STAFFROOM: Most Common Support Questions

Staffroom creates, supports and implements software solutions and services for schools to use. This means we develop the software, look after the servers, man the phones, train the teachers and help schools set up their systems and more.

The Staffroom Support Team has gathered the most frequently asked questions and complied a how-to guide.

Password Changes

When Staff forget their passwords to login to Staffroom, they can click on the forgot password option under the login screen as indicated below:

This will send them an email requesting them to reset their password and they can then login.

Assign Students to Classes

This is done normally from the Infobase module under the students – lists. Students get assigned to classes at the beginning of the year, but you may have students joining your school at other times in the year.

You go to Infobase – Students – Import/Export (If you have an excel sheet for import)

If the student is already on the system, they are normally marked as future enrolment, and this will show them in the future enrollment list.

You will then see the future enrollment page where you can assign the student to a class.

To assign the student to a class, select the class and then click marked as enrolled.

Assign Students to Assessment Groups

After assigning students to a class, you will need to assign the students to assessment groups in order for them to show in the markbooks.

This is done via the:

  • Settings
  • Assessment groups option

You will see the following screen below
Select the checkbox next to the title on the left
Then select assign students

You can now add a student or students by name, class or grade.
Once you have done this, select the checkbox at the top of the screen to select all the students.
This will then finalize the assessment group setup.

You will then see the student names in the markbook

Change Term Dates

With COVID 19, we have seen many changes and adaptions to the academic year. One thing that has been necessary is to adjust the term dates.

As per the educational department, the new term dates are set however, in Staffroom these need to be manually adjusted as they have a direct effect on absentees, reports and schedules.

You can edit or amend the term dates from the messenger page by clicking on the date at the left-hand side.

Once you have gained access, you can then edit the term dates.

Emailing of students and parents

You can email reports, correspondence, letters to parents for students directly from our intouch module.

email reports

You can also send SMS’s; however, this will require a third-party SMS provider.

For SMS’s, the main accounts setup is SMSWeb, SMSportal and Bulksms.

You will need to contact those providers directly to get an account with a username and password and then we can setup that account in Staffroom.

Once done, you can then start sending SMS to parents who have been marked to receive SMS’s and have a valid Cell phone number.

For Emails, you can start sending immediately as that is an in-house feature.

Make Changes to Markbooks in Staffroom

When you need to make changes to your markbooks be it a title change, weightings, calculations or you need to remove assessments from final calculations, you can do this using the:

  • Quick Edit function
  • Settings function in the markbook

Quick Edit

Quick edit allows you to edit the title, description, total and weighting for an assessment or in a result set.

Settings

In the settings of the markbook, you can do the same as with quick edit but with the addition of adding new results, deleting results, editing result sets, tags (necessary for reporting) and calculation types with the bulk options to hide, archive or lock down results for terms.

We love working in education and solving our school clients’ problems. We actively and constantly think about how to use technology for the real practical benefits it can bring teachers, parents and students.

Want to know more about Staffroom? 

Source:https://support.mystaffroom.net/what-is-the-infobase/

STAFFROOM: UNDERSTAND YOUR INFOBASE

Where we keep your important records

The Staffroom Infobase is where your school can keep all of it’s important records for students, families and staff members. In the Infobase, you can see all of the information that Staffroom keeps about a student, family or staff member in one easily accessible place. Finding one of these records in Infobase is also quick and easy via the quick search field that is displayed at the top right of every Staffroom page.

Student, family and staff records in the Staffroom Infobase can be used to keep and organise information such as:

  • Demographic and contact information
  • Journal notes
  • Documents and files
  • Email and SMS communications (sent out of Staffroom’s InTouch module)
  • Attendance records
  • Behaviour records
  • Academic records

Tools that help you use that data

The Staffroom Infobase also has a set of tools that help you use and maintain your important school records:

  • Data Imports – to help you get large batches of student and family data into Staffroom
  • Exception Lists – to help you keep your records up to date and complete
  • Prints / Exports – so you can get reporting and data out of Staffroom and into other tools like Excel
  • Pastel / Financial Sync – export your family data to your financial system to keep it up to date

The Staffroom Infobase also has some special tools to help schools with labour intensive administration tasks:

  • Attendance – easily capture and report on attendance for students and staff
  • Behaviour – easily capture and report on behaviour events and automate school behaviour policies
  • Groups – create groups of staff and students so that you can communicate with them via email and SMS

Want to know more about the Infobase or Staffroom? 

