Historical introduction

In the year 2000 I decided to start a newsletter for teachers of ICT in schools. Apart from a name change, formatting changes and alterations in content, it’s still going strong.

I realise that sounds exactly like the old joke: this axe has been in my family for generations, and in that time it’s had 21 new blades and 15 new handles. Or as epitomised in this Only Fools and Horses sketch:

But my rationale for starting it was to help other teachers of information technology, ICT, digital education and Computing, and that’s the core thing that has not changed.

It’s interesting, I think, that when I look through the archived issues of Computers in Classrooms, as it was then called, I realise that some of the articles could quite justifiably be published today. For example, in this first issue I wrote an article asking why anyone should use education technology in their lessons:

“Forget about Government regulations, inspectors and moral blackmail (from people like me) about dragging yourself into the 20th century, let alone the 21st. Your lessons are perfectly good, your students get A’s every
time and you’ve just been nominated for an award. So why scrap everything and try to introduce computers into your lessons? After all, if it ain’t broke, why fix it?”

— Terry Freedman, Computers in Classrooms, 2000

Starting from a low base

When I started the newsletter I had no budget and no subscribers. To solve the first problem I used a free newsletter sending service. It was funded by ads, and would only allow text, not graphics. To solve the second problem I asked a few work colleagues to subscribe, and then word of mouth started to kick in.

Anyway, I thought I might start reproducing the old issues on the ICT & Computing in Education website. You may find it interesting or amusing to see how much things have changed since then — and how much has remained the same.

I’ve kept the formatting, but I’ve removed the names of people who contributed their opinions or survey responses. Although I had their permission to quote at the time, that was twenty years ago. Also, many of the links and email addresses are no longer valid.

Before standing back to allow you to read the very first issue, just let me say that the newsletter is now called Digital Education, and is still open to new subscribers:

If you found this article interesting and useful, why not subscribe to my newsletter, Digital Education? It’s been going since the year 2000, and has news, views and reviews for Computing and ed tech teachers — and useful tips.

For a limited period of time, sign up for a free copy of Tips for Teaching Online. Offer ends on 20 December 2020.

And now for that very first issue, that momentous periodical who launch changed history, that masterpiece of erudition that… Eh? Oh, ok, sorry. Here it is:

