Comments on the use of technology and teaching aids in the teacher survey forms
Teacher born 1927 working in secondary moderns in the 1950s and 60s:
‘Teachers today should appreciate the difficulty of producing worksheets with the
very restricted copying equipment available in 1951 and the lack of clerical assistants
in schools. It was impossible to produce illustrations and colour very difficult
although possible with a rather awkward process using different carbons. I had the
first school photocopier in Gloucestershire in 1965 as a special case to use copies of
documents from the County Record Office (which did not have a photocopier)!’
Teacher born 1939 teaching in grammar schools in the 1960s and 70s used:
‘Film strips/slides. A lot of contemporary literary material … used (but very difficult
pre-cheap photocopying).’
Teacher born 1933 teaching in comprehensive schools 1958-71:
‘I used books (backed up by a good school library), filmstrips, films (with difficulty in
those days!), local radio which took history seriously (I wrote a script on Travel and
Transport in Sheffield for example)…. Worksheets used sparingly – as before the
ubiquitous photocopier.’
Teacher born 1935 teaching in girls grammar school 1970s:
‘Videos were increasingly useful, programmes on world history very well made using
newsreels, etc. I used worksheets with videos to make them a basis for discussion, not
just an excuse to switch off! … They are not a substitute for teaching itself, but ways
of illustrating particular themes, personalities, crucial turning points in history,
particularly in 20th century history. Sometimes a film will stimulate less able students
and help them to produce better work over a period.’
Teacher born 1940 teaching in comprehensive schools 1962-95:
‘In my early teaching days we used to use radio and film strips a good deal and then
later TV and film. But these do not inherently teach anything – even the best film has
to be used for a teaching purpose. You can organise an effective lesson around one
picture.’
Teacher born 1945 teaching in comprehensive schools 1968-2004:
‘I had nothing at the beginning. I used my brother’s printer to produce my own
worksheets. From 1970 onwards I used … worksheets (I had many banks of these,
which were updated with new initiatives and revised regularly), maps, radio,
filmstrips (mainly in my early career) and video…. Filmstrips hardly [ever used] at all
after about 1980… Overall, books were probably the most useful tool (alongside
worksheets and occasional discussions) for years 7-9.’
Teacher born 1947 teaching in comprehensive school 1972-88:
‘Our first response was to develop worksheets which guided pupils through their
exploration of whatever resource material we had gathered….I was particularly
interested in the power of TV as a teaching medium but did not use it much until the
school bought a video recorder which allowed us to stop and start programmes at
points that would allow discussion or clarification or the noting of salient points of
information or opinion.’
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Teacher born 1949 teaching in grammar schools 1972-9 and comprehensive school to
2004:
‘In the early days video was a novelty and could be guaranteed to fascinate the pupils.
As time passed it had to be used sparingly and carefully. With judicious use of the
remote control and pause button it could become an interactive resource…. Text
books are often too bulky and put children off so worksheets and topic books became
the norm…. Computer use was a major step forward and is very effective if used as a
tool rather than simply as an aid to amass information.’
Teacher born 1950 teaching in high schools 1972-2004:
‘1970’s
bandas; cycostyled notes; taped audio programmes; chalk; visits
1980’s
photocopies; videos; chalk; visits
1990’s
photocopies; videos; print-outs from computers; visits
2000’s
internet; visits’
Teacher born 1954 teaching in grammar school 1977-82, supply 1989-2000 and
primary 2003-7:
‘In the early days [I] made stacks of resources…. More recently BBC websites and
Google searches for topics have been helpful… The transfer from video to DVD has
often resulted in excellent material … being underused and money wasted having to
replace resources…. The computer is great for children preparing and sharing topics
in a more interesting way.
The development of technology at all levels has influenced teaching. There are
interactive websites etc. that children can explore. Engaging the interest is a higher
priority but children also expect more on a plate… Children do not listen as well as
they have so many noise and visual distractions compared to us.’
Teacher born 1954 teaching in comprehensive schools 1976-present:
‘Tape/slide sequences [were] a novelty in the 1970’s as was the video recorder. Radio
broadcasts [were] used then too. Now I work in a technology college – IT plays a
large part – You Tube [is] very useful for C20th history. Still use videos – old C20th
video from way back … invaluable…. In Thatcher years got adept at making info
sheets and worksheets… Don’t use radio at all – do use music often.’
Teacher born 1957 teaching in comprehensive school 1980-present:
‘’The introduction of the video transformed teaching – I remember the days of getting
a projector out and a child moving the film strip on when the beep sounded! For me
video is the most effective [aid to learning], although You Tube is probably better in
that it allows the use of shorter clips as and when wanted, rather than feeling that
having gone to the trouble of putting a tape in you might as well show the whole
thing.’
