Hamble College Case Study
This is where we started at Hamble College:
First we set up the Digital Media Gaming Club. This was held every Wednesday afternoon with a slant towards i-media and gaming. It was very attractive to boys, so to compensate, we actively encouraged and targeted our girls to join. We emphasised the i-media (not suggesting girls do not like network gaming). Each week we started with an hour of digital media, software, exploration and activities such as image manipulation, programming and animation, often just out of reach of our taught curriculum, that we felt was innovative and exciting. This has now been revised to two 40min sessions. The second hour was dedicated to network gaming using tested morgueware (games no longer under copyright) with either design, strategy or collaboration at its core. The balance of ICT and gaming is still under review. Andrew Sangster, my colleague, has sourced and provide a range of morgueware, wrapped in a control menu system only available outside curriculum time or when permitted. Always growing, the menu system now includes over 20 titles. This has now been revised to two 40min sessions.
Next, we advertised DL positions through the DMGC and the normal school communication channels, students email and mentor bulletins and through targeting key students. Applications were ONLY received digitally. A number of workshop activities were used to showcase, trial and advertise new software, for example Comic Life, preparing students to support staff in using ICTAC. They also provided an opportunity to extend learning for the gifted and talented students, an addition to extension activities in class.
The original inspration for this project was 'Gen Y,' especially the GenYES (students helping teachers with classroom technology) and TechYES (student technology literacy certification and peer mentoring). Gen Y used the outline and inspiration from the genyes programme, especially the GenYES (students helping teachers with classroom technology) and TechYES (student technology literacy certification and peer mentoring). We aimed to develop a students' training programme, introducing the Digital Leaders to the College VLE in an effort to facilitate staff CPD.
Our overall aim has been to connect teachers with students through a passion for technology. The cornerstones of the programme were: 1. Exclusive role but open to all students 2. Mixed year group access (reducing commitment in examination years) 3. Mixed gender 4. Committment 5. Shape ICT in school
As you can see, with the help of colleagues and joined-up-thinking, we have made real progress against the following goals: 6. Improve ICT attainment in KS3 and KS OCR Nationals 7. Building positive relationships and improve student behaviour in ICT (a key focus was low achieving boys) 8. Disperse ICTAC, specifically showcasing, trailing and advertising new software for cross curricular use through students examples 9. ICT CPD through the subsidiary GEN Y training programme 10. OPPORTUNITIES TO RECOGNISE ICT FOR GIFTED AND TALENTED