Page 134 of 182

“You can tell a lot about someone from what they’re like.”

…so said the wise Harry Hill. But it would seem that you can also tell a lot about someone from they way they blog. I came across a website yesterday called Typealyzer, thanks to Vicki Davis. Typealyzer analyses blogs and websites and does some clever semantic processing to decide which of the Myers-Briggs personality types the author fits into. As Vicki quite rightly pointed out in her post, there’s a great variety of personality types in the edublogosphere! What am I? INTJ (standing for Introversion, iNtuition, Thinking, Judgement):

INTJ - The Scientist

I’m not a big fan of pigeon-holing people or stereotyping, so was a bit skeptical. Ironically, after some further research, I found that this is exactly what INTJ personality types are known for. This is from the Myers & Briggs Foundation website (my emphasis):

Have original minds and great drive for implementing their ideas and achieving their goals. Quickly see patterns in external events and develop long-range explanatory perspectives. When committed, organize a job and carry it through. Skeptical and independent, have high standards of competence and performance โ€“ for themselves and others.

What I am, and increasingly a fan of, are heuristics. These are rules-of-thumb and methods of problem solving that ‘just work’. My use of and belief in the power of heuristics fits in well with my Pragmatist outlook. If the sixteen personality types were all much-of-a-muchness and I could see myself in all of them, then I would dismiss the power of such talk. However, looking at the list, I’m certainly not anything like any of the personality types beginning with ‘E’ (for extroverted, presumably). In fact, the only other one remotely like me is INTP (the ‘P’ standing for Perception).

As Vicki Davis remarked in a follow-up tweet, the overviews tend only to talk about the positive traits of the personality types rather than including the negative elements. And then there’s the fact that Typealyzer looks at the web page towards which you direct it. As typing in would only take it to the front page of this site with summaries of blog posts, the results are likely to be distorted.

To gain some clarification and a second opinion, I searched for websites where you could take Myers-Briggs personality tests online. I took three. Here are the websites with the results underneath:

Kisa test - INTJ

OK, I thought. Well this is just a test on someone’s homepage. And I may have just been answering the questions in a way that would get me to be INTJ. On with the next test…

INTJ - HumanMetrics

OK, OK, but these aren’t exactly rigorous tests are they? So I searched for something with a bit more clout – and came across…

BBC – Science & Nature – What am I like?


So there we have it. I’m of the personality type INTJ. Apparently this is one of the rarest personality types! You can read more about INTJs at the BBC website, at PersonalityPages, or at Wikipedia. There’s some fascinating (at least, for me!) stuff in there.

If one of the most powerful things an individual can do in order to be successful and happy in life is to know thyself, then the quick Typealyzer blog test has got to be worth a try as a starting point.

What did YOU come out as?

Zemanta Pixie

The evolution of EdTechRoundUp

ETRU logoIn late 2007 I helped bring together a group of UK-based educators with the intention of releasing regular podcasts about real-world educational technology. That group became known as EdTechRoundup. It was officially launched during the TeachMeet at BETT in January 2008. Later in the year, with the weekly discussions becoming well-attended, we made the decision to release our discussions as a separate podcast: EdTechRoundup Weekly.

During February 2009 even bigger changes have taken place. Following a successful ‘special’ on student blogging and WordPress Multi-User, I called a meeting of those for ease-of-reference I called the ‘admin team’. These are simply people who have already got involved with the behind-the-scenes work of extracting the audio from the FlashMeeting, tidying up the wiki, editing podcasts, etc. As such, membership of this team is open to anyone.

The result of our discussion can be found here on the blog. We decided to focus more on developing the community and therefore the following has come about:

  • We shall use the hashtag #ETRU on Twitter and other social media sites (#ETR was already taken!)
  • As a consequence of the above, we shall be known as EdTechRoundUp (note upper-case ‘U’)
  • Those intending to attend our weekly FlashMeetings should sign up on the relevant wiki page. This is to prevent problems if the FlashMeeting becomes full.
  • A new subdomain, brings together blog posts relating to educational technology from those involved in the community. Any regular attender of the weekly discussions can ask to have their blog posts syndicated.
  • In order to facilitate better feedback from those who listen to the ETRU podcast a forum has been set up at Listeners can then ask questions and seek clarification, as well as it being a place weekly discussion participants can continue their conversations!