Computers in Classrooms
===============================================================
ISSN 1470-5524
Edited by Terry Freedman
Home Page: http://easyweb.easynet.co.uk/~etfreedman (or, if you are
manually entering the address, http://fastlink.to/ict)
Email: compic@etfreedman.easynet.co.uk
Volume 1 Issue 1 *** 03 April 2000
===============================================================
In this issue:
---------------------------------------------------------------
* About this newsletter
* Jargon buster
* Email tip
* Classroom Tip
* Admin Tip
* Why do it?
* Book review
* Scenario: It could happen to you!
* Feature: What do ICT Co-ordinators REALLY want?
* Next issue's Feature
* About the editor
* Subscription details
* Advertising rates
* Disclaimer
===============================================================
About this newsletter
---------------------------------------------------------------
Whether we like it or not, computers in the curriculum are here to stay.
And, being realistic, it's going to become more and more difficult for
teachers to avoid incorporating the use of computers in their schemes of
work, especially in the UK. This newsletter looks at, amongst other
things, what works and what doesn't. It includes hints and tips for
teachers new to using computers, and items of interest to ICT
co-ordinators.
You can help by completing the survey at http://fastlink.to/cics, and
encouraging others to do the same. The survey takes just a couple of
minutes to complete, and can be submitted on-line, so that it arrives by
email, or faxed to me, or even sent by post. Full details are on the
survey form on the web site.
===============================================================
Jargon buster
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Some of the terms used in this newsletter may seem a bit arcane to anyone
living outside the UK, so here is a quick guide:
DfEE..........Department for Education and Employment
ICT...........Information and Communication Technology
NGfL..........National Grid for Learning
Ofsted........Office for standards in education
UFI...........University for Industry
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Email tip
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(aka Filter tip? Read on...)
If you're anything like me you've subscribed to more than one newsletter
-- perhaps quite a few. This can easily make reading your email -- or at
least prioritising it -- a real problem. Why not get your email program to
do the hard work for you?
Most email programs allow you set up filters, sometimes known as rules.
There are too many email programs around for me to be able to give you
precise instructions for all of them here, but I can tell you the general
principles, and then outline the procedure in Outlook, Outlook Express and
Eudora. Then you will need to read the Help section in your program to
find out *exactly* how to do it.
First, you need to set up a folder or a mailbox called Computers in
Classrooms, or if you prefer, Compic for short.
Next, set up a filter or rule that will transfer any email message with
the subject Computers in Classrooms into that folder. I will help you by
always using that in the subject heading of my newsletter-related emails
to you.
Finally, you need to add a rule or action that will tell the filter (or
rule) not to process any other filters or rules that you've created --
otherwise you can get all sorts of unexpected, and unwanted, side effects.
And that is literally all there is to it. You may be able to add a few
more "special effects", like playing a sound every time you receive this
newsletter, but only try out those kind of things when you're sure the
filter works properly. You can easily test out the filter: simply send
yourself an email with Computers in Classrooms in the subject heading. Ah,
the wonders of modern technology!
OK, now for the specifics...
Setting up rules in Outlook:
1. Click on Tools.
2. Click on Rules Wizard.
3. Click on New and then take it from there.
Setting up rules in Outlook Express:
1. Click on Tools.
2. Click on Message Rules.
3. Click on Mail and then select the rules and actions you want.
Setting up filters in Eudora:
1. Click on Tools.
2. Click on Filters.
3. Click on New and then set the conditions and select the actions.
OR...
You can create a filter based on an open message by clicking on Special
and then Make Filter.
*Always remember to save the rules or filters you've created!*
If you have a tip that you'd like to share with others, please email it to
emailtips@etfreedman.easynet.co.uk, remembering to include your name and
job title. If you would rather these details weren't published, please say
so, otherwise they may be.
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Classroom Tip
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Teaching in a computer room is no different to teaching in an ordinary
classroom -- apart from the obvious. One thing to think about is this:
what happens when the pupils enter the room? The first couple of minutes
of any lesson sets the tone for the remainder of the lesson, and it is
very difficult to bring a class back after a faulty start.
At first glance, it would seem that pupils and their teacher have a
perfect excuse for a poor start to the lesson, because apparently nothing
can be done while the pupils are logging on or waiting for software to
start up. However, this perception is wrong. Here is a menu of possible
starting activities that the pupils could be asked to do once they have
started the logging-on process:
* Write down today's date in their homework diaries.
* Copy today's homework from the board.
* Get their folders out onto the desk ready for an inspection.
* Complete a planning sheet for their project.
* Answer a list of questions on a worksheet.
A good starting activity is one which helps the pupils get settled quickly
and quietly, and has the following benefits:
* It sets the tone for the rest of the lesson.
