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July, 2012 - Microsoft UK Schools blog - Site Home - MSDN Blogs
The UK Schools Blog
News and views from the Microsoft UK Education Team
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July, 2012

  • Microsoft UK Schools blog

    Connecting SkyDrive with Office 365 for education

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    As schools and other education customers move to Office 365 for education in Australia (more info here), it provides another piece in the jigsaw puzzle of your technology infrastructure. Office 365 for education provides email, Lync communications, Office Web Apps and SharePoint in the Cloud, giving your students new ways to communicate, collaborate and support their learning.

    skyDrive     office 365

    It also provides another option for where you put your student home drives – it could be on a local server, or in their SharePoint MySite in the Cloud. One of the benefits of putting student storage in the cloud is that will normally reduce your cost of IT – because Office 365 for education is free, it means that you can offload some of your IT infrastructure costs.

    With Office 365 for education, your students each receive a file storage allowance of 500MB free. And now, if you're thinking "Wait? 500MB? These days it seems like that's two multimedia PowerPoints and a couple of videos" then read on!

    You have a couple of extra options for expanding your storage space. One way is to add extra storage into your Office 365 for education service - costs and details are here. The other way is to use the SkyDrive storage - which is the equivalent of a disk drive in the cloud. SkyDrive gives every user 7GB of free online storage, larger than most other free cloud-based storage services. And there are apps available for computers and smartphones to make it easily accessible.

    SkyDrive was included within the Live@edu email service, and there were a number of ways to link this to your user management (eg with syncing to your Active Directory). Now that we've switched from Live@edu to Office 365 for education you'll no longer be managing your users in SkyDrive – instead each student will create and run their own SkyDrive account. But there are some third parties that have developed utilities to help you manage SkyDrive accounts.

    Sky Connector from Xstran
    Loryan Strant at Xstran has developed "DirSync for SkyDrive", which basically lets you connect SkyDrive accounts to your Active Directory. It means you can automatically create SkyDrive user accounts and storage space. And it synchronises passwords between your Active Directory and the SkyDrive, so your students only have to remember one password for both your school network and the storage on SkyDrive in the cloud.

    If your a network manager in a school, TAFE or university, this could be a useful solution to an IT management issue.

    Learn MoreFind out more about Xstran's DirSync for SkyDrive

     

    By Ray Fleming

  • Microsoft UK Schools blog

    Barnsley Academy Windows Phone Project–Update

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    Guest post from Gerald Haigh. Gerald writes regularly for the Microsoft Education Blogs.

    Some weeks ago, I reported on a visit I’d made to Barnsley Academy for the launch of their ‘Windows phone in school’ project, a partnership of Microsoft, phone supplier HTC, Barnsley Academy itself and United Learning Trust (ULT).

    We’ll be reporting on the project again as it gathers momentum in the new term, but a brief catch up before the Summer Holidays with Patrick Taylor, the teacher who’s driving the project, was very encouraging. As we talked, it became clear that the Windows phones have arrived at Barnsley Academy at just the right moment to build on what’s been a year of change in the school’s approach to both ICT and computing.

    image

    Patrick came to the school as a newly qualified teacher in September 2011from systems management in industry. From the start, he was determined to ensure that young people would be better prepared for what lay in store out there in the world.

    ‘I realised that the skills we were equipping our learners with were far from adequate,’ he says. ‘And so my first task was to re-design the ICT curriculum at Key stage 3.’

    That, as he says, was just the start. In fact, the year has seen the development of a multi-point strategy designed to raise motivation and achievement in KS3, ultimately giving students a better start for their ICT and computing in KS4. One expected result will be a greater take up for, and better results in, computer studies at exam level.

    It’s very much a radical change, and what’s significant is the degree to which Microsoft products and services are playing their part. In KS3, students have really enjoyed using creative tools from Microsoft Dreamspark ( www.Dreamspark.com ) and Kodu (http://research.microsoft.com/en-us/projects/kodu/) ,and what’s equally important is the way their enthusiasm has improved the confidence of members of staff who were doubtful of the changes and concerned about their own skills.