Source:https://support.mystaffroom.net/what-is-the-infobase/

STAFFROOM: MAKING LIFE A LITTLE EASIER FOR THOSE WHO INSPIRE

“There is nothing wrong, with getting it wrong…you learn so much more through the process.” Wendy Horn, Global Teacher Prize Nominee 2018 

Inspiration comes in all shapes and forms. Many of us would agree that we had that one teacher who influenced us to set life goals and achieve our best. That one teacher who made us pursue our tertiary studies or who pushed us to achieve more than we knew we could in school. And for many, Wendy Horn is this teacher. It is therefore no wonder that this school principal and science teacher from Protea Heights Academy, was recently nominated for the Global Teacher Prize (February 2018). This means Wendy Horn is recognised as one of the top 50 teachers in the world! 

Speaking about her passion, Wendy explains that educators can “shape the future.” For Wendy, being a teacher is a calling, “when you stand in front of that class, those children must be your everything.” She adds that “the school, through the innovative use of technology, is preparing learners to be creative problem solvers that will be able to make a positive contribution to society in the future.” As part of their strategy and digital toolkit, Protea Heights Academy uses Staffroom Software. We asked her to share her experience with Staffroom Software: 

How would you explain to a friend what Staffroom Sofware does? 

“It makes data sharing, reporting and communication easy. It also cuts down on the workload of educators and administrators.” 

What were your processes like before using Staffroom Software? 

“Time-consuming and cumbersome. We also found errors creeping into the data and the processing of data was frustrating!” 

How does Staffroom Software improve your processes? 

“The product saves time. We are able to work from any place that has an internet connection. It also speeds up processes, allows us to collaborate and share data seamlessly.” 

Is Staffroom Software worth the investment? 

Yes, we save time! It makes the workload less per educator. We can communicate easily with parents and learners. Staffroom allows us to share data so that we can analyse our performance and suggest suitable intervention strategies.  We also cut down on the use of paper and files and can share information effortlessly. The digital archive allows us to store marks, reports and learner information which means we can share these documents with every staff member, as well as parents. Without Staffroom I would ‘freak out’ – it would be as if we were back in the dark ages and would mean more work!” 

Define teacher and learner success?

Wendy’s approach to teaching is not about imparting knowledge only. Wendy explains, “We are preparing our learners for the fourth Industrial revolution, which means learners will have many jobs as they progress through their lives…” She humbly adds, “Children don’t need teachers for information, for that they have Google. They need us to teach them skills and to guide them.” This is why Wendy believes it is important to teach learners how to problem solve.  

According to Wendy, Staffroom Software adds to the success of her team, “it adds to our brand in that we communicate with parents effectively. It allows educators to work smartly and saves time. The product allows easy and effective data analysis. It just makes the admin a little bit easier – which in turn means we can use our time more efficiently.” 

We are proud to know that Protea Heights Academy has found a digital solution in Staffroom Software! One that makes inspirational teachers like Wendy Horn’s life a little easier!  

Interested in learning more? Contact us for a demo or learn more here

Staffroom’s Assessment Module – Making the Life of an Educator a Little Easier

Since the early 1990s there was a global surge in technology advancements, impacting the way we teach in a classroom. Realistically though, the speed at which the education sector has transformed has not been in sync with technology. Digital technology in the form of online learning and virtual learning environments for school only started filtering through to classrooms recently – and slowly.

In that sense, the education sector is still catching up with other industries, like media, telecommunications and consumer financial services. In fact, according to Conrad Huges (2020), traditional forms of examination have become a symbol of just how slowly schooling systems are transforming. He believes examination, in its existing form, is dated and limited by its ‘one-size-fits-all’ approach.

The COVID-19 pandemic has thrown many schools into the deep-end, not only disrupting schooling as we know it, especially traditional assessment protocols. Traditional examinations as we know it may change and adapt to the times. But there will always be a need to capture, share and report on assessment activities – regardless of the changing shape or form they may take (Hughes, 2020).