If you weren’t aware of what EdTechRoundUp have been up to, we would invite you to come and join us! We meet at 8.30PM every Sunday evening for around an hour. Failing that, please do listen to the podcast, read our syndicated blog posts, and get involved in the forum! ๐Ÿ˜€

Ways to find great resources and ideas for lessons



Where do you get your lesson ideas from? Do you just follow the scheme of work? When you innovate what is the spark for your inspiration?

Do you sometimes struggle to find time to discover resources and wish there was somewhere you could go to prevent you from doing the lesson planning equivalent of rediscovering the wheel?

Where can I go other than search on Google?

Teachers in the UK are probably aware of the TESconnect Resource Hub. If you’re not, that’s a great place to start! Before the TES launched this, one of the main UK-based repositories for lesson plans and ideas was the Teacher Resource Exchange, run by the National Grid for Learning (NGfL).

Talking of the NGfL, they have regional hubs which can be found quickly by typing (for example) NGfL resources into your favourite search engine. ๐Ÿ™‚

Learning from colleagues in other schools

Most school subjects have spawned forums on the Internet where teachers of those subjects can discuss ideas, resources and issues. I know of the ones for subjects I currently teach (or have in the past) For example, History teachers have the History Teachers’ Discussion Forum and, Geography teachers have Staffordshire Learning Net, and teachers of ICT have the Forum.*

Searching for the name of your subject plus the word ‘forum’ in a search engine should bring up some promising links. Alternatively, try the excellent Links galore! ๐Ÿ™‚

Digging deeper

What about if you want do something original or obscure, though? That’s when finding websites that previous visitors have marked as especially useful would help you on your quest. Enter social bookmarking services. There are many of these, but the two main ones are Delicious and Diigo. The former has been discussed on elearnr before, but in a slightly different context.

The idea behind social bookmarking sites is that instead of saving your ‘favourites’ or ‘bookmarks’ in the web browser of one computer, you store them in an account online. You can then ‘tag’ these with keywords and make them visible for others to see. These sites then, as you can imagine, become very useful as hotbeds of links to fantastically useful websites.

Have a go right now. Head over to Delicious and Diigo and type in the name of your subject followed by resources. Click to enlarge the images below which show the results I obtained when entering history resources!

Delicious search results - 'History resources' Diigo search results - 'History resources'

The ultimate targeted resource and lesson idea finder

All of the above are great ways of using the power of communities to help you find something, but what about if you need something very, very specific – and fast? Enter Twitter.

Twitter is a micro-blogging social network. It’s like text messaging meets Facebook in that you have 140-characters to send a message. Educators worldwide use it en masse to share good practice, ask questions and find fast answers. A future E-Learning Staff Session and elearnr blog post will tell you all you need to get you signed up and interacting. ๐Ÿ™‚

What? You can’t wait? Head over to Twitter For Teachers to find out more!


* My Twitter network directed me towards these additional forums:

** Thanks @mtechman for reminder of this excellent resource!

Reblog this post [with Zemanta]

Quasi-motivational posters

My post on demotivational posters remains one of the most popular on this blog. In the spirit of giving people what they want to see, here’s the result of a great site called I discovered that randomly creates quasi-motivational posters upon each web page refresh!

Here’s the ones that made me chuckle:




Reblog this post [with Zemanta]

Under-promise and Over-deliver: the language of productivity.

Remember time lost cannot be regained

I’m not going to look up the fancy psychological name for the process, but it’s a truism that we often don’t know what our opinions are or where we stand on a subject before we talk about it with someone else. That back-and-forth and interface with others not only helps cement our views on a topic, but helps to form our identity. It’s natural, therefore, that interactions with colleagues and friends shapes our self-identity.

When you’re communicating with others, you’re actually also communicating with yourself. Why? Because you’re the type of person who says the things that you’re saying. I’m sure I’m not the only one who is about to fire off an angry email, but goes back and re-drafts it in order not to further fan the flames. What I’m saying is that what you say about yourself to other people can actually shape how you are.