    ‘Behaviour management is easier, and students are better engaged,’ says Patrick.

    That’s by no means all on the Microsoft front. Next academic year will see Year Eight students attempting the Microsoft Digital Literacy qualification – Basic, Standard or Advanced according to their ability

    ‘This qualification will allow our learners to complete the GCSE ICT qualification more effectively and hopefully yield better results,’ says Patrick.

    At Year Nine, students face the choice of either the computer science or the ICT route, and in order to help with this, Patrick’s department ran, in the Summer term, a five lesson ‘no strings’ taster course covering mobile app design, with resources drawn from the Microsoft Technology Associate materials. The hope was that high ability science and maths students would be tempted towards computer science in Year Ten. This seems to have borne fruit, for 28 students have signed up for computer science next year.

    That, then, is the background into which the HTC Windows phones were launched, and they’ve made an impact already.

    ‘We’ve experimented with ‘Touch Develop’, Microsoft’s tool for creating apps directly on the Windows phone,’ says Patrick. and we feel we can get every class in Year Nine using it, so it’s written into the scheme of work, starting in the second week back in September.’ (www.touchdevelop.com )

    Meanwhile, according to Vice Principal Mark Aveyard, the phones have been winning friends among senior staff. ‘It far outperforms the iPhone,’ he says. The functionality and usability of the operating system makes day to day use easier.’

    As Patrick says,

    ‘This is a great move forward in regard to senior management embracing these phones into their management activities.’

    So, already, at the end of the school year, only two months on from the HTC Windows phones coming out of their boxes, Barnsley Academy is now poised to do some really ground breaking work with and around them and there’s going to be lots to report, especially on the detail how the phones are embedded into the computing curriculum.

  • Microsoft UK Schools blog

    Lesson plan: Explore point of view through aerial photography

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    In this lesson, students are introduced to the idea of point of view through aerial photography. They will write a story about what the character Amelia the Pigeon would see if she flew over their school or home.

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    Objectives

    Students will be introduced to aerial photography and the idea of different points of view.

    Learning outcomes

    • Students read the story of Amelia the Pigeon and imagine her point of view.
    • Students view actual aerial photographs of their school and home.
    • Students write a story describing what Amelia the Pigeon would see if she flew over their school or home.

    Lesson procedure

    Introduction

    Imagine our school. You know what it looks like when you walk in the front door, right? Now imagine that you are sitting on a cloud high above our school and looking down on it. How does it look now? What’s different? What can you see that you couldn’t see if you were just walking on the ground?

    As you sit on that cloud high above, take a look around. Can you see the neighborhood the school is in? Can you see your house? What else can you see from this point of view?

    [Show students an aerial map of the school on Bing maps. Type the school address in the Search box. When the road map of your school neighborhood appears, point to the Globe icon at the bottom of the map, and then select Aerial. Next, zoom in.]

    Here is a photograph of the school neighborhood taken from an airplane. This is called an aerial photograph. What can you see from this point of view? What can’t you see from this point of view? [If no aerial photograph of your neighborhood is available, show students an aerial photograph of a famous location.]

    Let’s take a closer look from this point of view. Right now we’re looking at a basic aerial map, which is made of photos taken from the air. [Point to the Aerial View icon on the bottom of the map, and then select Bird’s-Eye.] Here’s another aerial map. This one is called a Bird’s-Eye map. This is also made up of photos taken from the air, but instead of looking straight down, the camera looks from above at an angle. That little shift in the angle of the point of view can give you a better view of what’s on the ground. What can you see from this aerial view that you couldn’t see from the first one, looking straight down on our school? [Switch back to the aerial view to show them the difference.] Both of these aerial views give us a lot of information that we don’t get by looking straight ahead at the things around us.

