Immediate positive response to new classroom relating to achievement and affect

1. Immediate positive response to new classroom relating to achievement and affect It’s really helping me to read. It says the words very clearly, lots of times. I can hear and see the words.(Pupil) Brilliant! Fantastic! - those talking stories are just brilliant (Phobic class teacher about to retire)

2. Big screen an emotional catalyst • Sensual, engaging, exciting, multi-sensory • empowering - builds esteem • supports discussion and understanding between users • immediate sharing of work/ideas/images in class or from around the world • child takes teacher role -gains esteem • emotional impact infectious - Yr 6 - Ripple project

4. Child-teacher in control of science and technology

5. Wireless keyboard allows remote collaboration and support with learning

6. Round table supports social skills and progress • The table thing probably does work in that respect -- the domino effect around the table and they talk across to each other as well as. • you could fit eight children round, they were close together, they could interact with each other if they so wished, ehmm, they always worked.

8. ICT Supports children’s confidence • I think (it) is important for (SEN child) to achieve and I think that’s a means, it could be used more if the child had more of my time or more of somebody’s time to help him to make more progress because you have to home in on something they find exciting in order for them to feel good about themselves and I think the computer has a lot to offer there.

9. Supports positive emotions and elicits praise from teacher • As a tool you know I would just use it more because they enjoy it, you know, it’s all about– enjoying the thing. And I find it frustrating, well []I have a job to teach 24 children and I can't.[]I have got a surprising number of children who have poor hand control and obviously you know they need to practice that. But I mean if they get on here and they get the word banks you know they can do it “Look at me (to adult) ……look at this picture”. I find myself, I am quite surprised I am talking like this! (correlates with Ripple project)

10. Although teachers identify importance of ICT for SEN, most children seemed to experience immense pleasure including high attainers - it often crops up as a favourite activity even in general feelings about school - ranking with lego - playing with friends - and even chocolate cake! Associate with home: it feels like I’m at home negative emotions associated with failing equipment or inadequate access; sometimes when it’s not on or not working I get a bit cross with myself;

11. Commonality of affective issues for learners of all ages • Self-blame common to teachers and children when machines not working - or unsure of software etc - loss of esteem - • high quality equipment /software and high access levels support very positive feelings, good relationships and positive ambience

16. Conclusions • High quality ICT in class in number and frequency - have a powerful impact on teachers’ and children’s positive attitudes towards ICT - - even phobic, retiring teacher converted to ICT • solidly confirms theory on affective issues • ICT has benefits for their feelings about learning, other pupils and their teachers • parents also very positive about ICT and home learning - ICT can bring all parties together emotionally/academically

17. Teachers have a key aim to build self-esteem in children to enable them to learn and change and need it themselves for the same purpose More equally shared, respectful interaction supports esteem –makes children feel better Well-designed classrooms with high quality ICT resources can support staff and student interaction, esteem and learning Projects which aim to value and support staff aid the learning process and allow staff and children to grow emotionally and academically

18. Why The Ripple Project? – Becta funded • Classrooms both very successful • how have these projects impacted on the rest of the school??? • is positive interaction also key to teacher learning???

19. Are theories of empathy in relationships applicable to teacher learning? • Projects had offered positive models in close emotionally supportive context - had this produced some conversion to ICT of even relatively sceptical teachers?? • What were their attitudes towards ICT and the projects in particular?

20. Nursery 1:12 Rec 1 1:16 Rec 2 1:17 Yr 1 1:11 Yr1proj 1:4 bs Yr 2 1:12 Yr2proj 1:5 bs Yr 3 1:14 Yr 3/4 1: 15 Yr4out 1:15 Yr5 out 1:15 Yr5/6 “ 1:8 Yr6 out 1:8 bs Pupil/computer ratio Out = PCs outside room bs = big screen

21. The mathematics of empathy computers and positive interaction • 1:30 teacher/pupil ratio - 60 min lesson- max 2 mins per child -lots of negative class management - enforced ignoring of needs • 1:1 ratio maximum interaction - much more positive - minimal management • 1:17 computer /pupil ratio - machine in corner of room = negative teacher attitude • 1:5 computer/pupil ratio in classroom designed to meet needs = very positive teacher attitude

22. Affective issues crucial to staff learning as well as children • I find that you either elated, well I am because I’ve done it, or I’m frustrated and think – oh switch the blooming thing off. • Oh yes, yes. I mean when I first sent an e-mail, I think I sent one to Irene and it came back again and I thought, ‘Good I am brilliant, I’ve done it!’ • I lost a load of planning and within 10 minutes I’d written it down with a pencil and a ruler and it’s that that drives me potty!