Staffroom’s Assessment Module offers the flexibility needed to lighten the load within all the uncertainties and changes within our schooling system. Automating assessments and reporting, it aids the process of capturing, reporting and sharing through:

  • Markbooks to capture assessment results and perform calculations
  • Printing or emailing attractive, professional full-colour term reports
  • Printing or exporting assessment schedules, summaries and other relevant analytical reports

The Markbook

Staffroom’s assessment module supports a variety of assessment scenarios, including South African CAPS, Cambridge and others. It is the flexibility of markbooks that makes the lives of teachers a little easier. The module enables the creation of markbooks with various combinations of assessment tasks and calculations within them.

Attractive term reports

The term report designer in Staffroom’s assessment module, allows a school to create a report that suits the school, effortlessly. The option to choose and include any results from markbooks, as well as comments and any additional student information makes it easy to present a report with all the content required. School logos and colour photos of the students ensures an attractive report for both parents and students.

Analytics: Reporting on schedules, mark summaries and other data

Choose to display and extract reports in a variety of formats. This makes it easy to aggregate and compare assessment data, while schedules can be created with complex formatting – including government schedule formats.

The Future of Assessments

This year has shown how easily our current systems can be disrupted – and how we may need to adjust to future learning and teaching environments. Some may choose to throw out the old ways of assessment completely. While others may rethink existing assessment processes and adjust them to suit the needs of assessing the relevant skills needed for the future workplace. Regardless of how assessments may change, Staffroom’s Assessment Module and flexible Markbook will continue to offer smoother, less manual processes. Ensuring input results in the most optimal output when it comes to assessing students. Thus, making the life of educators a little bit easier.

Would you like to learn more about Staffroom and our features – get in touch with us today for an obligation free call.

Sources consulted:

https://www.weforum.org/agenda/2020/06/will-covid-19-spell-the-end-for-exams/

https://support.mystaffroom.net/what-is-assess/

The Homework Fiasco

One can hardly believe that a simple initiative like doing away with Homework can make page four of the Sunday Times and a lead article in YOU magazine. TV, radio and print media carried this revolutionary story at the end of the year and into the new academic term.

It doesn’t take a rocket scientist to know the education is chronically ill in our country. Under funded, under resourced with poorly trained education leaders and ill-equipped teachers presents a dismal picture of our schooling system. In the few “good schools” left, students are finding the going tough. Anxiety levels are high and parents are feeling the pressure to assist with Homework in the evening.

Schools who are committed to quality teaching and learning are committing time to rethinking the function of education. 21st century schools have the added benefit of a neuroscience base. Today we know how the brain learns. We know that the brain is designed to forget anything that is not essential for the body’s survival. Retaining endless lists, names, theorems, algebraic equations, concepts, attitudes and values is not a natural practice. It takes intensive effort by the educator to create the right state for the brain to glue non-survival data into memory banks situated all over the body and in peptides in the blood system. We now know that the ability to be successful is no longer based on IQ, EQ or even talent. Giftedness is a fallacy. These ancient myths continue to permeate backward schools. Angela Duckworth (PhD) and Prof Carol Dweck of Stanford University are now proving that success is rather linked to passion, perseverance and the ability to stick to long term goals. They call it GRIT!

No longer does practise make perfect. In fact, practise makes permanent. Unless you practise in the presence of a master coach, you are wasting your time. And few parents are master coaches.

The master coach is in the classroom. The master coach is the highly qualified educator – not necessarily qualified in the content base – for knowledge changes too quickly to add any value to a specific degree of knowledge mastery, but rather, highly qualified in the ability to teach and coach. Too few teachers in 21st century schools are able to teach.

And because they can’t teach – they send home work that could not be completed in the class. Now teachers gripe about class size, student behaviour and lack of parental support – and these are all real issues. But master coaches are experts at classroom management. Boundaries are clearly set and reflective practices are in place the moment a boundary is crossed. Time on task is a non-negotiable because content is clearly planned and students know the expectations and the annual, termly and weekly planner is available to for all to see. There is no hidden “You better concentrate or you will fail!”