    Can you think of any reasons why someone might need or want an aerial photograph of a neighborhood or a location?

    In this activity you will look at your world from a new point of view—an aerial view from up above in the sky—and write a story about what you see.

    Student activity

    Follow the steps below to guide your students through this lesson plan. See student handout link at right.

    • Step 1: "Read the story of Amelia the Pigeon and imagine what she sees"
    • Step 2: "Look at online aerial photographs of your school and home"

    • Step 3: "Write a story about what Amelia sees"

    ​Lesson extension activities

    Ask students to draw pictures of what Amelia the Pigeon would see if she flew over their school or home. See student handout link at right.

    Ask students to explore perspective further by doing the following:

    Take three digital photographs of an object: one from directly in front of the object, one from directly above the object (aerial), and one from above the object but at an angle (Bird’s-Eye View), and then comparing what they see. What features and dimensions of the object appear in each perspective? They can insert the photos and their descriptions into a Microsoft Word document.

    Draw one object from each of the three perspectives and then write about what features and dimensions of the object appear from each perspective.

    Ask students to read some or all of the remaining chapters of “Amelia the Pigeon.” They can use Bing maps to look at some of the places described in those chapters, such as a park or a zoo.

    Ask students to research the life of Amelia Earhart and write a story about something she might have seen from her airplane cockpit.

    Conclusion

    Assess students on the story they write describing what Amelia would see if she flew over their home or school. Viewing the pictures on the Bing maps website should help inspire some creative writing.

    Software and materials needed

    Point of view student handout

    http://www.bing.com/maps

    NASA’s Amelia the Pigeon website

  • Microsoft UK Schools blog

    Schools waiting for Windows 8 before buying tablets

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    Windows 8

    Many schools are postponing a decision on whether to purchase tablets for their pupils until the release of Windows 8, according to the British Education Suppliers Association (BESA).

    A BESA survey of 500 British schools found that 6% of all "pupil-facing computers" will be non-Windows tablets by the end of this year, a figure that is expected to climb to 22% by the end of 2015. One of the reasons schools are holding back is Windows 8 will offer a unified platform on slates and desktops

    However, BESA warned that many schools are still taking a cautious approach to tablets, with 85% of schools worried about the management and security of such devices, and 71% concerned about the installation and purchase of apps.

    In particular, schools are concerned that the investment they've already made in Windows software is lost when buying Android tablets or iPads. "One of the reasons schools are holding back is Windows 8 will offer a unified platform on slates and desktops," BESA director Caroline Wright told PC Pro.

    BESA also found that the majority of primary schools are waiting for the Government to back the adoption of tablets, even though schools were granted the autonomy to make their own ICT buying decisions in 2010, following the dismantling of BECTA.

    Education secretary Michael Gove has espoused the educational benefits of tablets, telling the 2011 Schools Network Annual Conference that "as we move to a world where we expect every child will have a tablet, the nature and range and type of content that can be delivered will be all the greater".

    By Barry Collins on PC Pro

  • Microsoft UK Schools blog

    Windows Intune in Education

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    It seems as if we're right in the middle of a massive shift in technology in education, as we move rapidly towards 1:1 computing and a larger variety of devices appearing in classrooms and IT labs. And that's compounded by the arrival of Bring Your Own Device (BYOD) in education: students and staff connecting their own devices – phones, laptops, tablets – to your education network.

    If you're a high-tech IT manager in education, then you'll be using our System Center to manage that complexity, letting you manage many different types of devices from one place. But what happens if you're not the kind of institution who'd use something as advanced as System Center? Or you support a whole range of different schools (for example, you're a service partner for multiple schools, providing a managed IT service; or even a high school supporting your local primary schools)?

    That's where Intune might well come in handy, as it allows you to manage devices over the web – without having to control and own them completely. So, for example, you could use them to ensure that your student-owned devices are up to date with virus protection etc, without having to rebuild them with a school-defined computer image.