23. Nearly all staff felt ICT had many benefits for pupils – esp SEN • Created positive emotions & motivation • If there’s something you know they can’t do they’ll try it on the computer or the software programmes and they love to experiment • A lot of the year one numeracy software is very entertaining and they really love that • It’s the confidence, the enjoyment, the fun part of it • They just love being out there on them full stop

24. Leads to positive view of self and work- therefore improves human relationships • Presentation - more readable – looks better- produces feedback loop for swifter progress • Writing – redrafting less painful – less mistakes • Information finding –autonomy –empowerment • Multimedia very engaging • Improved self-esteem - confidence • All lead to more positive interaction with teacher and parents – this is the important end result –better human relationships and communication

25. ICT supported social skills and interaction –between pupils and teachers • He loves helping folks. That happens doesn’t it, which is lovely! • So they would help one another, if someone can’t get in,’Oh I’ll show you what to do’ so I think there’s more of a bonding with them • If it’s one to one it’s intimate and yes I think it is, because knowing where I’ve come from I can empathise with them so I know how difficult it is and I feel if I have got a child next to me we are learning together • But when there’s a computer, you might have been ticking him off for something ten minutes earlier but because he’s on the computer - you don’t usually need to do that

26. Children escape teacher domination and passive learning • I suppose they enjoy it really (working on computers). I think it’s because they are active, they are doing something rather than just sitting listening, they are actually getting on and doing something and having a go at something rather than having to listen to me!

27. Powerful contrast between relationships around computers and formal classrooms - children escape teacher /curriculum domination on computers – Emotions much more positive around computers Mixture of pen, keyboard, touch screens -very sensual experiences –natural to small children Video analysis

31. Embedding literacy and numeracy in vocational classes in Further Education (NRDC) • Emotions at the heart of successful learning • Teachers highly aware of students’ emotional baggage in relation to literacy and numeracy • Higher quality interaction and thoughtful meeting of needs supports learning • Mutually respectful interaction essential and this is supported by better teacher /pupil ratios and one to one teaching

32. empathy - not just the skills level - I want to know what motivates a student – what their anxieties are – where they’d like to go to - where if they can choose it, where they see themselves going to --- because I want to know what’s going on with them – what happening in their head because if you don’t know that you can’t know what ‘s interfering with what’s happening on paper.

33. Personalised learning • It changes with every student - even the way you greet them - I greet Dean in a different way – some like formality, some don’t • Janet: I watch their body language – observe them constantly – are they just following a pattern in their workor are they understanding. I’m watching everything they do.

34. think the main thing I’ve always found if you take an interest in them they will give you much, much more back - I knew more about the students than I knew about my own kids - I knew what they did on Friday, Sat, Sun, I knew what they were doing in mid week and I saw more of them. the most important part - you can’t make somebody learn –they’ve got to want to learn – and to work with me - they’ve got to trust me - lots of the barriers to learning can come from personal aspects rather than educational ones

35. Fig 2. Weaker model

36. Shared emotional and intellectual understanding – tutors and students. Fig.1 Stronger model

37. Educalibre –evaluating and elaborating open source VLES (EU) • Considers how theory on role of emotion and empathy applies to on-line learning and interlinked nature of cognitive and affective • How can on-line learning engender positive emotion to help motivate students and enhance learning and memory • Lots of opportunities for one to one interaction and group interaction • Tutor can show profound empathy in one to one relationships

38. Multi-sensory learning • Text based interaction makes it harder to show empathy though effective tutors adapt and moderate their language in attempt to make it mutually respectful and less threatening • Use of multi-sensory media (sound, picture, animation, non-verbal communication) are more likely to enhance positive emotion but they have to be working properly • Systems which purport to be multi-media but which don’t respond as quickly as natural human interaction can just be very frustrating

39. We need to be very vigilant and attentive to creating positive emotion in our interactions on line - otherwise we quickly lose patience - especially if we can manage without this mode of communication. Computers have the potential to support empathy through multi-media and one to one, through empowerment and independence. Wherever negative emotion is created through computers we are in danger of losing desire and motivation to use this medium.