Teacher born 1957 teaching in grammar and comprehensive schools 1979-present:
‘Gradually worksheets replaced books as we wanted to develop our own materials.
[We] gradually began to use more film strips and TV. Now audio-visual plays a role
in at least one lesson in three.’
Teacher born 1959 teaching in comprehensive schools 1981-present:
‘1980s bandas = height of technology – lots of lovely colours – trying to press out the
last bit of ink from a sheet.. seeing the kids sniff the sheets as you gave them a freshly
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‘bandad’ batch. I struggle with computer technology compared to my younger
colleagues and pupils – never really trained for it .. though I do try my best.’
Teacher born 1951 teaching in Scottish secondary schools 1974-present:
‘Used film strips, slides, moved to video, now some rooms have LCD projectors and
smart boards. However, pupils suffer death by a thousand powerpoints. Used one off
(banda) worksheets at first, moved to better quality gestetner ones, as we wrote info
and workbooks. Now use photocopied booklets, workbooks, stand alone homework
sheets.
Teacher born 1951 teaching in comprehensive school 1975-81:
‘Most important resource – the teacher. A good teacher makes use of bad resources. A
poor teacher messes up good resources. Resources can’t inspire, engage, motivate –
only people really do that.’
Teacher born 1961 teaching in comprehensive schools 1985-present:
‘Remember the ‘Banda’ – my fingers are still stained purple! Video and the use of ICt
to mange this have been the greatest influence in practice. Recently I have started to
use the internet more, but the provision in school is a barrier to using this to its full
potential.’
Teacher born 1964 teaching in comprehensive schools 1987-present:
‘Visual sources have become much more accessible and central to so much of history
teaching – a fact emphasised by the use of interactive whiteboards.’
Teacher born 1965 teaching in comprehensive schools 1987-present:
‘Initially resources were mainly textbooks (black and white) worksheets, maps, some
video, newspapers and some data bases… Today extensive use if made of online
resources, as well.’
Teacher born 1967 teaching in grammar and comprehensive schools 1989-2007:
‘[My] best resource is the projector and powerpoint or an IWB [interactive
whiteboard] to store lesson plans and direct the lesson.’
Teacher born 1972 teaching comprehensives and technology college 1996-present:
‘[We use] books, worksheets, information sheets, videos. Latterly use of computers
(quite limited for students in school – access issues), data projector + computer.’
Teacher born 1972 teaching in comprehensive schools 1998-present:
‘[We] often use video, TV, film-strips. Worksheets and maps are used. We rarely use
textbooks. Also music sometimes.’
Teacher born 1973 teaching comprehensive schools 1997-present:
‘I use a lot more ICT than ever before due to availability of resources. My current
school encourages creative lessons and using a textbook has been less important. Film
clips, particularly from You Tube are fantastic.’
Teacher born 1974 teaching in comprehensive schools 2003-present:
‘I never use textbooks and never have… I write all my own materials and use a
variety of sources, e.g. music, film.’
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Teacher born 1975 teaching in comprehensive school 2005-present:
‘[We use] visual images > ppt & w/s laminates, You Tube video clips (lots of great
stuff).’
Teacher born 1975 teaching in comprehensive schools 2001-present:
‘I have a website [his own]… with all resources and audio files on it.’
Teacher born 1976 teaching in comprehensive schools 2001-present:
‘During PGCE I was frustrated at the resistance in schools to use of ICT and new
approaches … At [current school] we have developed an extensive collection of
resources for all ages, stages and abilities. Ofsted passed on details to Becta in 2003
and they were impressed.’
Teacher born 1979 teaching in a business and enterprise school, 2005-present:
‘TV.video, worksheets/sources are the most commonly used. Most classrooms have
IWB [interactive whiteboard] or projectors. Also the department has a computer
room.’
Teacher born 1980 teaching in a comprehensive school 2004-present:
‘The students are particularly captivated by visual resources, especially TV/film
footage.’
Teacher born 1982 teaching in comprehensive schools 2005-present:
‘Textbooks/sheets, films, CD recordings, digital projector are all commonly used by
myself… I find that work on the digital projector is best appreciated by the students.’
Teacher born 1983 teaching in a technology college 2005-present:
‘[We use] textbooks some of the time – mostly to steal resources, but use with
worksheets all the time. [We use] SMARTboard all the time – especially good at
annotating sources.’
Teacher born 1984 teaching in a comprehensive school 2007-present:
‘Most used [are] visual clips, music, worksheets, sources (written and pictures)
textbooks [with] PCs most used. Most effective [are] short bursts of visual material,
e.g. clips.’
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