north London meant a change of school. My elder brother entered the fourth form, year 9, and I was in year 7. He was allowed to maintain his handwriting skill, I was to be restructured. The aim; to replace my 'œarchaic Italic script' with a prescribed form.

The restyling lessons totally destroyed my handwriting skills ( my excuse). Within six months the 'award winning' script had become scrawl. I was confused, devastated and demoralised. I never recovered; to this day my infamous scrawl is testament to a botched job at school. My chagrin heightened each time I receive a letter from my brother whose handwriting is legendary.

Perhaps indicative of the damage that can occur with any needless change in educational curriculum. So are we seeing a sea-change in handwriting skills through the advent of typing computer keyboards? Being able to type efficiently is vital, should this therefore be the focus of learning, leaving handwriting to decay? The real problem is there is no choice. To excel in school with the growth in computer learning, Qwerty trumps all. Texting, typing, data entry, pin numbers and telephoning it is possible to go for days or weeks without writing anything. With the dear old cheque being superseded by debit and credit card payment with pin security you rarely even get to sign anything - apart from the back of your credit card once every two years. And tell me you don't practice the signature with a few dry runs!

Is handwriting becoming superseded and unnecessary for the future? Apart from what to do when the power fails or your battery is flat the one measure that will herald the ultimate demise of script - will probably coincide with the last post-it note. But there is one technological gadget that may yet save cursive script. A special pen, looking identical to a conventional pen, sends a radio signal to a mini receiver clipped to the top of a sheet of paper. As you write the receiver tracks the pen to record an accurate image of your handwriting. Upload the receivers' memory to a PC and the software converts the handwritten script to a Word document. Two huge benefits; you don't need a PC or dictation machine to record your notes. There's a huge saving in size and weight, all that's required in a sheet of A4 paper the pen and receiver. Taking notes and diagrams in class at a meeting or on the train is a doodle. But there is a catch; after some training sessions the software is very good at deciphering your handwriting but to work efficiently you need to write clearly and consistently- it's a computer after all. So no off days allowed and to get the full benefit of the system you need to improve your handwriting style and legibility. Hang on isn't that where we came in.

Are English and Maths Doomed In Schools Cut Back?

Maths and English, the two stalwarts in our educational programmes are the subject of further games being played between the DCFS, schools and examining boards. The chief executive of the Oxford Cambridge and RSA (OCR) awarding body says that without a vast injection of cash and teacher training schools will struggle to teach Math and English to the standard needed.

The comment from Greg Watson, chief executive of the Oxford Cambridge and RSA (OCR) awarding body, has ideal timing if maths and English are to escape the proposed cutbacks of £2bn in the schools budget. The bigger problem is rather than defending the current level of expenditure he is asking for an injection of cash above the current spending. If Ed Balls has to find savings as part of the government need to cut back will these vital teaching resources be found or become the sacrificial lamb? If so our current record of sub standard primary education is about to get a lot worse. Nicola Woolcote

Wednesday, 27 May 2009

AMD Enters Educational Games Market

By Alistair Owens www.keen2learn.co.uk

Good to see the mighty Advanced Micro Devices – AMD is entering the educational games ring. Bolstered no doubt by their recent Eur 1.06 billion damages award from Intel, they are developing their “Changing the Game” educational initiative programme.

AMD successfully took the mighty Intel to the European court. AMD said that the ruling is an important step toward establishing a truly competitive market. With this ruling, the industry will benefit from an end to Intel's monopoly-inflated pricing and European consumers will enjoy greater choice, value and innovation.

Earlier today, the European Commission found Intel guilty of abusing its dominant position in the global x86 microprocessor market, saying that "Intel has harmed millions of European consumers by deliberately acting to keep competitors out of the market for computer chips for many years. Such a serious and sustained violation of the EU's antitrust rules cannot be tolerated."

Ouch! The battle of giants was bound to be a bit bloody. And pending an appeal, it is probably not over yet. But it has elevated AMD to front of people’s minds and their incursion into education games is bound to be hugely beneficial to children.

Skillpoint Alliance, The World Wide Workshop Foundation's Globaloria program and Austin, Texas-based Southwest Key will initiate new programs with grants from the AMD Foundation. In addition, two current partners, PETLab and Science Buddies, will receive additional grants for work in 2009.