Most people over-promise and under-deliver. They say they’re going to be back from work before dinner. Then they’re not. They say that they’ll be able to achieve a certain target. Then they fail to hit it. I was the same until I read a productivity blog last year (I forget which) that talked about Tom Peters‘ mantra that you should under-promise and over-deliver. No-one is surprised when you achieve something you said you would or arrive at an agreed time. However, surpassing the target, or arriving early is often looked upon as a very positive trait in an individual.

Allied to this is the language you then use in your interactions. Be the type of person who can be trusted, the type of person who delivers. Which of the following would you rather receive?

Response A

Thanks for your email. Just got it. I’m working on a portfolio until late tomorrow, but will get the file to you then!

Followed by:

Here’s the file I promised you. Look forward to catching up next week!

Response B

On the other hand, there’s the usual:

Sorry I haven’t got back to you for a couple of days. I’ve been snowed under and then forgot! Oh well, apologies again, and please find the file you wanted attached.

Response A gives off the vibe of someone in control and who can cope with what’s being thrown at them. They’re the type of person who can deliver. Response B, however, smacks of someone who can barely cope with their inbox on a daily basis.

Who would you rather do business with?

(Image = Time Lost by gothick_matt @ Flickr)

Open Source Schools curriculum meeting

I spent yesterday afternoon with a like-minded group of educators who are part of the Becta-funded Open Source Schools project. We spent four hours (!) discussing the ins-and-outs of what educatorsย  want and need from us. We were joined virtually by a number of educators from the FlashMeetingย  (see replay). In the spirit of being open and sharing, here’s an overview of what was discussed! ๐Ÿ˜€

  • We’re concerned with not replicating what is already available elsewhere in the Open Source community. Our focus should, and is, on pedagogical application of Open Source Software (OSS).
  • Starting with the half-term after Easter, we shall have a ‘push’ in a given subject area. This will not be at the expense of providing resources, links and discussion for other subject areas. We have a number of historians who are part of the project (including myself), and so will be kicking things off with either History or Design and Technology, where teachers have also expressed a strong interest.
  • The idea of ‘having a competition’ was raised at various points at the meeting. Usually it was in an attempt to get students engaged. I had misgivings about this, especially after Clarence Fisher’s excellent recent post.
  • As would be expected, there was much discussion of Moodle. I’m not against it, I’m just not a huge fan. The problem is with Moodle is that there’s a fair learning curve, and it’s best deployed as a whole-school learning platform. I’m more concerned with getting teachers, students and parents using OSS they can install easily and locally. :-p
  • I floated the idea of having posters that could be downloaded from the site and printed off by educators who want to promote OSS and the Open Source Schools website. We discussed getting professional designers to come up with these, but eventually decided that user-generated ones (after exemplars) would beย  more in keeping with the community spirit.
  • I mentioned that a good way to get parents engaged might be to show ways in which they can control their children’s access to the Internet at home. We need to explore this more as existing OSS solutions we could think of are difficult to deploy on a single machine. I suggested OpenDNS, but it turns out that this is free, but not Open Source. ๐Ÿ™
  • We discussed how to get teachers started with OSS. I pointed out the fact that our unique selling point is pedagogical use of OSS, not just being a one-stop shop for everything Open Source! To this end, we’re not going to be providing step-by-step guides on how to download and install programs (unless we’re specifically asked to, of course…)
  • It was agreed that video is a powerful medium, and that 5-minute TeachersTV-style examples of OSS being used in an educational context would be useful. This could take the form of screencasts (created using Wink, for example) or videos recorded and uploaded to These would be created by educators on a voluntary basis (after being seeded with some examples) instead of being of broadcast-quality by film crews parachuted into schools!

If you’d like to get involved in the Open Source Schools project, please head over to the website. We’re keen for as many people to get involved as possible and it’s far from an exclusive club.

See you over there! ๐Ÿ˜€

Why ‘digital literacy’ is central to 21st century education.

ChangeThis is a website dedicated to manifestos written by anyone (but usually professionals and experts) about something they feel passionately about changing. There are some really great ones – for example Hugh MacLeod on How To Be Creative and Guy Kawasaki’s The Art of the Start. I’ve just had a proposal accepted entitled, Why ‘digital literacy’ is central to 21st century education. I’d like you to vote for the proposal so I can write the full manifesto, please! :-p

Here’s the summary I added to the site:

Society is in flux. The global economy is in meltdown. Education is in turmoil. Why? The world has, and is, changing faster than we can keep up. One of the reasons for this disconnect is our insistence on teaching our young people in the same way that we ourselves learned. We’re teaching as if there were a dearth of resources, when actually we’re spoiled for choice.