Homework is not necessary if there is good teaching. Good teaching must be supported by good support for teachers. Whole school conscious discipline and interventions must be in place to ensure that everyone feels safe and has a sense of belonging.

The healthy mind platter designed by neuroscientist David Rock (PhD) and medical doctor Daniel Siegel clearly indicates that our day must include the super seven slices: sleep time, exercise time, focus time (school), connection time (being with friends and family), down time (doing nothing), in time (meditation/prayer/yoga) and play time. If we are encouraging our students to sleep for 9 hours a day and attend school for a further seven, 16 hours are already used up. To spread the remaining 8 hours over five slices leaves no time for Homework. When we cram more into the day, we end up with adults who are mentally unstable. The future adult cohort is in our schools today!

School must deliver the curriculum under the supervision of a master coach. School must then end – students must play their sport, rest, chill with friends, surf a few waves – spend time with family over a meal and end up in bed reading a good book.

At Sun Valley, we bartered Homework for Reading. Commit to 20 minutes of reading your favourite novel or graphic novel and we won’t set Homework. And it worked. Teaching time became focused. Class time was useful. Master coaches assessed performance in class.

The Sport field is now corner to corner every afternoon with kids and they are going home fit, passionate about learning and determine to achieve their personal goals with perseverance.

This is 21st Century schooling at its best – and hopefully a more stable future adult cohort!

Gavin Keller

About the blogger, Gavin Keller:

Principal – Sun Valley Primary

CEO: Sun Valley Group of Schools

Education Consultant – EduExcel

Our first Staffroom client, Gavin is a passionate educator and school leader who has used his research in neuro learning and leading to change a school and the community.  He shares the practical application of his studies with schools, corporates and leaders in order to improve performance and the quality of life.   His guidance is simple, humorous, but dynamic, a treat for all!

*** The views reflected in content or links on the Staffroom blog are not necessarily those of Eiffel Corp nor it’s affiliated products. Eiffel Corp expressly disclaims all warranties, expressed or implied, as to the accuracy of any the content provided, or as to the authenticity of the information for any purpose.

NEW Modules for Staffroom

Our team of developers are constantly working to improve and extend Staffroom – to ensure it remains the best school management solution available. We listen to your feedback, comments and requests and prioritise building functionality that would be most useful to you at your schools. Now we are happy to announce two new modules: On Time and Parent Portal. Here is a bit about these modules …On Time

OnTime allows your school to easily create calendars and timetables for important school events. These are saved in Staffroom and can be shared with school staff, parents and students in a variety of ways. Each staff member, parent or student gets their own custom calendar which only includes information about the events that apply to them!

Parent Portal

The new InTouch portal gives your parents and learners convenient online access to important school information that is relevant to their family. Your school can share information about upcoming events, homework tasks, journal entries, term reports and more with your parents and students.

To find out more or to see a demo of how these two new modules work, please ask one of our product specialists to get in touch with you:

CALL (OR) EMAIL

021 782 2993  |    sales@eiffelcorp.co.za

Communication through Staffroom’s Parent Portal Proves of Great Value in the Time of COVID-19

The news of the first few COVID-19 positive cases in South Africa set us off on an unprecedented journey for all sectors – but especially the education sector. Parents, teachers and learners alike were thrown into the deep end as schools were closed (indefinitely) in March 2020.

In an attempt to ensure that no learners are left behind, schools had to find innovative ways to accommodate distance learning and online learning – or more of a crisis learning approach. Key to the success of this process has been communication with parents. While this has always been an important part of a successful parent-teacher-child relationship, COVID-19 has highlighted just how important it is.

One of Staffroom’s features exists to facilitate exactly that – communication between the teachers, parents, and learners. The Parent Portal (also known as InTouch Portal) shares information about the relevant family and the school.

What is Parent Portal used for?

Schools can use the Parent Portal to share all the relevant information regarding a school child with families. This includes all school activities, calendars and events. What makes this effective, is the convenience and ease of use to share a variety of information relevant to a particular family and their child. School’s can brand this portal with their own school branding and share unique content with parents.

