January 4, 2012

With increasing new communication technologies being made available to children and young people, there will always be a potential for them becoming a victim to online bullying. Online bullying, e-bullying or cyberbullying, is defined as follows: ‘the use of information and communication technologies such as email, [mobile] phone and text messages, instant messaging, defamatory personal websites and defamatory personal polling websites, to support deliberate, repeated, and hostile behaviour by an individual or a group, that is intended to harm others.’

Children and young people are keen adopters of new technologies, but this can also leave them open to the threat of online bullying. An awareness of the issues and knowledge of methods for dealing with online bullying can help reduce the risks. The issue of cyberbulling must be specifically addressed within a school/academy’s anti-bullying policy.

 Text Messaging

Bullying by text message has become an unfortunate and unpleasant by-product of the convenience that SMS (short message service) offers. Children should be advised to be careful about giving out their mobile phone number, and ask that those that have their number never pass it on. If only known and trusted friends know the number, it is less likely to be abused in this way. If being bullied by text message, children should immediately seek help from a teacher, parent or carer. They should not respond to the messages, but should keep a detailed diary recording information such as the content of the message, the date, the time, the caller ID or whether the number was withheld or not available. If space permits, the messages should also be stored on the phone in case they are needed later as evidence. Abuse in the form of bullying should be reported to the mobile phone company who can take certain steps to try to resolve the situation, and in some instances it may also be necessary to involve the police. In some cases it may be necessary, or easier, to change the mobile phone number or to purchase a new phone.

Like bullying by text message, email provides a reasonably ‘anonymous’ method of communication which bullies have seized upon to harass their victims. If being bullied by email, children should not respond to the messages, but should seek help from a teacher, parent or carer. Likewise if they receive an email message from an unknown sender, they should exercise caution over opening it, or ask an adult for assistance. Don’t delete the message but keep it as evidence of bullying. If the email is being sent from a personal email account, abuse should be reported to the sender’s email service provider. Many email programs also provide facilities to block email from certain senders. If the bullying emails continue, and the email address of the sender is not obvious, then it may be possible to track the address using special software. Email service providers may be able to offer assistance in doing this. In certain cases, it may be easier to change the email address, and exercise caution over who this new address is given to.

Instant Messaging and Chat Rooms

Aside from the general risks of using chat rooms and instant messaging (IM) services, these services are also used by bullies. Children should be encouraged to always use moderated chat rooms, and to never give out personal information while chatting. If bullying does occur, they should not respond to messages, but should leave the chat room, and seek advice from a teacher, parent or carer. If using a moderated chat room, the system moderators should also be informed, giving as much detail as possible, so that they can take appropriate action.

Instant Messaging (IM) is a form of online chat but is private between two, or more, people. If a child is bullied or harassed by IM, the service provider should be informed giving the nickname or ID, date, time and details of the problem. The service provider will then take appropriate action which could involve a warning or disconnection from the IM service. If a child has experienced bullying in this way, it might also be worth re-registering for instant messaging with a new user ID.


Although less common, bullying via websites is now becoming an issue. Such bullying generally takes the form of websites that mock, torment, harass or are otherwise offensive, often aimed at an individual or group of people. If a child discovers a bullying website referring to them, they should immediate seek help from a teacher, parent or carer. Pages should be copied and printed from the website concerned for evidence, and the internet service provider (ISP) responsible for hosting the site should be contacted immediately. The ISP can take steps to find out who posted the site, and request that it is removed. Many ISPs will outline their procedures for dealing with reported abuse in an acceptable use policy (AUP) which can be found on their website. Additionally, many websites and forum services now provide facilities for visitors to create online votes and polls, which have been used by bullies to humiliate and embarrass their fellow pupils. Again, any misuse of such services should be reported to a teacher, parent or carer who should then take steps to contact the hosting website and request the removal of the poll.

Specific issues regarding online bullying should be dealt with by the school or academy under its existing anti-bullying policies.

ELSE Conference in Bucharest, Romania

October 13, 2011

I have had my paper on an analysis of national patterns of learning platform use by students in schools and academies accepted for the  8th International Scientific Conference eLearning and Software for Education, Bucharest Romania,  April, 26th – 27th, 2012. Conference details are at I hope to see some of you there.

Action research for teachers measuring the impact of ICT

May 5, 2011

This paper is based on the guidelines available from the Becta site ( It provides an extremely useful tool for people about to undertake Action Research. The purpose of these guidelines is to provide a basic framework for reflection on classroom practice, most especially to enable study of the impact of ICT on teaching and learning. The guidelines are intended to support teachers at the planning stages of action research in the classroom. Using a structured format can enable research outcomes and findings to be shared, and can provide a research basis for subsequent planned change.