‘Digital literacy’ is a term much debated, but which allows us to grasp hold of an important concept. Literacy in the digital arena just isn’t the same as it is when sitting at a desk with paper and pencil. But how is it different? And what can we do about it?

Allow me to suggest some ways in which we can come up with a workable definition for ‘digital literacy’ and show you methods by which we can educate our young people for the blended digital/physical world they do, and shall, inhabit!

Writing the manifesto will give a focus to my thesis-writing over the next few weeks and will hopefully be something you can point people towards to explain the importance of moving to 21st century skills and learning! ๐Ÿ˜€

Please vote.

Digital things upon which I *do* and *would* spend real cash.

moneyI’m not a huge fan of spending money on software and digital services. There’s a couple of reasons for this. The first is that I’m an advocate of Open Source Software (see Open Source Schools, of which I’m part). As such, I believe that making software available free of charge – with the source code inspectable – makes for better software and communities built around the functionality the software provides. The second reason is that I tend to like to have something tangible as a result of any financial outlay.

All this is by way of explanation as to why the following are services that persuade me to part with some of my hard-earned money. I follow that with those I use for free but would happily pay for! ๐Ÿ˜‰

Things upon which I *do* spend real cash


I have a number of websites and blogs, all of which need a home on the Internet. I’ve found Bluehost to be reliable and very reasonably priced. They’ve got CPanel installed in the admin interface, which makes installing web applications such as WordPress and forums a breeze!

Flickr ($25 = c.ยฃ17)

Photographs are incredibly important things. They are a snapshot of a time that can never be recaptured, and evoke powerful memories. Despite backing up regularly via my Apple Time Capsule, it’s important that I never lose the most important of my photographs – especially those of my son. That’s why I upload all the ones I consider important to Flickr.

Purchasing a yearly Flickr Pro license means that more than just the last 200 of my photographs can be seen and that I can create an unlimited number of ‘sets’ in which to place them. ๐Ÿ˜€

Remember The Milk ($25 = c.ยฃ17)

You may wonder why I’d spend good money on what is, essentially, a glorified to-do list. It’s because Remember The Milk (RTM) is so easy-to-use and fits in with my way of working. The free account is fine if you just want to organise yourself via the web-based interface, but the real power comes if you’ve got an iPhone. The app for the iPhone is only available to those who have a Pro subscription. It’s a work of art in terms of simplicity and adding to your productivity. Great stuff. ๐Ÿ˜€

Things upon which I *would* spend real cash

Gmail & Google Docs

Gmail features c.7GB of storage With Google Docs providing an online, collaborative suite of office applications that are just a joy to use. Every time I reflect on the fact that I can use this for free, I count myself fortunate. Marvellous!

Super-quick synchronous Internet connection

We currently get broadband free from Orange as a benefit from my wife’s mobile phone contract. We pay an additional ยฃ5 per month to upgrade the speed from 2MB/s to 8MB/s. But that’s only the (theoretical) download speed. We get about 6MB/s download and 512KB/s upload.

I’d pay about ยฃ25/month for 20MB/s synchronous DSL and would even consider ยฃ50/month for 50MB/s. That really would mean ‘cloud computing’! ๐Ÿ˜‰


Twitter is a micro social networking/blogging service with a 140-character limit. I’ve connected to even more people than I had done previously via blogs in the Edublogosphere. It’s real-time and very, very powerful. Some people call it their ‘PLN’ (Personal Learning Network). I’m not one of them. I just think it’s great. ๐Ÿ˜‰

If, for example, Twitter charged the same amount for a year’s service as Flickr does (i.e. $25) I think it would be hugely profitable very quickly.


WordPress is the software that power this and, to be honest, most blogs on the Internet. It’s developed rapidly – mainly because it’s Open Source – and very flexible and powerful. If you don’t as yet have your own blog, I’d encourage you to sign up with Bluehost and install WordPress on your own domain via CPanel. You can, of course, just use

Which software and digital services do YOU pay for? Why?

