VOLUME 3 | Issue 2 | APRIL 2008
interactiveclassroom
www.education.smarttech.com
L e a d e r s i n e d u c at i o n
Power to the pupils in Denmark
Lilla Voss, a chief advisor in Denmark’s
ministry of education since 1983, has a doctorate
in history and a passion for the subject. This love
of history is fitting, because when the history of
Sta n da r d i sat i o n
Trinidad and Tobago: SynchronEyes software in
the classroom
The Trinidad and Tobago education
ministry has recently taken steps to make
its computer labs more productive spaces
for students. The ministry has purchased
SynchronEyes™ classroom management software
and Notebook™ collaborative learning software
licences for all secondary schools in the country.
These new technology tools will be implemented
in 133 secondary schools and used by more than
100,000 students.
“SynchronEyes software will provide teachers
with an environment that will promote learning,”
says Arnott West, programme consultant,
secondary education modernisation. The software,
which enables teachers in a computer class to view
and control all students’ computers, is being used
10172-08 - IC Newsletter - April 2008 - UK.indd 1
Preparing today’s students for tomorrow’s world
ICT in Denmark’s education system is written,
her name will be there in bold print as a key
proponent of education reform.
Since 2004, after a successful technology
rollout coupled with intensive teacher training
at universities, colleges and secondary schools,
Voss’s attention has been focused on a more
complete integration of ICT into the folk schools.
It was found that these schools, whose North
American equivalent would be first through
tenth grade, had inadequate ICT.
The Danish government made an initial
investment into the folk schools of around
500 million Danish kroners (US$105 million).
Seventy-five per cent was specifically earmarked
for the implementation of ICT into the schools.
Local authorities, who administer the folk
schools, were given the opportunity to apply
for funds on the condition they matched the
grant, kroner for kroner, and spent that match
on computers, too.
in a variety of ways. Teachers can now transfer
files, assess students, broadcast multimedia files
and conduct surveys.
Ministry officials performed substantial
research on the product category before settling
on SMART. In addition to its functionality, the
software’s licence fees made it appealing to
decision-makers. One licence covers one teacher
and an unlimited number of students.
SynchronEyes software is often selected by
educators because it makes the ICT teacher’s
life much easier and helps increase student
productivity. The software makes online
assessment simple and efficient, and enables
teachers to ensure students are on task in the
computer class.
see Trinidad and Tobago pg. 3
“We stipulated that the computers purchased
had to be used by the students, not the teachers
or other staff,” says Voss. “The other condition
we thought was important was that they had
to be placed in the classrooms. Our goal was
that computers would become a personal tool
of the students.”
The programme was by all accounts a
resounding success. In the first year alone,
the local authorities applied for 87 per cent
of the funds available. It was later discovered
that they gave more than the required 50 per
cent, sometimes contributing 60–75 per cent
more of their own funds. In the 2006–2007
school year, the programme was opened up
and 20 per cent of the government funds could
be applied to other technology peripherals,
such as projectors and interactive whiteboards.
Additionally, the ministry developed a series of
courses that helped teachers better integrate
ICT into their subject areas, with a focus on
facilitating students’ learning.
The final aspect of the decade-long ICT
integration project has seen the creation
of a national repository of education
content that has three main content areas:
content produced by education publishers
supporting curriculum, inspirational content
developed by teachers, and multimedia clips.
Hand-in-hand with the repository is a
nationwide collaborative learning management
system. The end result is an education system
that rivals any in the world.
Ultimately, Voss has high hopes that the
reforms she has helped instigate will build
collaborative and creative skills in Danish
students, and perhaps most importantly in
her opinion, hone their ability to question the
status quo and to think critically.
“What we think is important in our schools
is to have creative kids who perform for
themselves and are not passively sitting and
listening to a teacher. We want to see problem
solving, critical thinking, all of that,” explains
Voss. She adds, “ICT must be used in a quality
way in education and I think many possibilities
lie with giving some of the power back to
the pupils.” ic
4/28/08 4:46:14 PM
 w e lc o m e
Literacy at
the core
A message from Nancy Knowlton
Over the last number of decades there has
been great interest in literacy. All subject areas
require students to have literacy skills or they
cannot move to deep understanding and mastery.
Language and the ability to articulate ideas are
fundamental skills that must be acquired by all.
In fact, literacy is seen as such a fundamental
building block to the education process that some
jurisdictions mandate a daily minimum dose.
