Hi Geoff,

Thanks so much for your posting (and I very much appreciated your posting today on teacher 
learning styles - I'd like to come back to you as I am really keen to learn more about what you 
have written for us).  I am going to take the liberty of interspersing some of my thoughts in 
amongst your comments from Sunday - hope that's OK?  I hope others on our list write in too.

re. most of my thoughts are based on my own experiences in both classrooms and in a central 
coordinating role in the area of computer use. 

I am SO glad you joined this list!  That's such a fertile combination, in my opinion.  You might be 
interested in the v-mail I have started creating using Carnegie Foundation KEEP Toolkit software?
The Carnegie site explains the KEEP Toolkit and has lots of case studies showing us its potential at 
http://www.cfkeep.org  I am totally addicted to this content free way of framing teacher research!

re. What I have created as my "belief" system would probably not pass any test by academe, but it 
has worked well for me and I get to share the ideas with new teachers, who seem to be able to 
relate to many of the ideas.  

Isn't the more important thing that your belief system enables learning by you, student teachers 
and therefore by their kids in class?  You might be surprised that you can get accreditation for 
showing the influence of your belief system in action - how it enables learning in the classroom. I 
don't have any problem with teacher research being accredited or not but it should be rigorous.  

Does everyone know about the GTCe/TLA recognition (see http://www.gtce.org.uk/tla/tla_fwk/ )

re. I have given many presentations on problem solving and especially a method I devised many 
years ago for ensuring that I exposed children to open-ended problem solving, since that is the 
one we use most in life. In the process I created an overview of all problem solving methods. It is a 
loose model but one I find useful since it shows how some things relate to each other. The models 
I develop are for very much for practical purposes and have a minimum of "theory" but are useful 
for ordinary teachers I think. 

Yes, Please - Geoff - more details! 

re. I have also spent many years developing and presenting about the use of PowerPoint - PPT 
(gulp - a sometimes much berated tool) but not merely on a technical level - more as a creative 
partnership with the presenter.

Again, please - do tell us more!

re. I may be "barking up the wrong tree"!  Just tell me please.

Right tree!  Right bark!!!!

re. I think that creativity has been given a most inappropriate place in education and that has 
affected it's role in teaching styles.

Can you explain a little more please, Geoff?   I am being self-indulgent!  I am being funded by 
CARA to work with students and teachers in school to investigate 'creative' teaching and learning. 
Still early days but basically we are co-researching the kinds of creativity kids encounter in class.

re, The next part revealed the disturbing part that I could easily relate to based on my experience.

"In the school room officialdom suppresses all their natural experience; children are divorced from 
their culture. They are not permitted to approach the traditional heritage of mankind through the 
door of technological awareness; this only possible door for them is slammed in their faces." 

I do wish you had been with me in a school in Kobe a few weeks ago - it was so the reverse of this

re. I was seconded for two years to OISEUT many years ago, and while I was there I had the 
opportunity to spend time looking at the whole area of technology and it is intriguing to see the 
difference in treatment one receives in an academic institute when you describe your interests lie 
in technology. BTW I am actually a Math and Geog teacher by background but have taught Art and 
gifted children.

re. computer technology has two strengths that can be tapped for education as I see it, along with 
the observations of McLuhan. - it can develop efficiencies/productivity but it can be used 
creatively. As teachers I believe that we need to use the latter more than the former. 

Tho' as a school teacher of 23 years experience and an academic tutor of 12 ... I agree with you!

re. Using PPT as an example we can use it as a glorified chalkboard that focuses on efficiency (and 
the major "cute" factor) or we can enhance learning with a technology that "belongs to this 
generation" and has so much to offer. It like many pieces of software, can be used to address the 
creative side of a child but to do that we must reveal our own creativity and take the risks it 
involves. I think living what we preach is critical.

Have you read Catherine Meacher's research about PPT use on http://www.TeacherResearch.net ?

re. If we are to develop both curiosity (very well covered I believe, in most countries) AND 
creativity in it's widest sense and not merely the Arts(no insult intended here at all), then we have 
to include creativity as something worth developing and encouraging in all teachers. This is not an 
add-on, but a basic human need so why should it not be fostered and encouraged in teachers who 
are helping children reach their potential? 

I would say SPOT ON! and I am delighted to see you spelling that out!

re. It is time creativity came clearly out of the Arts closet. I think in order to do that we have to 
understand and accept the full spectrum of problem solving approaches.  I actually prefer 
"solution seeking activities" since it encompasses opportunity development which I see as 
"positive" problem solving. This involves the roles of logic, curiosity and creativity in those 
methods. I feel they can be delineated in order to clarify their roles but of course they are 
completely inter-related in the real world.  This would then better ensure that we cover the 
underlying skills that children will use, but in a balance that such skills will be really needed in 
their life. I know I am touching on sensitive issues here - no malice intended!

Ironically though, with an Arts Council funded CARA award we-I are looking at creativity in school 
and we are developing action research approaches to improve what we find and Spread the Word!

Geoff - thanks so much - please keep writing in,

Warm regards,

Sarah