40. What features create positive emotion on line? • Rapid, positive support and response • Sufficient support and response for individual needs • Building of trusting supportive relationships • Thought- provoking /challenging /stimulating interactions –lead to excitement, interest • Sharing of humanity • Variety of approach/variety of media improves natural human interaction

41. Feeling of shared aims and values • Pictures/animations/sound/ empowerment/interactivity - improve non-verbal and therefore powerful communicators • Adaptation to individual - choice/variety • Face to face meetings support on-line on communication – hence success of blended learning. Knowing people more fully allows better communication.

42. Need for purposeful/meaningful activity Need for dialogue – eliciting from students, valuing of their ideas. Danger of transmission approach – not working from students’ knowledge but from a set curriculum Need for holistic interface – not fragmented -not how we work usually - eg would we normally separate documents from the discussion, people from documents

43. What creates a negative response and antipathy to on-line interaction • Many interfaces don’t get over the first few emotional hurdles - eg • difficult to log on • hard to get into the right area for interaction • slow to open documents/server down. • Little variety of media – passive presentations. Screens formulaic –repetitive. • Standards = lack of creative interfaces

44. Many users feel inadequate, blame themselves, lose esteem and depart at an early stage and never return – any failure can turn them off in an on-line unsupportive environment – no hand on the shoulder to reassure, no smile to say, ‘It’s ok keep going -you’ll make it.’ Need for variety and stimulation and multi-modal approach - though this must facilitate a route through to human interaction as well as human/machine interaction

45. It’s all about how we feel on-line • Insensitive responses eg implied criticism (depending on individual) – no non-verbal to soften the blow here either - dependent on quality of relationships formed previously –importance of moderating language. • Poor response rate/few numbers means nothing to see when you log on – downward spiral –dull -non-stimulating – switch off • interaction has to be purposeful to attract participants –skills need to be embedded in meaningful tasks within a purposeful narrative

46. “all the higher functions originate as actual relations between human individuals” (Vygotsky, 1978, pg. 57). Any barriers to these human interactions create barriers to learning - has to be incredibly easy to communicate via this method or it will not be used. Many software designers purport to use a Vygotskian model but focus on cognitive rather than emotional scaffolding – the two are inseparable and Vygotsky expressed this.

47. When we approach the problem of the interrelation between thought and language and other aspects of mind, the first question that arises is that of intellect and affect. Their separation as subjects of study is a major weakness of traditional psychology, since it makes the thought process appear as an autonomous flow of 'thoughts thinking themselves' segregated from the fullness of life, from personal needs and interests, the inclinations and impulses of thethinker.(E)very idea contains a transmuted affective attitude toward the bit of reality to which it refers. (Vygotsky, 1986, p 10).

48. If VLES and web-based communication mirror the failures of the current face-to-face system or even worse, exacerbate them, then opportunity for progress will be missed. The lecture has been identified as one of the least effective forms of learning (Wragg, & Dunne, 1994), still universities use it. VLEs often emulate HE’s extremely transmissive nature. If we create vast, alienating, fragmented, text-based systems there will be no transformation of learning –multi-modal communication needs to support quality relationships with other human beings.

49. Every individual student/tutor – every context is different and has to be reappraised. Large groups/ lack of one-to one/ personal contact can lead quickly to alienation in any environment face to face or on-line Student disposition and their need for contact significant. Is CMC add on or embedded? Makes a difference to how they value it. Embedded ICT much more effective when used in meaningful on going learning narratives

50. Acknowledgementsthanks to…… • Leeds University • Glusburn School • Nimis Team • Northumbria University • Embedded Literacy & Numeracy team • Educalibre Team