Sangari

I teach IT and Mathematics at St. Stithians Boys’ Prep School and was introduced to the Bluetooth-attached tablet by Sangari about two years ago. The demo was done using their iBox as well as the Interactive PRS or Personal Response System.

The idea of moving away from a White Board to teach Mathematics immediately took my fancy. This was, in my humble opinion, the way to leap beyond the ‘old’ method where at worst I turn my back on the class precisely when teaching using a Whiteboard.

I had previously seen the Interactive Whiteboard in action. It was impressive what with all the great software one could use and generally learners liked the visual impact. Any child who has grown up with TV, PSP-like game stations, a PC as well as a plethora of visually stimulating media would like something more stimulating than some of the ‘ancient’ methodologies used in the modern classroom, no doubt about. They appear to particularly enjoy the ability to also partake in the lesson on the Whiteboard.

As a teacher however I find that the very act of turning my back on the class during the phase where I am highlighting what it is I’m teaching makes no sense at all. When I was a boy at school this was the signal for us to engage in any number of activities that were totally unrelated to the actual learning we were in class for.

A teacher of say a century ago would doubtless be impressed by the Whiteboard technology but would still note this “teaching those behind your back” methodology. I’m pretty sure that the said teacher would also note, with some irony, that I could in fact be the Whiteboard with work all over my arms, head and shoulders. It certainly struck me as a neat if somewhat strange solution, a late 20th century version of an ancient solution.

The Interactive tablet however, had the potential for me to not turn my back on the class. I saw this as a solution that made sense.

I was fortunate to get a white board and data projector attached to my PC. This made the teaching of IT far easier to a class full of learners at a PC when combined with something as simple as a laser pointer. The impact was immediate and all positive.

The teaching of Mathematics using this solution, combined with the Bluetooth interactive tablet was where I would really discover the true potential of this technology. I could face the class and see their responses and the individual level of involvement of the class. I could do this with other solutions too, for example a tablet PC or PC with some form of writing surface attached. There was more to come, I would discover, something I had not even suspected.

I could now be almost anywhere in the class and could actually be a part of the class. This took the teaching and learning to a level still higher than I had hoped for. Together with the learner’s participation in what appears on the screen – my handwriting, drawings and other quirks when using the tablet – they not only felt involved with what was being done but I was getting instant feedback too.

Some of the tools and applications provided have been fun and informative when used but for me, the big advantage is that I can teach a subject which still requires a fair amount of “chalk and talk” activity from a perspective which means all of us in the classroom benefit. This has been the single biggest feature and benefit of using the tablet.

I had occasion recently, when a software problem meant I could not use the tablet, to revert to a white board. It was, truth be told, like stepping back in time. I felt like I was fighting the good fight with one hand behind my back. There wasn’t enough space, I had to rub out and continue, the ebb and flow which I was taking for granted had disappeared. All in all, I was not a happy camper, and the call for support had the problem solved quickly. Order in the 21st century, in my classroom at least, was quickly restored. I had come to the conclusion that I could not do without the tablet and the features I’ve come to build my teaching environment on.

Another significant benefit for the school, where we have shortage of classrooms (sound familiar?) is that I use an IT Lab to teach Mathematics. The technology has enabled me to teach Mathematics most effectively in a classroom which is configured to be an IT Lab, an environment totally unsuited to the role of a great teaching and learning area. What this has potentially saved the school in terms of Capital Expenditure obviously will not be measured but methinks there be more than a few zeroes in said amount.

I would like to start using the PRS potential as this would allow me to drastically shorten the time taken to assess and redress within the teaching and learning environment and trust I soon will.

If you say I’m biased the answer is an unmitigated “Yes.” I came into teaching only recently, having spent decades in the IT and business arena and know that the intelligent use and deployment of suitable technology can and does make a real difference. For me this particular solution not only works but works exceptionally well. If I were to teach elsewhere I would negotiate to get such a tool. Failure to do so would, on my part, be irresponsible I believe.

I am available should anyone need to discuss the technology and what it had done for my teaching, contact Sangari and they’ll make the necessary arrangements.

Paul Aarden