* It gets across the idea that computers are for serious use.
* It helps pupils to focus on a key idea or activity.
* Lastly, if something is wrong and the computers don't work as expected,
at least you will have settled the pupils down *before* the riot occurs!
If you have a tip that you'd like to share with others, please email it to
classtips@etfreedman.easynet.co.uk, remembering to include your name and
job title. If you would rather these details weren't published, please say
so, otherwise they may be.
You'll find more information and articles about managing ICT on my
website, http://easyweb.easynet.co.uk/~etfreedman or
http://fastlink.to/ict.
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Admin Tip
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Unfortunately, despite the best efforts of the UK's Department for
Education and Employment (DfEE), teachers still have to undertake a lot of
admin work that is unrelated to the job itself -- or not directly, anyway.
A good "motto" to adopt is the DfEE's "Right first time". In a nutshell,
this means not entering data into a computer system that has already been
entered. In simple terms, if you have, say, a list of pupils' names in a
spreadsheet, you should not have to retype them into a word processor.
Fortunately, software applications usually make it easy to deal with this
situation through the use of copy and paste. Here is how it would work in
the example just given:
First, select the list of names in the spreadsheet. (Many people use the
word "highlight" rather than "select".) This means clicking *once* on the
first name, holding the left mouse button down, moving the mouse down the
page, and then releasing the mouse button when all the names have been
selected.
Next, click on the Edit menu, and then click on Copy. (If you want to
*move* the list of names rather than just copy it, select Cut instead.)
Now go to the document that you want to put the list of names into, and
select Edit and then Paste. The list of names will appear as if by magic.
What is happening is that the text that you copied or cut is being stored
in an invisible area of the computer called the Clipboard. This is only a
temporary storage facility: as soon as you switch the computer off or log
off the network any data in it will disappear.
By the same token, one thing to bear in mind is that unless you are using
a special utility, or have a very modern version of some popular programs,
you can only store one lot of information at a time. That is to say, as
soon as you copy or cut something else using this method, the first thing
you copied will be unceremoniously booted out of the Clipboard to make
room for the new arrival. Incidentally, the Cut/Copy and Paste technique
works with pictures and other objects, such as text boxes and graphs, as
well as text.
If you have a tip that you'd like to share with others, please email it to
admintips@etfreedman.easynet.co.uk, remembering to include your name and
job title. If you would rather these details weren't published, please say
so, otherwise they may be.
You'll find more information and articles about using ICT to reduce your
admin burden, on my website, http://easyweb.easynet.co.uk/~etfreedman or
http://fastlink.to/ict. Also, look at the DfEE's admin-related website,
http://www.dfee.gov.uk/cuttingburdens/.
===============================================================
Why do it?
---------------------------------------------------------------
Forget about Government regulations, inspectors and moral blackmail (from
people like me) about dragging yourself into the 20th century, let alone
the 21st. Your lessons are perfectly good, your students get A's every
time and you've just been nominated for an award. So why scrap everything
and try to introduce computers into your lessons? After all, if it ain't
broke, why fix it?
This sort of viewpoint is, of course, very valid, and one which more
people ought to take note of. What is needed is not just *more* ICT, but
*better* ICT. In the context of the curriculum at large, "better" means
more able to help the students obtain higher grades than they otherwise
might have done. If using ICT won't achieve that in a particular context,
there's absolutely no point in using it.
For example, when computers first started to appear in classrooms in the
UK, just over 20 years ago, my subject specialism at the time was
Economics. Now, there were computer programs around which simulated the
workings of the economy, and these were brilliant to use because they
enabled you to experiment in a way that would not have been possible with
any other teaching aid. You could, for example, adopt a target of zero
inflation, and see what would happen to unemployment. Or you could target
zero unemployment, and see what would happen to inflation. But for *real*
teaching, you could use these targets to prise open the "black box" and
fathom out what the underlying assumptions of the model were.
That program had so many extension activity possibilities that just about
every investment of time spent on them paid wonderful dividends. On the
other hand, there were programs available which dealt with topics in such
a way that it was almost *never* worth the effort of setting the computer
up for them. It's very important, I think, to make such judgements on the
basis of ones expertise, both in the subject and as a teacher, and not get
locked into a "for" or "against" position which does not take account of
the circumstances in question.
There are, of course, practical considerations too. Fname Sname, of the Schoolname School in Canada, found the prospect of using computers very
daunting at first, given the lack of equipment, lack of "technical" skills
and fear of the unknown.
These thoughts are also echoed by Fname Sname, of the x
School District in the USA, who was concerned that the students would know
more than the teacher, who in turn would end up looking pretty stupid.
Fname Sname, Advisory Teacher of ICT in LA, London, acknowledges
