Over the past decade the classroom environment has dramatically changed. Today, interactive and assistive technologies are now a seamless extension of classroom resource, providing a platform to develop and engage young minds.

Incorporation of interactive technology within an educational setting can benefit teachers and students alike. As such Tiny Green PC have spoken with Denise Ainsworth, Second in Technology and member of the Digital Leader Team at LSA Technology and Performing Arts College, to help further understand the use of interactive technology in the classroom and its benefits.

How do you incorporate technology within your lesson plans?

As a Design and Technology teacher (Textiles, Graphics, Food, Electronics, Resistant Materials and Engineering), some kind of computer technology is always included within the lesson plans.

All classrooms are equipped with a projector, or a Smart Board. The software used can range from PowerPoint, iMovie and YouTube/Video clips, to interactive activities on the Smart Board using Nearpod. If we are in a computer suite, there may be software planning for Serif, Solid Works or 2D design.

Of all the subjects you teach, which ones are the most heavily reliant on the use of technology?

The Graphics lessons are often taught in the computer suite allowing the students to use Computer-Aided-Design (CAD) packages such as Solid Works, to aid the accurate drawing of 3D products, and also 2D Design which helps the students understand the use of CAD and CAM (Computer-Aided Manufacture), their designs can either be used in conjunction with the Laser or Cutter. Yenka is used specifically in Electronics to produce digital circuit boards.

The GCSE coursework relies heavily on the use of digital presentation either in a CD format or an A3 folder, this is often difficult, throughout the school as there is not enough computer provision. Many students therefore use their own equipment at home and print work in school from a pen drive. Within my Textileâ€™s classroom I have five computers for use with classes of twenty four or more.

How are large touchscreens used within your school, and what are the benefits over traditional white/ blackboards?

Large touchscreens are used extensively throughout the school, but more in some departments than others. Maths and IT have the most as they are in all associated classrooms. Much of their work is carefully planned minute-by-minute to include as much of the interactive screen as possible from the teachers giving clear examples and working out, to the pupils using the boards as a touchscreen or electronic pen. They are also used with other electronic devices such as phones and iPads.

Maths students are usually setted so personality rather than ability comes into play. Most students enjoy working electronically so inclusion rates are at their optimum whether they use the touchscreen or a device to interact with it. No matter what level of student ability they all use this technology and relate to it well.

In Technology we have one touchscreen in the computer suite, this is ideal to showcase new software and to get the students to participate.

Many students who would not always offer answers or solutions within a traditional classroom environment are more willing to use the touchscreen, creating a climate of inclusion and natural differentiation. Students will often work better when they can see their peers solving problems on the touchscreen rather than the teacher, and the more capable students are often used as coaches in this respect as those who struggle find it easier to work with them.

We are continuing to find new ways of using both the touchscreen and the whiteboard and projector as students are much less shy of using this form of interaction. During a life or citizenship lesson, for example, students are often asked for their opinions. Twenty-five students shouting out is not the best way to handle the situation, but this technology offers a better and clearer presentation format which allows all students to have a voice and add their perspectives to a group discussion in a constructive manner.

Do you have any experience teaching students with learning difficulties, for example Dyslexia or ADHD? If so, do you think that technology supports engagement and inclusion within the classroom environment?

There are always children in the class with some kind of special educational need, often letting them work on the computer to produce written work is more successful than asking them to use pen and paper. They can spell check and their work is legible, often they are supplied with a laptop, this seems to help with disruptive behaviour and they become more focussed.

Sometimes however if their reading age is very low and their comprehension skills are weak, they struggle with the complex CAD packages as they find it hard to read and understand the instructions to carry out the software tasks.

They also find the software commands difficult to interpret, for this reason I ask them to work in pairs in order to discuss any problems they may encounter. However I have seen dyslexic students really excel using the symbols or just having an intuitive flair for the workings of computer CAD packages.

Throughout your teaching career what do you think has been the most beneficial advancements to technology within the classroom?

The Internet on whatever device is available whether itâ€™s on a Smart Board, Smart Phone, iPad/tablet or computer. This is invaluable as it supports classwork and homework, takes the place of text books, saves money and means whatever knowledge we require is at our fingertips.

How have your teaching methodologies changed since the introduction of technology in the classroom?

They have evolved over time, before I was a teacher, I worked as a designer using Corel Draw producing clothing design work and packaging, and worked with computer aided manufacture in the knitting factories. As an NQT I fought to take CAD into the classroom for my Graphics lessons and improved GCSE results at my first school. (12 years ago). At that time I was given a laptop with a large screen when most teachers didnâ€™t even have one.

Being a member of the Digital Team means I am a digital leader. I have a laptop, iPad and iPhone, all of them are connected and I can be contacted at any time. Last year I led a team, trialling new apps on laptops and computers for use in the classroom and turned myself into a virtual avatar to present the findings.

We had a BOYD (bring your own device day) where the students used their own devices for research, quizzes, and the uploading of work. Students are allowed to use phones and connect to the school internet but with teacher permission only, the use of phones became too intrusive (and time wasting) and strict rules are now in place about their use.

I use technology in the classroom when it is needed, not for the sake of it. If I want to use technology to solve a problem or teach a particular lesson I will learn how to do it, then share it with the Innovation or Digital group so others can do the same.

Who do you believe can benefit most from the use of technology in the classroom?

Everyone benefits, quite often the students can help the teachers understand what methods or apps to use in order to aid their learning and engagement.

Do you feel well-equipped to confidently use any new technology provided in your classroom?

Yes, technology has always been a big part of my working life and will continue to be. Next week the digital team will take part in an Apple training day to make further use of our iPads ready for next year. I enjoy making work sheets, presentations and resources, it makes teaching and learning easily accessible for everyone.

Would you like to book a demo and see how interactive touchscreen can help in your classroom?