(image by Joshua Davis @ Flickr)

Meeting with Ed.D. thesis supervisor: the way ahead

Wordle - meeting with Steve Higgins

A week ago I had a Skype meeting with my Ed.D. thesis supervisor, Steve Higgins. He’s a great guy and a breath of fresh air compared to my previous one. Steve’s full of great ideas, willing to listen to mine, and is very flexible. I’m pleased with his guidance and supervision thus far! ๐Ÿ˜€

This blog post is mainly for my own benefit, to summarise where I’m headed with my thesis. If you find it interesting – well, that’s a bonus… :-p

Literacy as metaphor?

We started our discussion by talking about literacy as a metaphorical concept as opposed to one that can be supposed to be objectively ‘real’. Both Steve and I are coming at the thesis from a Pragmatic angle, so we would hold that literacy, even as metaphor, is a valid concept if it is, in the words of William James, ‘good in the way of belief’. Pragmatists also hold that something is true if it ‘works’ and has some type of ‘cash value’. I’ll explain this in full in the thesis proper!

I then brought up the distinction, made by Hannon (2000: 23) about the literac(ies) involved in making a text and then in the communication of that text. This led to us discussion the notion of ‘digital fluency’.

What’s missing from ‘digital literacy’?

I, and those authors whom I’ve read, have been keen to see overlaps between ‘traditional’ literacy (involving processes and knowledge related to books and printed matter), and what can be termed ‘digital’ literacy (processes and knowledge relating to screens and virtual environments). Steve questioned what was missing from the digital version of literacy, what’s outside the overlap. I brought this back to the creation/communication dichotomy, which should make for an interesting discussion in the final thesis! ๐Ÿ™‚

We touched on the notion of possible advantages of letter-based, printed text in that they are tightly-defined and slow to change. This means, for example, that although we have some difficulty in reading texts written in Old English, the average reader can quite easily make sense of texts from the last few hundred years. Does the same hold for digital ‘texts’ requiring digital literacies? ๐Ÿ˜ฎ

Forms of literacy as ‘umbrella terms’

I mentioned to Steve that I’ve noticed almost every proponent of a form of literacy (digital literacy, visual literacy, media literacy, etc.) tends to conceive it as an ‘umbrella’ catch-all term that other literacies fit into. An example of this would be ‘transliteracy’, as championed by Thomas, et al. (2007):

Our current thinking (although still not entirely resolved) is that because it offers a wider analysis of reading, writing and interacting across a range of platforms, tools, media and cultures, transliteracy does not replace, but rather contains, โ€œmedia literacyโ€ and also โ€œdigital literacy.โ€

This led into a discussion of Semiotics and the work of C.S. Peirce – something I need to revisit after studying in some depth during the third year of my Philosophy degree!

Literacy and value-judgements

From a discussion of my trying to identify a ‘third space’ (my notes are a little sketchy here), Steve brought up the fact that ‘literate’ used to me ‘cultured and well-read’. This, of course, includes a value-judgement and an elision between two separate conceptions.

This then led to my raising a few questions as to the sphere in which literacy practices can be said to operate. On the one hand, you don’t want a definition of a form of literacy that asks too much of an individual – otherwise virtually no-one can be said to be literate in that way. But on the other hand, ask too little and the term is meaningless.

It was here that the link to the Pragmatic method was strongest in our conversation. Steve reminded me of Wittgenstein’s ‘private language’ argument: just as it is impossible to have a language that is private, so a literacy has to make a difference in practice.

Schools and digital literacy

Bringing things back to more mundane and structural issues, I shared my worry that I wouldn’t be able to do my planned final section of the thesis any justice. Whilst still a purely conceptual thesis, I’d planned to bring my studies down to a more practical level to explore what schools could do in order to promote ‘digital literacy’. Steve reassured me that painting this in broad brush-strokes would be sufficient. He asked whether I was planning to organize the thesis historically, conceptually, or in some other manner. I’m currently thinking that I’ll be bringing in some elements of how terms and ideas have developed historically-speaking, but in order to gain the rigour and critical analysis required at Ed.D. level, the thesis will be mostly conceptually-driven.