these fears:
"One of the most common fallacies ICT Co-ordinators (and teachers) have is
that they think they need to know everything about computers before they
can teach ICT. This just isn't true. NO-ONE knows everything about
computers."
It's very easy to get into a negative, downward spiral about these things,
and the fear is quite understandable. If you were a geography teacher and
a pupil asked you what ribbon development is and you replied "No idea",
then yes, you would look rather silly. But when you consider the
complexity of modern programs, nobody is so unreasonable (not even kids!)
that they would think you should know every single keyboard shortcut and
all the subtle nuances and hidden nooks and crannies of programs. As an
example, I consider myself to be pretty adept at using computers, yet just
last week I accidentally discovered something in my email program that
I've never come across before -- despite having read the manual and having
used the program in its various forms for the past 5 years!
Also, there is the practical worry: what happens if the network breaks
down in the middle of the lesson? (See the Scenario section below, also.)
But there are positive things too, such as student motivation (which we
will look at in the issue after next), and the fact that ICT can help
children discuss things. As Fname Sname puts it:
"'Isolated' learning has changed to collaborative/co-operative learning in
my classroom."
ICT can open up worlds and break down barriers to learning. But it's not a
panacea and it needs to approached and evaluated sensibly. In my humble
opinion, the person who won't even look at a computer and the person who
won't use anything else, regardless of the objective circumstances, are as
bad as each other!
If you have any views on what makes teachers reluctant or willing to
incorporate computers in their curriculum work, please complete the survey
form at http://fastlink.to/cics.
===============================================================
Book Review: Facts in a Flash
---------------------------------------------------------------
To listen to some people you'd think that libraries don't exist and that
research was impossible before the advent of the internet. However, as
many a teacher -- and pupil -- has discovered, searching for information
in a book is sometimes a lot faster, and a lot more productive, than
searching the internet. And sometimes, of course, the opposite applies.
The bottom line is that you not only need to know *where* to look for
information, but *how* to look. This is especially true of the internet,
where the landscape is constantly changing as web sites come and go,
seemingly at the drop of a hat.
So who is best qualified to teach you how to search? A computer buff? Not
necessarily. How about a librarian instead?
"Facts in a Flash" has been written by a librarian, and covers books and
journals as well as internet-based resources. Now, unfortunately for
non-US residents, the book is published in the USA. This means that, by
and large, the sections on printed resources are useful only in terms of
the techniques given rather than the materials themselves -- although, of
course, they may give you ideas of what to seek out in the United Kingdom
and elsewhere, because there may be the equivalent available.
The internet resources are the most immediately useful, and include
UK-based ones too. Many of the web sites mentioned in the book are not
ones I've come across before through using the standard search engines.
The book is divided into topic areas, and is full of hints and tips, such
as how to find information on a topic if it isn't listed in your library's
catalogue. There is also an excellent section on using search engines
effectively that every teacher who uses the internet, or is thinking of
doing so, ought to read.
Metter, Ellen, Facts in a Flash, Writer's Digest Books, £13.88, ISBN
0-89879-910-4
===============================================================
Scenario: It could happen to you!
---------------------------------------------------------------
In each edition Computers in Classrooms will feature a scenario -- some
would say a nightmare scenario. Please write in with your suggestions on
how to deal with it. The easiest way is to use the special form on the
website, at http://easyweb.easynet.co.uk/~etfreedman/scenario.htm.
Alternatively, email your comments to scenario@etfreedman.easynet.co.uk,
including the information below:
* Your name
* Your employers
* Your post
* Country of residence
* Title of Scenario
* Your comments
* Whether we may quote you?**
* Whether we may say who your employer is**.
** ie in the newsletter, articles and books.
Thank you!
And now, here's the scenario:
You booked the use of the computer room ages ago, as part of your scheme
of work. You've got the class in, everyone has settled down and have
started to log on to the network. Then you experience a sinking feeling as
it becomes abundantly clear that the network is not working. What do you
do?
===============================================================
Feature: What do ICT Co-ordinators REALLY want?
---------------------------------------------------------------
(A shorter version of this article was published in The Guardian's
educ@guardian supplement on 21 March 2000.)
The job of an ICT co-ordinator is both varied and demanding. You are
usually expected to be an expert in ICT, how to teach ICT and how to fix
the hardware. There is an excellent description of what the job entails on
the internet at
http://www.techlearning.com/db_area/archives/WCE/archives/bray.htm. This
an article written by someone who teaches in America, where ICT
Co-ordinators are known as "technology co-ordinators". Alternatively, for
a slightly different perspective on this, see my list of tasks at
http://easyweb.easynet.co.uk/~etfreedman/tasks.htm.
Now, everyone thinks they *know* what ICT Co-ordinators want -- more
technician time, more time, better equipment and so on -- but as far as I
