Ten Steps towards better teaching approaches using Glow

Pedagogy and learning platforms are set to change how teachers teach and how learners learn.

How can teachers enhance their approaches to teaching for effective learning with Glow: move from a more traditional approach to teaching, towards making effective use of online learning space?

How can we take steps to bridge the gap between formal and informal learning?

What advice can we give to teachers about how to use Glow?

What approaches support effective learning with the tools available in Glow?

These are some of the questions which will be considered while practical suggestions are offered for using Glow in the classroom today.

Lesley Dickson:I have been a primary teacher for almost 30 years with most of my classroom experience being at the early stages.

For approximately 9 years I was Depute Headteacher at Kilmacolm Primary, Kilmacolm.

I became interested in ICT and the role of ICT Co-ordinator became a major part of my remit.

This led to me gaining a seconded post with my local authority, Inverclyde, to support NOF training.

When this initiative finished I stayed on secondment as an ICT Support Teacher for a total of 7 years until March 2007.

I am delighted to be working in LTS as part of the Glow Team.

I believe that Glow will allow learners and teachers to work in partnership and share resources and that it will be a tool for change in Scottish Education.

Karen-Ann McAlpine I originally trained as an English teacher but moved on to a promoted post in Support for Learning.

This led me to teach in various types of establishments in Scotland for 9 years.

I began work as an Educational Consultant with Glow in January 2006.

Previously I worked in a similar role with Interactive Learning Systems and in Australia promoting the use of teaching and learning products.

I have a passion for the impact ICT can have in education and am excited about the practice starting to emerge with Glow in Scotland.