Thesis structure

After some negotiation and discussion, Steve and I have agreed on broadly the following structure to my Ed.D. thesis:

  1. Literacy (what is literacy? -> multiple literacies -> functional literacy)
  2. ‘Digital literacy’ (literature review -> critique -> value-judgements)
  3. Pragmatic methodology (what is the ‘core’ of definitions? -> what would an acceptable form look/feel like?)
  4. ‘Flow’ (Csikszentmihalyi’s seminal work -> C.S. Peirce’s ‘dancer & dance’ -> ‘at one’ -> physical relation to technology (spatiality) -> aesthetics -> functionality -> figure & ground -> can only see something against background – i.e. what it’s not)
  5. Application to schools (how can schooling be made better (effective/efficient) ->how can culture be changed -> schools as making/shaping -> purpose of education -> Labour govt. (1997) & tension between economy & personalising learning)

Where do I go from here?

I could actually spend forever and a day reading and making notes on some great authors who have written some very intelligent and interesting things on conceptions of literacy. However, needing to get cracking, I asked Steve how I should get started. He said that he liked the look of my concept map and that, after tidying it up a bit (and tying it more closely to my proposed chapters) I should choose a chunk to ‘get my teeth’ into. This should be a section – such as a discussion of different forms of literacy – that will definitely feature in the final thesis.

Publication and university requirements

Steve admitted that the University of Durham isn’t the most forward-thinking when it comes to the submission of theses. Although they will accept electronic documents with embedded hyperlinks, they may be a bit wary of wikis, for example. I also need to be careful, in theory, about how much of my thesis is ‘published’ prior to my submitting it. Of course, in this day-and-age, ‘published’ can mean many and varied things. Steve is of the opinion that so long as most chapters haven’t been published by academic journals, I should be fine.

I mentioned that I’d like to be published in an academic journal whilst I’m writing my thesis and Steve confirmed this would be a good idea. The sections on analysing different forms of literacies and how the terms have evolved as well as the philosophical underpinnings of digital literacy may be good candidates for this.

Finally, I mentioned to Steve that I’d like to publish – probably self-publish through something like – a less academic version of my thesis. I’d like something the intelligent non-specialist could pick up, read, enjoy and get something from. Steve said I should focus on the academic version first, as that’s where my (and his!) priorities lie. ๐Ÿ˜‰

Reblog this post [with Zemanta]

The Problem with Promotion

***Update: For those who don’t know, I successfully applied to become Director of E-Learning at Northumberland Church of England Academy. Thanks for everyone’s advice and guidance!***

Decisions, decisions...

I’m loving my role as E-Learning Staff Tutor at my current school. I get to teach 16 out of 30 lessons per week whilst having time to spend with staff developing their use of educational technology.

But there’s a problem. ๐Ÿ™

I don’t earn enough. Now before you castigate me as some type of money-grabbing not-in-it-for-the-kids type of person, let me (rather paradoxically) state that I’d quite happily teach for free. If I had a roof over my head and food on the table, as a single man I would give up my time to educate children. I love it.

There’s the rub, though. I’m not a single man. I’m happily married with a two-year-old son and a wife who wants to spend time at home with him. That’s where I want her to be too. Hence the need for me to earn more to keep my family happy.

So what do I do?

As a teacher in England, there’s two paths traditionally open to teachers seeking promotion:

  1. Become Head of Department in your chosen subject. This then can lead onto an Assistant Headship, Deputy Headship, and ultimately a Headship.
  2. Become Head of Year or seek out some other pastoral role. This too can lead to an Assistant Head position, Deputy Head and then Head.

I don’t want either. Heads of Department have to deal with a lot of admin and jump through a lot of hoops that would infuriate me and lead to me not enjoying my job. And on the other hand, I have never had an interest in the pastoral side of education (over and above my role as a form teacher, which I deem important).

There needs to be some type of New Labour-ish ‘Third Way’ for teachers. I can see what the suggestion is going to be already: become an AST! (Advanced Skills Teacher). Erm, no thanks. We have had a few of those visit my school. Not the type of thing I want to do at all.

So I’m left with some other options. As far as I can see, I’m left with options that take me out of the classroom:

  • Lecturer/researcher at a university (once I’ve finished my Ed.D.)
  • Freelance advisor/researcher/consultant
  • Consultant for an organization (e.g. a Local Authority)

Any ideas? ๐Ÿ˜ฎ

Reblog this post [with Zemanta]