What do I need to consider to undertake action research?
Action research follows a cyclical process, and only the first cycle can be planned in advance. Thereafter, the next action research cycles depend on the evaluation phase at the end of previous cycles. Action research is often collaborative, involving planning with a colleague or colleagues. Action researchers may have a `critical friend’ or research facilitator working with them. Below is a suggested structure to help you plan and organise your research.
Keep a research journal
It is a good idea to keep a research journal, in which you can accumulate information about the progress of your work. Your journal should contain contextual information, field notes, ideas, dates, and any seemingly minor details which you feel are best recorded. They may well turn out to be important, and it is often hard to recall these things after time has elapsed.
Plan your research
Before you undertake your research, consider the following structure for planning the various stages of your research.
Title of the research project.
Outline of the study in 100 words.
Clarify the start and completion dates for the study and specify milestones in the research. Meeting times and dates can also be recorded. The timeline may well be altered as the research progresses, with the archived timelines acting as part
of your research journal data.
Contacts list
Ensure that contact details of everyone involved in the study are accessible to all. Each person on the contact list, including administrators, should have a paper copy of this document, and one person should have responsibility for updating it regularly. A `Who has Responsibility’ section can help to ensure that everyone is aware of their own role and those of other colleagues.

Research and learning
Specify how the research links into the curriculum and record some of the pre- conditions of the study. This stage of the planning records information about the `value added’ expected of the ICT employed in the research. Include a brief
description of the nature of the activity to be undertaken by teachers and learners, its intended outcomes and any anticipated difficulties.

Field notes record sheet
Standardise the recording of contextual events as the study progresses. Completed sheets can become part of the research journal and provide a basis for discussion at meetings.
Establish the purpose of the research
Key questions to ask are:
1. What is the principal aim of the research?
2. What do you envisage as the potential benefits of the research? – for teaching and learning, – for individual pupils, –
3. for your own professional development, – for the school?
4. How might the research contribute to our general understanding about the process of teaching and learning?
Formulate questions for your proposed research
It is a good idea to summarise your proposed research as a question or a short set of questions. Your research question or questions should be well focused, for example to reflect a particular issue which has arisen as part of teaching and
learning in your classroom. You might wish to research the effects of change using new hardware, software, or classroom management. Whatever the topic, formulate it as one or more questions requiring answers.
Specify the background to the project
Provide an understanding of the cultural context of the study school(s) and partner organisations. Include any conditions which you consider may affect the outcomes of change. Background information can cover:
1. the whole-school context – type of school – number of pupils on roll – number of staff – ICT provision – other relevant information.
2. the classroom context – physical characteristics of the classroom (including ICT provision) – class profile, including:
– age range – number – strengths – pupils on SEN register – other relevant information – classroom support.
3. the personal context – How did you become involved in the research project? – Why is this research important to you at this point in your career?
4. other factors.
Have you obtained consent to undertake research? Record the response of your discussion of the research with the headteacher, senior management, governors, other colleagues and pupils.
Can you ensure that confidentiality is protected, if required? How?
Some ethical rules for school-based research:
1. Ensure that the research you propose is viable, that adequate research design has been established, and that appropriate data-collection techniques are chosen.
2. Explain as clearly as possible the aims, objectives, and methods of the research to everyone involved.
3. If using confidential documents, ensure that anonymity is maintained by eliminating any kind of material or information that could lead others to identify the subject or subjects. Pupils’ identities should not be revealed in web material published as a result of the research.
4. Ensure that you have permission from all involved before publication of any or part of the research.
5. You should be aware of the possible uses of the research findings.
6. Research should not ultimately disadvantage any group of pupils.
7. Data should be stored securely and destroyed within 18 months of the end of the study.
8. If there is joint or collaborative research, all researchers must adhere to the same set of ethical principles.
(Adapted from Hitchcock, G and Hughes, D 1989. Research and the Teacher . London: Routledge. p 201)

Setting up the research: some decisions
Before undertaking research, decide on the method of data collection, and why.
1. What data will you collect?
2. Who will you collect data from?
3. In what form will data be collected?
4. How will recording of data take place? Consider the suitability (or otherwise) of a range of research methods.
For example:
• qualitative data – case study – interview – questionnaire – documentary evidence – observation journal
• quantitative data – What will be measured? – How will data be collected? * analysis – How will data be analysed? –
At what points will analysis be undertaken?

