5 Obtaining descriptive statistics This activity demonstrates how a simple dataset can be used to produce some basic statistics. You will see how the data from a simple experiment can be described in a 2 How to start SPSS This activity shows you how to start the SPSS software, navigate a computer desktop to find a file called Trends chapter 14, and then open it. You will be requ 6 And action! Getting the cameras rolling is just the beginning – there are endless possibilities you can explore. As a visual medium, DV lends itself to the creative expression of ideas, feelings and information, but it is harder to define what constitutes creativity. It's easy to equate a creative medium with a lack of constraints – an ‘anything goes’ attitude. In BECTA's pilot study, however, teachers reported that placing clear constraints on pupils’ coursework generated the best Learning outcomes The learning outcomes for this unit are: Develop an appreciation of the impact digital video has on learning and teaching; Assess what hardware and software you need to deploy DV in your classroom; Become familiar with filming and editing techniques; Plan and deliver a project that uses DV as a teaching tool. References Introduction School governors need to be involved in the monitoring and evaluation of secondary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This unit will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated. 4 Working with other stakeholders When considering the accountability of the governing body, we need to think about the context of the school and the community it serves. The DfES states quite clearly that the school and its governing body are accountable to anyone who has a ‘legitimate interest’. You might like to spend some time considering who these people are. In terms of providing both high-quality education and, consequently, an educated workforce, pupils, parents and the wider community are the ‘customers†1 The importance of school governors I wouldn't have accepted the job if I didn't think that the governors understood their role. (A secondary headteacher) In March 2004, the DfES stated that school governors represented one per cent of the adult population, and constitute the single biggest volunteer force nationally. However, doing the job voluntarily does not mean that governors should aim to do it less than professionally! 4 Effective governance Effective teams have clear, agreed and common goals – their members must all be pulling in the same direction. (Creese and Earley (1999)) The DfES, LAs and a number of authors have set out their own definitions of the elements that make a governing body effective. They have generally included the following: having a sound knowledge of the school; 2.1 Introduction For governing bodies to work efficiently and effectively, some governors are needed to take on clear roles: the Chair; the Vice-chair; Chair for each governing body committee. All governors are entitled to an equal say and to serve on any of the governing body committees. However, some governors may wish to take an interest in a specific feature of the school. Such responsibilities might include; special educational needs; early years provision; health and safety; ICT; numeracy and lite Learning outcomes The learning outcomes for this unit are: to explain the composition of governing bodies and to consider the respective roles of the ‘officers’ of the governing body; to understand the sharing of the governing body's workload within an agreed formal committee structure; to develop governors as effective managers of their role through critical self-evaluation; to encourage governors to undertake appropriate training as a means of es 3.13.7 Assistive technology software
Screen magnification
SuperNova Magnifier (formerly known as Lunar)Â from Dolphin Computer Access
SuperNova from Dolphin Computer Access ZoomText from Ai Squared Author(s): 3.11 Accessible content and alternatives Assistive technology can give access only to whatever is on the screen; it doesn't provide any alternative content, unless this is specifically added. For example, a screen reader cannot interpret visual content but it can read a description if one has been provided. Multimedia content might need to be supplemented with the same content in other formats. Deaf students need transcripts of audio and for the audio track of video material. If the video is an interview, a simple transcript m 3.10.1 Use of computers by dyslexic people In general, people with dyslexia may have difficulty reading, and may also have difficulty in composing and physically writing or typing their own work. This group can be supported by assistive technology for both input and output and they may use a range of software to assist them in reading and writing, depending on their particular needs. People who have difficulties with reading may use text-to-speech software that reads out text. For example, the screen readers used by visually impaired 3.10 Dyslexia Dyslexia is sometimes referred to as a specific learning difficulty (SLD). The British Dyslexia Association provides a useful description of dyslexia, its effects, and the numbers of people affected. The word ‘dyslexia’ comes from the Greek and means ‘difficulty with words’. It is a difference in the brain area that deals with language. It affects the under-lying skills that are needed for learning t 3.9 Activity task 5: without a mouse If you never use a mouse, you can skip this activity. If you have your usual document editor open, close it now. Put your mouse where you can't reach it easily and continue using only the keyboard. If you get stuck, use the mouse but keep count of the number of times you use it and what for. See if you can open the editor using the Windows keystrokes. If you don't know where to start, here are the keystrokes. (These insructions are for a PC with Windows software. If yo 3.7 Deafness The Royal National Institute for Deaf People (RNID) estimate that there are approximately 9 million deaf and hard of hearing people in the UK (approximately 698,000 of these are severely or profoundly deaf) and this number is rising as the number of people over 60 increases. The RNID also states that approximately 450,000 severely or profoundly deaf people cannot hear well enough to use a voice telephone, even when using equipment to amplify the sound (RNID, 2005, ‘Facts and figures about d 3.5.3 PC input by partially sighted people Partially sighted people can learn to touch-type as sighted people do. However, this can be a difficult process if you cannot see the screen or the keyboard clearly. A simple, low-tech solution to make the keyboard more visible is the use of large print labels, which can be attached to the keys. Alternatively, a high contrast keyboard can be used; for example a black keyboard with black keys with yellow characters. In addition, speech output software can announce every key that is pressed so 3.4 Activity task 3: using a screen reader If you are already familiar with screen readers you can skip this activity. A simulation that demonstrates how a web page might be read by a screen reader and speech synthesiser is available on the Web AIM site. This site contains an audio file of a screen reader reading a website that has been designed with some common accessibility errors. It also provides a visual version of the site. The simulation requires the Shockwave plug-in. If you do not have this plug-in on your c 3.3.5 PC input by blind people To input to the computer blind people can touch-type using a standard keyboard but can't use a mouse because this requires hand-eye coordination. Although it is possible to emulate mouse actions using the keyboard, it can be difficult to locate its position on the screen reliably. It is possible to use most Microsoft applications under the Windows platform without using the mouse at all by using keyboard shortcuts. The Help files of Microsoft applications and Windows provide lists of availabl
Activity 4
Activity 1
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0 hours 20 minutes
0 hours 20 minutes
Creese M. & Earley P., (1999) Improving Schools and Governing Bodies, Routledge, London.
DfES (2003), National Training Programme for New Governors, Module 2.
Gann N., (1998) Improving School Governance – How Better Governors Make Better Schools, Falmer Press, London.
Martin J. & Holt A., (2002) Joined-up Gove
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