Recently I have been reading a variety of books
and papers about literacy and the best ways
to develop these skills in today’s students. The
methods used vary by country. What is clear to me
is that the selected theory can have a deep impact
on just how literate a country’s students become.
One of the books, The Knowledge Deficit, has
struck a particular chord, because it points out
how many literacy programs are built on shaky
premises. The author laments the lack of work
being done to build fundamental knowledge in
American students in particular because of the
theories and strategies employed.
For years people have been undervaluing basic
knowledge acquisition. Perhaps it is because
of pronouncements that the sum of today’s
knowledge will double within a year or two.
With that reality, some suggest that an ability to
learn is more important than the acquisition of
fundamental knowledge in traditional areas.
However, the reality remains – test scores
prove that the children who demonstrate high
literacy are those who have acquired foundational
knowledge and therefore have a basis for
comprehending what they read.
Getting children interested in reading and
knowledge acquisition is an absolute must, and it
has to start early. At SMART, we strongly believe
that educational technology encourages young
students to take an active role in building their
literacy skills. We have some tools that can help. ic
* The Knowledge Deficit: Closing the Shocking Education
Gap for American Children, E.D. Hirsch, Jr., 2006
Nancy Knowlton is the CEO of SMART
Technologies. Her biography is available
online at www.smarttech.com/knowlton.
10172-08 - IC Newsletter - April 2008 - UK.indd 2
NEW P RODUCTS
SMART brings learning into focus
As SMART develops new products, it never SMART’s award-winning collaborative learning
stops striving to meet evolving customer needs. software. With over 30 new features and access
In education, these needs change rapidly as more to 100,000 pieces of content, Notebook software
and more educators embrace not just one or two 10 makes lesson creation and delivery easier and
new technology products, but a whole range of learning more exhilarating. Every day, millions
ICT designed to improve student engagement and of teachers and students around the world
achievement. Over the past year, we have listened to experience the vivid multimedia world of Notebook
you and worked hard to develop the products you software. As it was created specifically for the
need. Here are just a few of them. SMART Board™ interactive whiteboard, Notebook
software lets teachers deliver dynamic lessons in
SMART Board 600i interactive a highly visual manner. Teachers can create tables,
whiteboard system animate objects and magnify images – simply by
This new integrated system makes it easier than touching the interactive whiteboard.
ever to engage students. Combining a short-throw
projector and an interactive whiteboard, the 600i SMART Document Camera
starts with a push of a button. Not only does the With this new presentation tool, teachers can
integrated projector reduce on-screen shadows project real-time images of three-dimensional
and distracting projector lights, but you can switch objects onto a SMART Board interactive
easily between classroom peripherals, such as DVD whiteboard. They simply place an object under
players and document cameras. The projector also the camera and zoom in. Once a still image or
delivers a bright, crisp image that’s easy to see. video of the object is displayed on the interactive
The 600i offers the best value at the lowest whiteboard, integrating it into Notebook software
price for any integrated system. By adding lessons is a snap.
optional speakers and a height-adjustable wall The activities that document cameras enable
mount, you can turn the 600i into a complete are endless – everything from frog dissection to
multimedia centre where every student can see, microscope slide analysis. Teachers can use the
hear and participate. For information about the camera to zoom in and out, write over document
600i, please visit www.smarttech.com. camera images displayed on the interactive
whiteboard, and capture stills and video directly
Notebook software 10 into Notebook software or any application.
Educators who know the value of digital content Students, too, can use the document camera
have been eagerly awaiting the release of as they present work to the class, interact with
Notebook software 10, the latest version of objects and bring learning into focus. ic
NEWS
Narrowing the gap in Ecuador
The ministry of education in Ecuador has begun an initiative to include new technology
in the classroom. This initiative will improve the quality of the learning and teaching process and will
bridge the digital divide between students who have access to technology and those who don’t.
This gap is fairly wide and geographical in nature. A substantial percentage of schools are in rural
locations and some do not yet have digital connectivity. So the need for a bridge is pressing.
The project involves 70 digital classrooms. Each is equipped with a computer, projector, SMART
Board interactive whiteboard and an audio system. The new Ecuadorian education website,
www.educarecuador.ec , will also provide numerous resources for teachers to use in
their lessons.