know there hasn't been any research into this. That's why I decided to do
my own.
The means chosen for the research was the internet, or more specifically
my own web site. This was the least expensive, because I didn't incur
stationery, printing and postage costs. I publicised the survey in various
newsgroups and discussion lists, and the NAACE newsletter, but was unable
to get much media coverage. In fact, the only newspaper to pay any
attention to it was the Guardian. (NAACE, by the way, is the National
Association for Advisers in Computer Education.)
As I said earlier, the results of the survey were reported in the
Guardian's educ@guardian supplement on 21 March 2000, but in this report I
should like to go into a little more depth than was possible there.
On the survey form, people are invited to prioritise three wishes, and to
add an explanatory comment if they like. In fact, I have just reinstated
the survey owing to resurgence of interest following the Guardian article,
and you can see the form (and complete it!) by going to
http://easyweb.easynet.co.uk/~etfreedman/wishlist.htm. Here is a breakdown
of the results.
First, some numbers. By far the majority of respondents, 64%, was from the
UK, with a further 30% hailing from the USA. The remaining 8% came from
Australia, Canada, Channel Islands, Holland, Malaysia and Nepal. Most of
the people who replied are Heads of ICT or ICT co-ordinators, although
there was a smattering of Deputy Headteachers and ICT advisers.
Just under 20% of respondents said they would like more time to do their
job - although, surprisingly perhaps, only 6% put this as their first
choice. More money was also a popular "demand" - not for themselves, but
for equipment and software, and for technicians' salaries. I think this
last item is an important point to ponder. The popular image of the ICT
Co-ordinator is still, I think, that of a man with a beard, and a top
pocket bulging with pens, screwdrivers, and bits of integrated circuit
boards. That being the case, it is hardly surprising that many teachers
seem to have the notion that ICT Co-ordinators just want more and more
equipment (often expressed as "boys and their toys"). If this survey
reflects ICT Co-ordinators in general, it would seem that money for
technicians salaries, in order to attract people of the right calibre to
do the job, is high on the list of needs.
One or two other responses crept in, which were interesting but too few to
affect the main findings. For example, management, which I took to mean
senior management, cropped up several times, always in a poor light. One
wish, for instance, was for "A management that knows what it's talking
about!"
Incidentally, there were 144 responses altogether, out of about 1000
visits to the survey form.
But these statistics do not convey the range or depth of feeling on the
issues facing heads of IT and ICT co-ordinators. Several are concerned,
for example, with the nature of the job itself. Fname Sname, Informatics
Co-ordinator at x School, LA,UK,no doubt speaks for
many in saying "The task of keeping up to date with developments in
hardware and software would constitute an entire job in some industries.
In a secondary school this is just one sideline for an individual who
often has a full-time teaching post!" (In fact, as an aside, Fname Sname took me to
task for not stating in my book, Managing ICT (how's that for a subtle
plug?) exactly how much time is needed to do the job properly!)
Fname Sname, an ICT Co-ordinator in a school for children with severe
learning difficulties, is worried by the fact that there are several
agencies involved with ICT in schools, but that they all seem to leave SEN
out of the picture until it's pointed out to them. "Quality of
product-equipment and training is most obvious to teachers in schools.
They should be consulted and asked for feedback. Expensive mistakes then
won't be replicated and replicated.", he says.
Fname Sname, a primary school teacher whose school has provided him
both with non-contact time and a network manager, agrees. "I've been a
teacher a long time," he says, "but I've never been an ICT technician."
It's interesting to note, by the way, that what used be thought of as
unthinkable, because impossible, in the primary school is slowly but
surely gaining ground. I am referring, of course, to computer rooms,
taught ICT lessons, non-contact time and technician support. The growth in
the number of primary schools with computer rooms was cited in the recent
national Ofsted report as instrumental in developing good quality work and
improved teaching. The report's full title is The Annual Report of Her
Majesty's Chief Inspector of Schools Standards and Quality in Education
1998-99, and you can read it on the internet at
http://www.official-documents.co.uk/document/hoc/157/157.htm (or read the
summary of the IT-related comments in the next edition of Computers in
Classrooms). Once a school has a computer room, it is probably only a
matter of time before it becomes blindingly obvious that one person with
no non-contact time cannot manage the set-up effectively. I'd be
interested in your comments on this.
Getting back to the survey, Fname Sname, teacher at the x
School for Girls in LA,UK, wanted more technical support across
the campus. As a result of the survey, the ICT technician "has been
promoted to "Computer Support Officer" and at long last has received the
pay he deserves." I suppose that this is an excellent example of the
problem faced by scientists (and others): that by examining something you
change it in some way. At least in this case it clearly had a very
galvanising and positive effect!
Technical assistance and the wide-ranging nature of the job were not the
only concerns. Fname Sname, Instructional Technology Co-ordinator at the
x School District in the USA, is concerned with
the way we teach children to use the technology. He draws an analogy with
adults encountering new ideas and challenges at work. "Do we sit in our