    The video below gives you an idea of the basics:

    And to get more info on Windows Intune, and it's ability to manage devices, software applications, anti-virus and system updates, take a look at the Intune website. From the site you can also get a 30-day free trial for up to 25 PCs, which might be the easiest way to understand what it can do in your specific scenario.

    Learn MoreFind out more about Windows Intune

    There is also education pricing for Windows Intune, which you'll be able to get from your Microsoft Education partner (and if you haven't got an existing partner, you can search for Microsoft Authorised Education Resellers here)

    By Ray Fleming

  • Microsoft UK Schools blog

    Interview with Simon Breakspear on innovative education

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    Antony Salcito, Vice President Microsoft Worldwide Public Sector Education, interviews Simon Breakspear, consultant, researcher and acclaimed keynote speaker focusing on innovative education.

    To learn more, read www.dailyedventures.com.

  • Microsoft UK Schools blog

    Schools handed free rein on ICT teaching

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    Schools will be given freedom to teach ICT how they choose, after a Government consultation found the current programme "not fit for purpose".

    Education secretary Michael Gove admitted in January that computer teaching needed an overhaul, and following a consultation this spring, the Department of Education will remove all rules around ICT teaching as an interim measure as it works to create a new curriculum by 2014. 

    The subject will continue to be a National Curriculum subject, and between this year and 2014 schools won't be required to change how they teach the subject, but will be free to do so "if they wish", the department said in a report.

    Miles Berry, subject coordinator for ICT Education at Roehampton University  and chair of IT body Naace, told PC Pro the move wasn't a surprise. "We know many teachers are eager to respond to the opportunities this provides to  develop an up-to-date, creative and challenging curriculum tailored to the needs, interests and aspirations of their pupils, perhaps basing what they do on Naace's ICT framework and/or the Computing at School curriculum," he noted.

    "It's interesting that today's announcement comes alongside Gove's rejection of the National Curriculum Expert Panel's recommendation that ICT and D&T  [Design and Technology] be relegated to the 'basic curriculum' in 2014, perhaps recognising that in the third millennium the right to a broad technological education isn't something which can be just left for individual schools to determine," he added.

    The consultation found half of the 333 education experts that responded were in favour of the move; a third were fully against the plans, but  most of those were in favour of some changes to the system.

    "Overall, there was a broad consensus amongst respondents that the existing Programmes of Study and Attainment Targets for ICT were no longer fit for purpose, and many teachers responding to the consultation welcomed the opportunity to develop and deliver more ambitious ICT provision, including computer science," the report said.

    The consultation also revealed a desire for better training for teachers, citing high numbers of "non-specialist" ICT teachers. "Some respondents identified a risk that in some cases a school's ICT curriculum would be based on the skills level of the teacher rather than the ability and interests of the pupils," the report said.

    The Government's proposals around ICT may have been misunderstood, the report  found, with some believing it meant ICT was being "downgraded". "The Government has made it clear that it considers ICT to be an important subject that should  be taught to all pupils," the report noted.

    A follow-up consultation is being run until 11 July

    Read more:  Schools handed free rein on ICT teaching | Education | News | PC Pro http://www.pcpro.co.uk/news/education/375073/schools-handed-free-rein-on-ict-teaching#ixzz22CqmjdRa

  • Microsoft UK Schools blog

    Quick results and longer term strategies for cost saving in schools

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    Decide on priorities

    Your aim is to save some money for the school by making good decisions about ICT. It’ll be important to show how that can be done. So it’s time to decide where to start.

