Brilliant Ideas for Using ICT in the Inclusive Classroom

Citation

Galloway, J. (2013), "Brilliant Ideas for Using ICT in the Inclusive Classroom", Journal of Assistive Technologies, Vol. 7 No. 1, pp. 70-70. https://doi.org/10.1108/17549451311313255

As the title suggests, this is a book about how teachers are enriching their lessons through the use of technology, and harnessing its potential to engage more children in learning more of the time, particularly, although not exclusively, those with the whole range of learning needs.

It is also testament to the creativity, imagination and generosity of the profession. These are ideas that are freely given by a broad range of practitioners in all sorts of situations. This is not a “how to” manual, more a set of vignettes that can be used to spark ideas in others.

It is also a book of two halves. Part 1, the Brilliant Ideas, contains examples from classrooms of how every sort of technology has been used with children and young people, including established classroom staples such as the internet and interactive whiteboards, but also going into less well established ones such as radio stations and dance mats.

The second section, Brilliant Starters, outlines the functions and feature of a host of resources with ideas to get you started. These range from the more underused features of PowerPoint, such as adding sound files and hyperlinks, to using Garageband to create music, and Easi‐speak microphones for recording interviews.

Each of the Brilliant Ideas gives an account of how a particular technology has been used, with some suggestions for further development or other ways to use it. Number 18, for instance, is on using the Wii. Many schools have these, including Dorin Park School in Chester. Here they realised this gaming device could be used for assessing motor skills, counting practice in maths, and for creative expression when developing avatars. Suggestions to take it further include using a spreadsheet to record times and chart improvements, and videoing sessions then using symbols or voice overs for students to commentate on their own performance.

In Brilliant Idea 28 an account is given of the communication friendly environments schools in Fife are creating. Here symbols are not confined to worksheets for individual students, but used to enrich communication across the school and discovering it is having a positive effect for many more than just the pupils who would ordinarily be expected to benefit. As well as giving key points there is a guide to resources and places to find more information.

With ideas for using Tom Toms, mobile phones, visualisers, toys in role play, PSPs, computer games, animation, video, karaoke machines and specialist devices such as the Skoog, there really is something for everyone here.

If you feel inspired, but unsure how to get started, then Part 2 provides succinct instructions to kick you off, whether it is animation, interactive books, music or the interactive whiteboard you need help with.

We all know that technologies change, and some of those mentioned in these pages might already be yesterday's choice, however, creative approaches to teaching, and learning, will always be with us, and books like this help to spread them.