Jose Barahona, technology consultant for the ministry of education in Ecuador, is optimistic
about the effects of the programme. “For a small child to access the means and tools that he will
use in his professional career is invaluable, and his education itself will be improved with these kind
of tools.” ic
Tokyo goes SMART
An interactive whiteboard on each floor of each school in Kotou City, Tokyo, is the goal
of Kotou City’s board of education. The board recently purchased 165 SMART Board interactive
whiteboards and 195 GoWire™ SMART Board software auto-launch cables. These products supplement
the 38 SMART Board interactive whiteboards installed in primary and middle schools last year. School
administrators expect the new technology products will improve students’ performance as teachers
learn to create fun and stimulating lessons on their interactive whiteboards. ic
4/28/08 4:46:15 PM
 C a s e St u dy
Adding creativity to learning
SMART Board interactive whiteboards inspire
learning at II. Rákóczi Ferenc primary school
The town of Dunaharaszti, a holiday
resort and industrial area bordering Budapest,
is home to II. Rákóczi Ferenc primary school.
This Hungarian school is focused on enabling
teachers’ creativity in their preparation and
delivery of lessons to enhance students’
learning. To support this goal, the school’s
director, Mr Károly Zsigmond, wanted to
integrate education technology products, and
in 2001 discovered the SMART Board interactive
whiteboard at a technology exhibition. The
school has since decided to make SMART
Board interactive whiteboards a key part of its
education plan.
According to the director, the SMART
Board interactive whiteboard has enhanced
the classroom experience. “In classes where
teachers use the interactive whiteboard, the
children’s approach to learning has improved,”
Zsigmond says.
He notes that communication between
teachers and students has improved because
teachers can present their lessons more
dynamically, which engages the students
and enables them to learn more rapidly.
Additionally, teachers have access to lesson
materials from Sulinet Digital Knowledge Base,
a government-initiated content development
website. They can download subject-specific
digital materials and present them on the
SMART Board interactive whiteboard.
Teachers are also creating their own lessons
using the product’s interactive features.
Zsigmond says that the capabilities of the
SMART Board interactive whiteboard make
the lessons more colourful and interesting for
students. Students and teachers touch the
interactive whiteboard to control computer
applications and write in digital ink – enabling
collaborative learning as students can work
together with teachers to modify and add
engaging elements to their lessons.
The SMART Board interactive whiteboard
also enables teachers to add visual content to
their lessons, including presentations, video
clips and the internet. This capability enhances
the overall learning experience for students
because they are focused on what’s happening
on the interactive whiteboard.
“When using the SMART Board interactive
whiteboard, students move from passive recipients
to active participants,” Zsigmond says.
The addition of the SMART Board interactive
whiteboard at II. Rákóczi Ferenc primary
school has enabled teachers to present more
creative and dynamic lessons, and students are
responding with enthusiasm. ic
10172-08 - IC Newsletter - April 2008 - UK.indd 3
Sta n da r d i sat i o n
Trinidad and Tobago
continued from pg. 1
The implementation of SMART’s classroom
management software is part of the ministry’s
overarching goal to develop 21st-century
skills in both teachers and students. Plans are
underway to provide schools with customised
digital curriculum resources that support
project-based learning. Administrators are
working toward a full digital system that
links all students and teachers wirelessly,
and leads to efficient management of the
school system. ic
news
Study shows
technology improves
engagement
Preliminary research from Canada’s
University of New Brunswick (UNB) shows that
students are more engaged in the learning
process when technology is integrated into
instructional activities. The study began with
a school-wide installation of SMART Board
interactive whiteboards and is cosponsored
by UNB’s department of education, a New
Brunswick primary school and SMART
Technologies. The preliminary results highlight
the ability of the interactive whiteboard to help
“When using the students learn and teachers teach. Following
the installation, 94 per cent of teachers felt
SMART Board interactive that student engagement had risen, and 100
per cent of teachers found that their ability to
whiteboard, students move teach was enhanced. Teachers also felt they
understood how technology could be used in
from passive recipients to
the classroom.
active participants.” You can find out more about how SMART
Board interactive whiteboards impact teaching
– Károly Zsigmond, director, and learning in the next issue of Interactive
II. Rákóczi Ferenc primary school Classroom. ic
NEWS
GETS unites education leaders
The Global Education Technology Summit
(GETS) – Europe 2008, took place in Frankfurt, Germany,
March 3–5. The summit included a series of regional discussion
sessions focused on key topics related to ICT in education.