Information included can relate to, for example:

  • School announcements
  • Upcoming events
  • Calendar and timetable information
  • Student & family contact information
  • Student journals
  • Correspondence sent to the family
  • Homework tasks
  • Attendance records
  • Assessment marks
  • Student behaviour
  • Copies of term report

In Your School’s Hands:

The InTouch or Parent Portal is completely separate from the Staffroom site. This means the school can control and manage what information they would like to share with their parents and learners on the portal. It is your own, unique site – with its own web address (URL). The site also allows for simple branding, so that the school’s portal reflects relevant brand colours and the logo of the school.

Information that matters:

Families can access information on the Parent Portal that is customised to their family.

This means, parents do not have insight into other children – they would view:

  • Information about their children only
  • Parents only announcements related to events, grades, classes or any activities that their children participate in
  • Learners would only see events and information that relate to their specific grade, class or groups they are part of.

Next steps?

If your school is already using Staffroom, but you are not using Parent Portal, please get in touch with our support team today to assist you.

If you are interested in Staffroom and all its other great features as a school management system, contact us for an obligation free demo.

What do schools think about Staffroom? Shandre Otto, Zwaanswyk High Principal, shares their experience.

The 21st Century Skills Debate

By Mark Hayter, Headmaster – Grayston Preparatory School

 

The education community has been discussing 21st Century Skills for nearly twenty years now. This has been made up of a number of skills that the educational community believe are imperative for future success in learning, college or university, and the pupils future careers.Tony Wagner (www.21stcenturyschools.com) lists seven survival skills for the 21st Century learner, these include:• Critical thinking and problem-solving
• Collaboration across networks and leading by influence
• Agility and Adaptability
• Initiative and Entrepreneurialism
• Effective oral and written communication
• Accessing and analysing information
• Curiosity and imaginationThe European Education framework details the following as being required 21st Century Skills (https://ec.europa.eu/education/):

• Communication in the mother tongue
• Communication in a foreign language
• Mathematical competencies and basic competencies in science and technology
• Digital competencies
• Learning to learn
• Social and Civic Competencies
• Sense of initiative and entrepreneurship
• Cultural awareness and expression

The Australian Education Framework lists the following as necessary skills (www.atc21s.org):

• Ways of Thinking
◦ Creativity and innovation
◦ Critical thinking, problem-solving, decision-making
◦ Learning to learn / metacognition (knowledge about cognitive process)
• Tools for Working
◦ Information literacy
◦ Information and communication (ICT) literacy
• Ways of Working
◦ Communication
◦ Collaboration (Teamwork)
• Ways of Living
◦ Citizenship – Local and Global
◦ Life and Career
◦ Personal and Social Responsibility – including cultural awareness and competence

The major shift in educational needs and infrastructure is driven by the changes in the world economies, with the forces of automation, globalisation, demographic change and job security driving the change.
The change in educational method and pedagogy is driven by the advances in technology, the mobility of device and speed of connectivity.
Therefore, our responsibility as schools and leaders of schools is to ensure that we prepare all students for further education. Schools need to do a better job of attending to the application of knowledge and skills, going beyond simply teaching students to “reproduce” what they are taught within familiar contexts. It is important to avoid and either or scenario with regards 21st-century skills. Traditional methodologies including factual knowledge, the ability to follow instructions, knowing how to find the right answer when there is one – are all important elements of learning.

The key is to develop a curriculum that teaches traditional skills as well as how to apply what they learn to solve real world problems and helps them to develop the broader skills necessary for the changing world. In order, to achieve this goal, schools need to teach the applied literacies and skills within the traditional educational structure rather than attempting to teach the 21st-century skills in isolation.
According to the American Skills Commission, “People who prefer conventional work environment are likely to see their jobs disappear. But those who are more comfortable working with artistic, investigative, highly social or entrepreneurial environments are likely to succeed.”
Schools will need to adapt to stimulate these kinds of learning environments in a variety of settings to develop the skills and abilities that will be critical to the children in their care.

*** The views reflected in content or links on the Staffroom blog are not necessarily those of Eiffel Corp nor it’s affiliated products. Eiffel Corp expressly disclaims all warranties, expressed or implied, as to the accuracy of any the content provided, or as to the authenticity of the information for any purpose.