Thursday, 27 November 2008

Reading Games Take On Technology To Become The Storyteller

Storytelling is under threat from technology. Children, distracted by Nintendo, video games and Wii leave little quality time available for parents to read to them. But technology fights back in the MightyBook on-line reading games now available to help parents and children to enjoy this vital activity. See the full article =>
Keen2learn blog

Thursday, 20 November 2008

Maths Failing To Add Up At Primary Level.

A recent report has revealed 23 per cent of children at primary level fail to reach the standards expected of them in maths.

Despite a massive injection of 2.3 billion pounds during 2006 – 07 for teaching maths we still fail a huge number of children. The financial investment has been analysed as following the law of diminishing returns. Last year 66,000 children did not make the progress anticipated by their early achievements. This poses significant concern for their ultimate performance in the GCSE. The report also predicts that primary schools will continue to miss government targets by a wide margin in 2011. The situation is “far from rosy” said Edward Leigh, chairman of the committee of Public Affairs.

Although improvement has been made, clearly the target is being missed and the question of the root cause is far from resolved. Although training of more teachers in maths is one clear objective there is also a massive opportunity to enlist parents in the recovery plan. There is another way.

Schools use a significant number of maths games as teaching resources. These are ideal for use at home with parents, siblings and relatives joining in. Turning maths into an educational game brings an element of fun; an opportunity that can be highly productive. The techniques in the games are common with the school as the maths games have been developed to meet the National Curriculum. They are a significant step forward over the conventional text and exercise book approach that previously isolated many parents from homework support.

Considering there are 7.4 million households with school aged children, converting a small percentage to assist their children for 30 minutes a week at home would increase the effective teaching capacity. It would also induce a one to one relationship between parent and child and provide parents with a dynamic view of progress.

The drawback lies in the conversion of parents, many of whom shy away from the opportunity believing their knowledge of teaching procedures is different from current techniques. Many schools are addressing this misconception through family learning events where many adults discover their schooling experience is still extremely relevant. The historic drawback is the number of parents who would attend such events.

The report also indicated that children from Chinese and Indian ethnic groups perform better in maths than white and black children. It is perhaps no coincidence that parents in the far east are far more interactive in the schooling of their children.

Without a sea change there is a growing danger that many children will be left behind. If they are struggling at primary level the leap to secondary schooling with the commensurate jump in the curriculum will become a bridge too far for many. The burden on teachers to resolve this is an almost impossible task. Despite the recent influx of recruits in the teaching profession, spurred in part by the economic situation, the availability of inspirational maths teachers in the cohort is still to be revealed. A further concern is the staying power of such recruits. The safe harbour during the current climate may fail to retain some when the better times return, leaving schools and children high and dry.

The one constant are parents. There are c. 450,000 teachers who could potentially engage the active support of many of the 13 million parents of school children. If we are going to win the maths war we could look to the engagement of more troops.

Thursday, 16 October 2008

Teaching Resources Come Home To Ruth

The lifestyle of any busy mum can impact on the schooling of children. Ruth Kelly, Minister for Transport, and ex Educational Secretary packs in parliament to give more support to her children.

Every mother suffers from guilt! It’s natural, goes with the job, is very difficult to overcome and causes considerable angst. Fathers as a rule, preoccupied with their latest bout of man flu do not suffer from this syndrome quite so much. Ironically a father’s contribution to support a child’s schooling can have a dramatic effect. This is in addition to any conventional help with their child’s homework. It is all about spending regular quality time with children and having educational fun. At least it should be the essential bedtime story, and ideally extended to give support through maths games, literacy, ICT games and science games to cover the curriculum where any problem exists or where their child just wants to have some support or fun with Mum and Dad. These educational games - used in school are designed to improve understanding through fun games that can turn the classroom lessons into practice at home.

The advent of computer games and online services add a significant new dimension to the range of educational games now available. Even the bedtime story can be accessed online where animated reading resources add entertainment in developing reading skills.

Why then has Ruth Kelly, the ex Secretary for Education and high flying cabinet minister, quit her post to devote herself to her children and their schooling. A courageous move, yet the undertone raises concern. Is the modern pace of life, ideals and social environment at odds with raising children? Are parents becoming distant from the bosom of their family? Long hours, pressure of work and stress take their toll on the relationships at home and children often miss out.