Running the study
This checklist can help to ensure that the study is well organised before you pilot or run the research. Have you:
• obtained consent for the study?
• booked computers / ICT / computer suite?
• checked that electrical / ICT equipment is in working order?
• obtained supplies of consumables (for example, tapes)?
• checked that you are familiar with any software or hardware?
• checked that you can obtain technical support if necessary?
• produced and tested your data-collection instruments?
• kept a record of the contextual conditions existing before the study?
• checked that your study is integrated into the school’s planning?
• checked that your pupils understand your aims for the research?
• checked your own and your pupils’ aims for their learning?
• organised classroom support if necessary?
• checked that everyone involved has a timetable for the study?
• checked that everyone involved has contact details for one another?
• ensured that there is a clear storage and retrieval system for data collected?
• built time for analysis, reflection and discussion into the research timetable?
• organised a definite start and end point for data collection?
• decided who will write up the study?
• decided who will read and comment on drafts of findings?
• found a way to disseminate your findings?
• started a research journal which must be continually updated?
• set up a way to record questions which arise during the study?

Reporting your findings
The structure, content, word length and style of presentation of your findings will depend on your intended audience. For example, papers for journals or articles for magazines will be presented in a different format from book chapters or a research report. It is important to look carefully at existing publications of the kind you are trying to write, to gauge such features as the style, length, and format for your writing. The following structure outlines the presentation of a research study and its findings. The abstract may well be the last section to be written. Material for sections 2 to 6 and 10 to 12 can be collected throughout the study. For information on good practice in educational research writing see:


structure for a research report
1. Abstract
2. Background / introduction / context for the research
3. Review of relevant literature
4. Research methods
5. Findings
6. Analysis
7. Discussion
8. Conclusions
9. Summary and new directions
10. References
11. Glossary
12. Appendix

Finding the relevant literature
What existing work, including articles on research methods, relates to, or informs your study?
Compile an annotated biography of books, book chapters, articles and papers, with quotations, including page numbers.
Compile an annotated list of relevant web addresses with dates. Links provided here can help you to find relevant work:
• BUBL contains a thorough list of links to journals and research for specific subjects.
• Educati on-line has a directory of papers and research.
• Educational Action Research a publication on action research.
• PINAKES a portal to subject-specific academic research directories.
• Social Sciences Information Gateway .
• Teachernet – the Department for Education and Skills (DfES) portal for teacher information.
• T for T: Action Research by Teachers for Teachers .
• TTA: Teacher Training Agency Research pages .
• UK Higher Education & Research Libraries .

Other sources of information
• Becta Becta Research Area contains information on Becta’s research activities,
• Teacher Resource Exchange teachers can submit their ideas for ICT use, and develop ideas to become full resources for use in classrooms.
• Teachers Online Project a discussion forum, where teachers can exchange views and join in collaborative projects. There is a monthly newsletter on ICT in education.
• Virtual Teacher Centre (VTC) links to ICT in practice across the curriculum, as well as news and updates for teachers.

The Reflexive Teacher

May 5, 2011

Presentation from the Teacher Leader Induction Day Sheffield Hallam University. Download from  Reflexive Teacher

Googling through the Research

January 23, 2011

I had the privilege for the past two days of running a seminar on educational research for our Master’s level teacher leader programme at Sheffield Hallam University. During the seminar we talked about the eclectic methodologies one can use when evaluating data. The discussion inevitably turned towards the tension that sometimes exists between qualitative and quantitative methodologies and the unhelpful binary that this sometimes creates. We also examined some of the free tools that are available to both the professional and the occasional researcher, and between us we uncovered a rich mine of easily accessible tools. Without meaning to sound like a Google zealot, the Google suite offers a range of helpful applications in this field. Google Scholar is a great alternative to the sometimes unwieldy online university library resources, offering access to many online journal articles. Narrow you search by include the metatag ‘pdf’ in the search criteria. Google Docs has a powerful spreadsheet that offers the facility to create simple aggregated statistics. For the analysis of qualitative data, free applications such as Weft QDA (Qualitative Data Analysis) can help with thematic analysis of text based data and the mighty and majestic creates word clouds based on text files that not only analyse but present data in an attractive and readable form. For online surveys and questionnaires, both zoomerang and survey monkey are good applications that allow data to be collected quickly and efficiently online. I wish I was doing my Master’s now. Back in 1984 I used a manual typewriter and spent an eye-watering amount of money on a scientific calculator that proved to be totally counter-intuitive and ill-suited to the purpose for which I bought it. The tools available now offer huge affordances to the teacher researcher. I can hardly wait to read the research reports from the people doing our teacher leader programme.

Barnsley Academy celebrates a watershed in GCSE results

August 24, 2010

Students and staff at Barnsley Academy are celebrating a breakthrough year in GCSE results. The number of students achieving five or more A*-C grades including English and maths has almost trebled; this year 51% achieved these results compared to 19% last year. These are the academy’s best ever results and are a dramatic increase from the 6% of students achieving these results in 2006 – the year before the academy opened. In achieving these results the academy has broken the National Challenge target.

In total, 93% of students achieved five or more GCSEs or equivalent at grade A*-C; a dramatic increase from 77% last year. To celebrate these results, the academy let off 93 helium balloons when the students came to collect their results this morning.

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