Pink and Blue Brains

Gavin Keller
Principal Sun Valley Primary School
Education Consultant.

Boys and Girls are totally equal, just not the same. In our society, rightly committed to equality, we sometimes confuse equality with sameness. Parents and teachers have to understand that boys and girls are developmentally, psychologically and biologically different. If our goal is to raise and educate successful adults, we have to know how to bring the best out of both of them.

There are many boys and girls who would cope in a Pink or a Blue learning environment. But the majority don’t. This does not imply that single-sex schooling is the answer, because it isn’t. What matters is a knowledge of how the brain embeds memory. Parent and teacher education is at the heart of this success story.

So what do we need to know?

The brain loves DRUGS. Yes, we have a natural pharmacy in our brains. Girls need the calming drug called serotonin. Every time we make our daughters feel unique we produce the good drug. When we compliment them on their dress or hair their brains produce serotonin. Talking, sharing their emotions, doing something with a group of friends, sitting around a table chatting produces serotonin. It is powerful drug that makes a young girl feel that she can face the challenges of life and memory is embedded.

Schools often create PINK learning spaces. PINK teachers get the children into a calm circle to discuss an issue, then send them off into neatly organised smaller groups to produce a product. Many boys find this unrewarding and take every opportunity to misbehave by either throwing an eraser at a friend or distracting a mate. Their product is often displayed alongside the PINK serotonin model highlighting the difference. PINK products are compared with BLUE products and PINK teachers awards recognition for the neat, colourful and impressive detail.

BLUE brains need dopamine. This is the REWARD drug – the “pumping air with fist” drug. “Oh yeah!” Every time a boys exercises, plays sport, skates, cycles, surfs, kicks a ball around the garden his body produces dopamine. It makes him feel as though he is …”The Man!” Competition produces dopamine as does setting a challenge for a boy. One of the biggest sources of dopamine production in the BLUE brain is recognition – specifically recognition from another man. Researchers call this a “charismatic adult – someone who knows my names and smiles in recognition of my value”. Instead boys are often highlighted for failure, for making mistakes or for doing it wrong. Even Dad’s are often annoyed by their sons, sending implied messages that they are not good enough, smart enough or talented enough. When this happens dopamine floods away from the male brain.

When the brain produces cortisol, the stress drug, it shuts down all high order processing and forces the survival brain to react. This reaction is often demonstrated by negative outbursts or a withdrawal into childhood sadness.

Let’s give our PINK and BLUE brains an EQUAL chance. Find activities that feed their brains with both the reward drug and the calming drug. Then the neurotransmitters will transport the information to their Chief Executive Officer and embed memory for long-term mastery. The result, successful adults who value themselves and produce high expectations.

About the blogger, Gavin Keller:

Principal – Sun Valley Primary

CEO: Sun Valley Group of Schools

Education Consultant – EduExcel

Our first Staffroom client, Gavin is a passionate educator and school leader who has used his research in neuro learning and leading to change a school and the community.  He shares the practical application of his studies with schools, corporates and leaders in order to improve performance and the quality of life.   His guidance is simple, humorous, but dynamic, a treat for all!

*** The views reflected in content or links on the Staffroom blog are not necessarily those of Eiffel Corp nor it’s affiliated products. Eiffel Corp expressly disclaims all warranties, expressed or implied, as to the accuracy of any the content provided, or as to the authenticity of the information for any purpose.

 

 

To teach or not to teach with technology, that is the question.

By Jenny Bergh

 

At the risk of losing my job let me say that there is too much hype about ‘teaching with technology’. Seriously – we’ve been doing this since the dawn of mankind. It’s just the technology and the way we use it that changes. Dare I say that I have seen dipping pens, fountain pens, and – heaven forbid that the art of cursive writing be ruined – the ball point pen. In fact the meaning of the word ‘technology’ itself has changed. The Greek word “tekhnologia” originally meant “systematic treatment of an art, craft, or technique” (British dictionary). It was in 1859 (Do the math! 157 years ago!) that it was applied as “the science of the industrial and mechanical arts” (Etymology Dictionary). Most modern subjects now have different definitions for technology.