The Frankfurt summit stems from the success of the
original GETS event, a global gathering held annually in Calgary, Canada. Supported by Foreign Affairs
and International Trade Canada, GETS – Europe 2008, gave educators a chance to add their voices to a
regional discussion that continues to gain momentum as we understand more about the unmistakable
links between education, technology and economic prosperity. ic
4/28/08 4:46:19 PM
 r e s e a rc h r e p o r t
Improving attitudes and
outcomes in algebra
Sympodium interactive pen display benefits
remedial maths students
Two faculty members at the University
of Central Arkansas (UCA) have shown that the
Sympodium™ interactive pen display helps clarify
complex problems and improves the lecturer’s
ability to interact with students. The UCA study
examined the impact of the Sympodium interactive
pen display on the performance of students in a
remedial intermediate algebra course. Past students
had indicated that the SMART product had improved
their maths ability, and Lisa Christman and Dr Sherri
Latimer set out to determine whether that claim could
be supported by quantifiable research. They presented
their findings in a report entitled, Plugging into Math:
the Sympodium and Intermediate Algebra.
The 2006 study took place at University College,
a department at UCA designed to serve the needs
of students who require additional preparation for
further education courses. Most students in the
remedial algebra course suffered maths anxiety, and
many of the students had no algebra background or
hadn’t taken a maths course in five years. Christman
and Latimer assessed the Sympodium interactive pen
display’s ability to improve student learning outcomes
and their overall attitude toward algebra.
The analysis focused on two algebra classes,
both taught by Christman. The syllabi were virtually
identical, but the pilot group was taught with
the Sympodium interactive pen display, a touch
screen used with a projector and computer. As the
instructor manipulates digital material on the display,
SMART Technologies
Corporate headquarters | Phone 1.403.245.0333 | Fax 1.403.228.2500
www.smarttech.com | www.education.smarttech.com | www.smarterkids.org
© 2008 SMART Technologies ULC. All rights reserved. SynchronEyes, SMART Board, Notebook, GoWire, Sympodium, smarttech and the SMART logo are
trademarks or registered trademarks of SMART Technologies ULC in the U.S. and/or other countries. Printed in Canada 04/2008. 10172-08.
10172-08 - IC Newsletter - April 2008 - UK.indd 4
news
SMART moves
young minds
Always a supporter of global dialogue
on ICT and education, SMART was a gold-level
sponsor of the annual Moving Young Minds
Ministerial Conference in London, England, in
January. The conference, which focused on the
digital divide, provided an excellent opportunity
for SMART attendees to learn more about
the audience views it simultaneously on a large ICT-related issues and challenges directly from
screen. The study’s control group was taught with a leaders in education. SMART delegates met with
traditional whiteboard. many of the ministers and officials, keeping abreast
At the end of the course, the results were of current issues relating to ICT and education.
as follows: Face-to-face communication with educators
• 45 per cent of students in the pilot group continues to play a key role in SMART’s ability to
earned an average grade or better develop products and services that address the
compared to 36.8 per cent of students in everyday concerns of teachers, administrators and
the control group education officials around the world. ic
• Nearly 20 per cent more students in the
control group disagreed or strongly
disagreed that they feared maths tests
more than any other kind of exam
Tell us what you think
• Over three times the number of students in
the pilot group, those with the Sympodium Then enter to win a SMART
interactive pen display, disagreed or strongly
disagreed with the statement, I cringe when
Board interactive whiteboard
I have to go to maths class, than the control
group, those without the Sympodium
interactive pen display
• Over 19 per cent more students in the pilot
group had less fear of asking questions in
class than the control group
• Over 37 per cent more students in the pilot
group were less worried about being called
on in class than in the control group
• 14.8 per cent of the students in the control
group agreed that they zoned out in maths class
The study’s authors traced these results to the key
benefits of the Sympodium interactive pen display.
They found it improved the instructor’s ability to
gauge student understanding, since it enabled the
instructor to face the class and watch for signs
of understanding. The product’s features, such
as highlighting and writing in different colours of
ink, enhanced the visualisation process as students
digested new information displayed on the screen.
Overall, the report concluded that the Sympodium Interactive Classroom (IC) newsletter is
interactive pen display facilitated positive experiences for you. It is meant to inform you, give you insight
for both teachers and students. Students in the pilot and help you successfully integrate ICT into your
group said the problems were more comprehensible education system.
than on a traditional whiteboard. And they clearly That’s why we need your feedback. We want to
showed less anxiety about maths class. ic make sure our articles are meaningful to as many
readers as possible, so please take a few moments to
fill out our online survey about IC.
Once you’ve filled it out, you can enter to win
a SMART Board interactive whiteboard. Just go to
www.smarttech.com/newslettersurvey.
We appreciate you taking the time to help
make IC a vital tool for education officials
around the world. ic
4/28/08 4:46:24 PM