Skip to main content

Down the line

We really don't appreciate enough the wonders that information and communication technology enables. The smartphone in our pockets gives us abilities that only James Bond had when I was young. And earlier this week I had a brilliant example of the way ICT can transform the way we work when I spent the day in a school in Amman, Jordan without leaving my office.

I've done quick Q and A on occasions via Skype with a school before, but nothing on this scale.

Overall it was remarkably effective. Now I can hear the technophobes in the background (what are you doing reading a blog, you old fogies?) saying 'Ah, but it's not like really being there!' And for once they are right. That is perfectly true. But there are plenty of occasions when being there is just not practical, and this is certainly the next best thing. What's more, it even saves the school money (something most schools are not averse to),  because they don't have to pay for my travel. And I can do it in my slippers.

We had two-way video set up and the outcome was better than I could have imagined. I ran interactive sessions - I could see them with their hands up, as long as they spoke nice and loud I could hear what they were saying and this two way visual communication gave some real benefit. (I've had lovely emails from the school emphasising this.) Just how important the video link was was brought home in the first session of the day (not helped, I admit by starting at 5am because of the time difference), when technical problems meant I had to do a chunk of the session 'blind.' Not seeing the audience made a huge difference - and not a good one.

I know lots of people use Skype to keep in touch with distant loved ones. I've always found it a bit clumsy for this, as you have to schedule a chat and it feels far less spontaneous than phoning or texting. But for this particular application the technology came up trumps and made it possible to spend a day in a school that was, in reality, over two thousand miles away.

Comments

Popular posts from this blog

Why I hate opera

If I'm honest, the title of this post is an exaggeration to make a point. I don't really hate opera. There are a couple of operas - notably Monteverdi's Incoranazione di Poppea and Purcell's Dido & Aeneas - that I quite like. But what I do find truly sickening is the reverence with which opera is treated, as if it were some particularly great art form. Nowhere was this more obvious than in ITV's recent gut-wrenchingly awful series Pop Star to Opera Star , where the likes of Alan Tichmarsh treated the real opera singers as if they were fragile pieces on Antiques Roadshow, and the music as if it were a gift of the gods. In my opinion - and I know not everyone agrees - opera is: Mediocre music Melodramatic plots Amateurishly hammy acting A forced and unpleasant singing style Ridiculously over-supported by public funds I won't even bother to go into any detail on the plots and the acting - this is just self-evident. But the other aspects need some ex

Is 5x3 the same as 3x5?

The Internet has gone mildly bonkers over a child in America who was marked down in a test because when asked to work out 5x3 by repeated addition he/she used 5+5+5 instead of 3+3+3+3+3. Those who support the teacher say that 5x3 means 'five lots of 3' where the complainants say that 'times' is commutative (reversible) so the distinction is meaningless as 5x3 and 3x5 are indistinguishable. It's certainly true that not all mathematical operations are commutative. I think we are all comfortable that 5-3 is not the same as 3-5.  However. This not true of multiplication (of numbers). And so if there is to be any distinction, it has to be in the use of English to interpret the 'x' sign. Unfortunately, even here there is no logical way of coming up with a definitive answer. I suspect most primary school teachers would expands 'times' as 'lots of' as mentioned above. So we get 5 x 3 as '5 lots of 3'. Unfortunately that only wor

Which idiot came up with percentage-based gradient signs

Rant warning: the contents of this post could sound like something produced by UKIP. I wish to make it clear that I do not in any way support or endorse that political party. In fact it gives me the creeps. Once upon a time, the signs for a steep hill on British roads displayed the gradient in a simple, easy-to-understand form. If the hill went up, say, one yard for every three yards forward it said '1 in 3'. Then some bureaucrat came along and decided that it would be a good idea to state the slope as a percentage. So now the sign for (say) a 1 in 10 slope says 10% (I think). That 'I think' is because the percentage-based slope is so unnatural. There are two ways we conventionally measure slopes. Either on X/Y coordiates (as in 1 in 4) or using degrees - say at a 15° angle. We don't measure them in percentages. It's easy to visualize a 1 in 3 slope, or a 30 degree angle. Much less obvious what a 33.333 recurring percent slope is. And what's a 100% slope