If the hugely resourceful ex Minister of Education sees such a flaw in the system that can only be resolved by leaving a focal role in government, is this a condemnation of our schooling system? Is there a disconnect between the state educational provision, the needs of industry and commerce coupled to a modern lifestyle.

Clearly the state education system is not firing on all cylinders. Billions spent in the UK, and likewise in the USA and Australia (the problem has international dimensions) have failed to improve standards in literacy or numeracy. Yet this is 2008 and these are first world countries who excel in many areas, banking accepted, so why are we falling short of our standards in school? In this age of extraordinary technical achievement, rapid communications where we can text or email virtually anyone in the world in seconds, do we fall behind in basics of effective schooling?

Perhaps Ruth Kelly has the answer. It lies at home. Instead of abandoning our children when they go to school maybe parents, both mum and dad, should be coerced into providing a minimum period of schooling time with their children. This could be measured and even incentivised through some payment or tax relief. The substantial effect of parental support in the schooling process could be supported through the educational budget. But would this work ? Research in the UK and USA show the 80% of a child’s academic success of relies in what parents do with their children at home.

I imagine that Ruth Kelly also spotted this fact. As an ex minister for education and parliamentary high flyer perhaps she should be given a new role as minister for home educational support - working from home of course.

Alistair Owens Keen2learn

Tuesday, 7 October 2008

Educational Games Introduce Fun To Facts

Educational games, toys and puzzles are being used to overcome one of the biggest drawbacks of teaching; how to quickly grab the attention of the class at the start of the lesson. Boys tend to take much longer to settle down and some children are notoriously late. Ten minutes of the class can be lost before teaching really gets going. But now there are options.


A daily dose of maths computer games can boost maths attainment according to a study carried out in Scottish schools.

Learning and Teaching Scotland (LTS) - the main organisation for the development of the curriculum - analysed the effect of a "brain training" game. It also found improvements in pupils' concentration and behaviour.


Less able children were found to be more likely to improve than the highest attainers and almost all pupils had an increased perception of their own ability.


LTS worked with Her Majesty's Inspectorate of Education and the University of Dundee to see if the pilot results were replicated on a wider scale. Researchers found that while all groups had improved their scores, the group using the maths game had improved by a further 50%. The time taken to complete the tests dropped by five minutes, from 18.5 minutes to 13.5 minutes. The improvement in the games group was double that of the control group.


The study also found reduced absence and lateness in some classes. Derek Robertson, LTS's national adviser for emerging technologies and learning, said the results offered the first independent, academic evidence that this type of computer game could improve attainment when used in an educational context.


He said: "Computer games help flatten out the hierarchy that exists in schools - they are in the domain of the learner as opposed to the domain of the school. This intervention encouraged all children to engage and get success in a different contextual framework; one in which they don't know their place."


The educational games used in the trial were one of the growing numbers of computer games developed with education at the core. Modern technology harnessed to present a platform that is interesting and appealing to the young mind sets the challenge. A form of learning in disguise acceptable to a wide range of ability, age and both girls and boys is paying dividends in accelerating learning.


The games can be played in class and at home. They are having a marked effect in settling the class at the start of the lesson, and the number of late arrivals has noticeable reduced.


Technology in the form of a chemistry game or physics games generates the practice activity essential to learning retention. Compared to conventional text and exercise book activity that can be one dimensional, computer games have the major advantage of capturing peer support. Children also learn from other children. How else do they pick up the detailed operation of a mobile phone? Certainly not from their parents or the school national curriculum. So the next time you see a child buried in a computer game on a PC, laptop or Nintendo take comfort this is a great way to help them learn.


Settling the class down can be eased with lesson starters; computer games that set a quiz based on the subject, or a combination of questions and clues to open the next level of the game. Some games even let the player design the next portion of the game.


The help of parents is fundamental in supporting the teacher to enhance the schooling of their children. Educational games are the easiest entry point. Playing the same game or puzzle at home as in school is the most effective way to help. You do not to need to be proficient in the subject background and you never know how much you will enjoy the challenge.

Alistair Owens keen2learn