Forum pracy nad projektem wskrzeszenia The Forge

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Investing in e-books for children
Out with the old…Headteachers have to consider their budget wisely; what resources are necessary and will benefit pupils the most? New technology and ICT have an ever-increasing presence in classrooms and research is frequently commissioned to analyse the impact on learning. One area that has been left untouched until now is reading books; paperback books have served us and many generations before us well but are they losing their effectiveness on the children of today? Our pupils and children are used to technology and, to a certain extent, expect to receive everything in a digital format. It may seem beyond belief to the adult population, particularly the book lovers among us, but we need to consider whether times – and our books – should move forward to suit the younger generation’s needs and expectations.The key to raising attainment and tackling illiteracy is to look to how children learn and interact and to ensure that our learning materials reflect their interests and lifestyles. Books without paper have, in trials undertaken with the Learning2Go project in Wolverhampton, proved to be a solution to re-engaging students who struggle with reading.…and in with the newEbooks are electronic books that can be used on hand-held learning devices such as EDAs (electronic digital assistants), PCs, laptops, interactive whiteboards and even mobile phones. Similarly to traditional paper books, writing and illustration are key to a book’s success with a child but the difference between the two formats is that while the traditional option is linear – ie a story that follows from one page to the next – ebooks have depth; readers can jump between chapters and, if connected to wireless internet, can explore topics further on the internet. The ability to whizz around a book instantly makes it a more interactive experience, showing different dimensions to reading.The ebook can replace paper books in the literacy hour or can be used for guided reading groups, with each child reading from their own EDA. When used in pairs, with teachers or teaching assistants or in groups, ebooks need not differ greatly from their paper counterparts; it is when children use them independently that the possibilities become apparent.One school in Wolverhampton using ebooks asked its Year 4 children to each create a non-fiction ebook of their school trip to the local Black Country Museum. Usually after a day out,[link widoczny dla zalogowanych], pupils might be asked to write about their favourite parts of the day,[link widoczny dla zalogowanych], create a poster or do a group project but when given an ebook, the possibilities are infinite and the end result is something of which a child can be proud.When adults experiment with new technology, it often does not come naturally. By contrast, children not only enjoy but also expect what we might consider foreign. Reading from a screen still feels like a strain to some adults yet it is completely comfortable for the younger generation, thus reading their literacy books on an interactive whiteboard is a way of engaging children. Reading ebooks on the interactive whiteboard also has the advantage of focusing the attention of the whole class on the same page and,[link widoczny dla zalogowanych], if necessary, on the same words or phrases by highlighting sections.Why are ebooks so effective?Ebooks have already proved particularly successful with low-ability and reluctant readers. Not only do they reflect the young learner’s world more appropriately than paper books but children still find technology ‘cool’. Therefore, reading on personal EDAs or laptops individually or together on a whiteboard makes those who are reluctant more interested, particularly when they can click through to relevant websites listed in bibliographies and discover more about a topic for themselves.A difficulty with encouraging low-ability readers to get reading is a lack of confidence which then impacts on a child’s motivation. When some pupils are reading books suitable for their year group, it is demoralising for the less able in the class to read books which are obviously appropriate for children of a much younger age. By reading on a hand-held device, children avoid scrutiny from their peers and can read to their level, progressing to more challenging texts when they are confident and ready and not when their friends say. This power of discretion should not be underestimated as a way of making children find learning to read more enjoyable.How do schools purchase ebooks?Ebooks have taken the USA by storm but they are still undiscovered in the UK. In January 2008, Rising Stars is launching its ebooks website,www.i-stars.co.uk, where teachers and parents will be able to purchase ebooks for readers on an individual or site licence basis. Titles available to buy online will include three series: Download, The Extraordinary Files and Mystery Mob. In addition to the online shop, the i-Stars community will encourage children to vote for their favourite books, write reviews and upload their own or customised ebooks.If ebooks get the disengaged and low-ability readers reading, it is well worth the investment.Ben Barton is publishing director at Rising Stars
The Court of Appeal pointed out that R and F's submission in the county court was of overt, conscious racism, and it was not prepared to find that there had been unconscious discrimination.The decisionThe Court of Appeal said that, unlike the ordinary civil claim where the judge decides, on the claimant's evidence only, whether the claimant has made out a case, in this case the judge had had the benefit of the whole of the evidence. Despite the school's failure to comply with the statutory requirements, the judge had been entitled to find on the basis of all the evidence that R and F had not proved racial discrimination.


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