Biomedical Engineering Reference
In-Depth Information
changes can be made to curriculum content, delivery and organisation of mainstream pro-
grammes through the effective use of technology. An example of the ubiquitous use of
technology can be found within the Inclusive Learning through Technology (ILT) which
involved the integration of technology in four schools, two mainstream and two special
schools. This was achieved through the provision of a range of hardware and software
technology, including
• The provision of laptop computers for each student;
• Interactive whiteboards;
• Assistive technology provision for individual students;
• Wireless broadband access;
• Microsoft Ofice Suite;
• Inspiration (mind mapping software);
• Video Conferencing Facilities;
• MP3 Players for each student.
Classrooms were provided with laptop computers equipped with wireless network
capability and the latest technology and software to provide easier communication and
exchange of information. The interactive whiteboards facilitated alternative teaching
methodologies and supported teachers to move to a more interactive approach. The white-
boards also allowed for synchronised teaching between the schools and direct interac-
tion between teachers and students across schools via a virtual learning environment.
A variety of software resources were provided with the whiteboards, including Internet
access, Kidspiration and access to the Atomic Learning site. Concept mapping software
was introduced in order to scaffold students' thinking process. In addition to the techno-
logical inputs teachers were provided with training in the thinking skills developed by
Edward De Bono and more specifically the CoRT (Cognitive Research Trust) Thinking
Techniques for use in the classroom. The thinking skills programme aimed to provide
students with tools to improve their learning strategies in a move away from a unidimen-
sional or whole group instruction to a more differentiated and learner centred approach.
The objective was to develop the students' ability to think critically, to apply their learning
and to enable more creativity and flexibility. In addition, teachers were introduced to the
use of mind mapping as a learning tool and to theories that support differentiated instruc-
tion. Differentiated instruction requires personalizing the curriculum in order to meet the
individual learning needs of students, to capitalize on their strengths and enhance their
capabilities. Teachers were trained to take recognition of the wide range of learning styles/
teaching styles used in differentiated instruction in acknowledgement of the significant
effect that learning styles have on the learning and teaching process.
Teacher training was a crucial feature of the ILT project based on the belief that each
teacher involved had unique talents and potential that could be nurtured, with the ulti-
mate aim of improving teaching and learning. All professionals involved in the project
attended CPD (continuous professional development) training. All new teachers were pro-
vided with a copy of the ILT summer course, there were a variety of small group sessions
about the thinking methodologies used in the project for all teachers involved and techni-
cal support was offered in small group or on a one to one basis.
For students to become proficient in AT use, a teacher needs to have the skills and com-
fort using technology to provide opportunity for use and success. As with all subject areas,