chair and raise our hand waiting for the boss to come by? Most likely
not...Yet we are still teaching our students this way!" One of the reasons
for this, he believes, is that "teachers aren't trained to teach in a
style that enhances the student's ability to learn with the new
technologies."
That's an interesting point if you come to think of it. The technology has
moved on, but have our teaching methods? Rick's comment reminds me of the
time I was part of an audience that had to endure an hour-long lecture on
the inefficiency of lecturing to a class.
It seems to me that a way of avoiding the problem Rick cites is to have a
scheme of work and, within it, lesson plans, that takes more of a
problem-solving approach than a skills-based approach to the subject in
question. We need to seriously consider the potential of the technology to
change not only the teaching process but also, perhaps even more
fundamentally,the learning process itself.
I was pleased that several advisers responded to the survey as well.
Advisers have the benefit of being acquainted with the situation in more
than one school.
Fname Sname, IT Adviser, feels that there should be more co-ordination at
a higher level. He maintains that there is a lot of overlap, between
different sources of funding. For example, he asks, "Where does the
community grid differ from the school and its community grid. Where does
NGfL stop and homework clubs, after school access by the community become
drop in sites for UFI?"
He sees the problem as "a lack of a master plan at the planning level
because some boroughs seem to get funding to develop the same project
under different banners or even in slightly different geographical areas."
Although I can see Ron's point, I am not sure that I agree. I am not a
scientist, but from what I understand of evolution theory Nature tries all
sorts of experiments until it finds one that seems to work. Perhaps our
Government is doing the same! However, other people's views on this matter
would be interesting to hear. Email your comments to
wsurvey@etfreedman.easynet.co.uk.
Fname Sname, Advisory Teacher for ICT in the London Borough of x,
also tackles the technician issue: "I believe that what ICT needs is a
good teacher as a role model, not a good technician. This implies that the
technical side should be looked after by technicians, and the curriculum
and conceptual learning by the teacher."
An interesting aspect of the survey was that it threw up views which may
well find support elsewhere. Fname Sname, an independent ICT consultant,
is concerned that schools take advantage of the fact that many students
have computers at home. As he puts it, "How well schools capitalise on and
support the use of ICT at home will be a key difference between schools
while the lack of ICT outside schools could be a key feature of failing
schools." He goes on to say that the importance of access to ICT is
emphasised by the Government's huge investment in Community Access to
LifelongLearning and City Learning Centres.
I understand from him that NAACE is preparing a document for members on
how to capitalise on the fact that more and more pupils now have access to
computers outside the school setting. Indeed, the Ofsted report referred
to earlier specifically mentions "increased access pupils have to
computers both at home and school" as being responsible for much of the
improvement in pupils' progress at the primary school level.
As a final point, the over-riding impression taking the survey responses
as a whole was that the people who take on the role of ICT Co-ordinator
may have a lot on their plates, and can think of numerous ways in which
their lot, and the provision of the ICT curriculum, could be improved.
But, they are more than willing to face the challenge. However, others can
play their part too. As one of the survey respondents (and *not* an ICT
Co-ordinator) says: "ICT teachers need on-going acknowledgement of their
knowledge, skills and understanding."
I should like to thank the people who gave me permission to quote from
their responses to the survey, and those who took the time and trouble to
expand on their original comments. If you would like to comment on any
aspect of this survey, please email me at
wsurvey@etfreedman.easynet.co.uk. If you would like to take part in the
survey yourself, go to
http://easyweb.easynet.co.uk/~etfreedman/wishlist.htm.
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Next issue's Feature
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Could do better: a summary of what the recent Ofsted report said about ICT
in the UK.
===============================================================
About the editor
---------------------------------------------------------------
I am an ICT advisor in London, and a freelance writer. You can find out
more by going to http://easyweb.easynet.co.uk/~etfreedman/tfcv.htm.
My most recent book is Managing ICT. My previous book was Make Time With
IT.
Managing ICT looks at all aspects of managing ICT in schools and colleges,
and provides checklists to help the busy ICT Co-ordinator. Graham
Marshment, writing in Managing Schools Today recently, said:
"Managing ICT" will provide a welcome breather, helpful tips, food for
thought and welcome support in moments of rapid change and breathlessness."
Managing ICT, Terry Freedman, £9.99, Hodder and Stoughton, ISBN
0-340-75334-X.
Make Time With IT considers numerous ways in which teachers and
school/college administrators at all levels can use computers to reduce
their workload. The tips contained in the book are summarised on my
website. Writing in the Times Educational Supplement, Mark Sealey wrote:
"It would be hard to imagine a subject that is not covered here."
Make Time With IT, Terry Freedman, £19.95, Questions Publishing, ISBN
1-898149-54-2
Both of these books are available from Amazon via
http://easyweb.easynet.co.uk/~etfreedman/buybooks.htm
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