    One imperative, and it’s more to do with management than technology, is to weigh the balance between going for quick immediate results on the one hand, and laying the foundations for longer term efficiency and savings on the other. A good example of playing the longer game is found in our Microsoft® Case Study of West Hatch High School.
    http://www.microsoft.com/casestudies/Case_Study_Detail.aspx?CaseStudyID=4000008128

    It begins with the governors agreeing, in 2008, to commence a six year ICT transformation project starting with a complete rebuild of the network infrastructure. That, clearly, tells of vision, leadership and long term commitment. Four years on, with no sign of stopping, story after story now comes from West Hatch of the effects on learning, efficiency and, yes, cost-saving, of that early decisiveness.

     

    Sometimes, though, it’s necessary to demonstrate a quicker impact on the budget, and another story, from Islay High School, http://blogs.msdn.com/b/ukschools/archive/2010/10/21/reducing-the-school-printingbudget-by-two-thirds.aspx tells of a drive on paper saving – “No printed handouts or memos” – that cut paper and printing by an astonishing eighty percent from 2006 to 2007. Money saved was spent on student and staff netbooks.

    Clearly, we can’t tell you what your priorities ought to be. There’s something to be said for a quick demonstration of what’s possible, but it’s more than likely that the long haul has to start in the background, too. It’s the planning that’s important, with a transparent whole-school collaborative approach and a strong steer from leadership.

    Green, lean and far from mean


    Trying for cost savings almost by definition addresses the increasingly important ‘Green’agenda along the way. The main contributor here is a reduction in the use of electricity, but there are savings to be made, too, in the use of paper and the consumables involved in printing and copying. Reducing the amount of hardware in the school, and extending its life also help make a positive environmental contribution.

    Many schools are highly active in seeking to reduce their impact on the environment, signed up in many cases to organisations such as ‘Eco-Schools’

    http://www.keepbritaintidy.org/ecoschools

    Where this is the case, the drive for cost saving will both support and be informed by those responsible for the environmental effort, and there’s much to be gained from working together to ensure that nothing’s missed on either side.

    To help your school further with cost saving, we have partnered with the Guardian to make our new 'Cost Saving in Education' eBook exclusively available within their Teacher Network until the end of September 2012. The eBook can be viewed/downloaded directly via the Guardian's Teacher Network download centre.

  • Microsoft UK Schools blog

    How students can build a Windows Phone app in 30 days

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    image

    The Generation App website, from the Windows Phone team, is a really well structured guide to developing apps for the Windows Phone. And ‘well structured’ means that it talks you through a 30-day plan to design, build, test, distribute and monetize applications for Windows Phone – and connects to all of the resources you will need in the form of training, documentation, tools etc.

    For students, it’s almost like a ready-made advanced course, and where you’ve got students who are already programming, but want to move onto advanced projects, this seems like just the perfect resource.

    Learn MoreVisit the Generation App website

     

    Originally posted on The Education Blog

  • Microsoft UK Schools blog

    Teaching averages and probability with Kinect Sports

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    Games like Kinect Sports are great for supporting numeracy. The reason for this is that all of the minigames produce data and numbers. The challenge for creative teachers is to look for opportunities within the game and incorporate these into young peoples’ learning.

    Getting learners to keep track of their progress and scores throughout the game provides a good way to build up a collection of data that can then be used for analysis purposes.

    Bowling is a particularly good sport for quickly collecting data to reinforce the teaching of probability and averages.


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    Activity

    In this activity, we will challenge learners to play and record data whilst playing Bowling on Kinect Sports. The data generated and collected from the game will be used to introduce the concept of averages.

    Using the data, work with your class to explain and then calculate the mean, median and mode. This is also a useful point to discuss what we mean by ranges of data and to discuss the data range. If you have collected enough data, it is also possible to use this methodology to introduce the concept of probability, including: fractions, decimals and percentages.

    Supporting Resources

    Learners should have experience of playing Bowling on Kinect Sports. Playing in groups of four allows
    you to collect a lot of data quickly.

    The Microsoft Office (in particularly Microsoft Excel) provides a handy range of tools to help learners  process their data.

    For more ideas about teaching with Kinect Sports you can view and download our eBook below.

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