In Science for instance it is“the specific methods, materials, and devices used to solve practical problems”. In Technology it’s “jargon for ‘software’, ‘ hardware ‘, ‘protocol ‘ or something else too technical to name”. In respect of education I like the Merriam-Webster dictionary’s rendition as “a scientific method of achieving a practical purpose.”

I started teaching with a blackboard and chalk which is, you have to agree, a scientific method of achieving a practical purpose. If you asked me what technology (pre digital) changed my teaching I have to say – the overhead transparency machine. A veritable PowerPoint operated manually. The OHT was a most versatile machine enriching lessons with media as never before and providing a stage from which I could wax lyrical without ever having my back to the class.

Technology comes in all forms. I taught in a Jewish Day school with a headmaster who, dressed in a white safari suit, habitually strode around the school giving announcements through a red loud hailer. The ensuing crazy chaos was energizing but the technology was oh so inefficient – no Staffroom software in those days. Once I had to hide in a dark classroom as I had temporary caps on my front teeth and looked like a rabbit. I devised lesson plans around slide presentations and video clips – all presented in the dark. The students loved these types of lessons – they sat chewing gum, holding hands and undoubtedly kissing in the back rows. These lessons were entertaining but not engaging – well, not with the subject matter anyway. I could go on – many years of teaching gives loads of material to illustrate what I want to say.

So what is it that I am trying to say?

New technologies will always be introduced into education and we have to use them appropriately.
New technologies may offer greater learning and teaching opportunities that veer away from the traditional. Hallelujah. You can’t solve today’s challenges with yesterday’s solutions.
The best type of learning is by doing. Lessons that are learner centric and delivered at the students’ pace far outweigh those delivered by teacher talk irrespective of how entertaining the teacher may be.
Bigatel, in her research on strategies to enhance online learning, uses a student comment to define engagement:

“Engaged is being tasked, questioned, and expected to participate in team and individual projects. Students like myself should be interacted with in various ways, not only through assignments and quizzes, but also through exercises, training, forums, and discussion.”

All of the above creates a daunting task for traditional teachers. Engaging and enriching students using today’s technologies is no less daunting but from my experience far more satisfying.

Teachers do want to embrace today’s digital tools especially those that make administrative duties less arduous as well as teaching and learning more effective. More to the point however, students want to learn in an environment that gives them a voice so that they can interact, collaborate, take control and excel in a very fast changing world. To allow excellence to prevail we must contribute to the improvement of teaching by using the capabilities of media and new methodologies and in this way positively influence learning for students.

Reference:

M. Bigatel www.facultyfocus.com. Student Engagement Strategies for the Online Learning EnvironmentsAccessed 03/15/16

Jennifer Bergh – E-Learning Consultant

Jenny has enjoyed a successful career in secondary and tertiary institutions both locally and overseas. Her international experience of 13 years centred on teaching within a second language university environment, managing online Learning Centres for exceptional and at risk students and very importantly, providing professional development for faculty and staff within an Educational Technology sphere. She has authored academic journal articles and co-authored a school textbook. She also has experience as the assessment editor of two international examination boards – Scottish Qualifications Authority Equivalency and the Australian VBOS Equivalency Examination.

Jenny has experience across many software packages, learning management systems, and teaching environments. This experience, together with a Master’s degree in Education Technology from Southern Queensland University, supports her involvement with instructional design expertise for faculty and the implementation of e-learning systems in her university.

Jenny is based in KwaZulu-Natal and is an e-learning consultant offering a number of workshops related to online learning and technology adoption, the product trainer and support officer for a software such as Blackboard Learn and Turnitin. She travels throughout South Africa and sub-Saharan Africa to offer workshops related to teaching, effective use software proffered by Eiffel Corp and e-Learning adoption.

For further information please see https://jenniferbergh-cv.blogspot.com/p/teacher.html

*** The views reflected in content or links on the Staffroom blog are not necessarily those of Eiffel Corp nor it’s affiliated products. Eiffel Corp expressly disclaims all warranties, expressed or implied, as to the accuracy of any the content provided, or as to the authenticity of the information for any purpose.