Peter Twining

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Peter Twining is Professor of Education (Futures) at the Open University (UK), Co-Editor in Chief of Computers & Education and Director of NP3 (a research project looking at children’s digital practices outside school and how (if at all) these influence practice inside primary schools).

Peter was a primary school teacher, initial teacher educator, the Head of Department of Education at the Open University, and the Co-Director of the Centre for Research in Education and Educational Technology. He directed Vital, a £9.4million programme to help teachers make even better use of digital technology and co-chaired the Educational Technology Action Group’s Assessment and Accountability working party.

Peter’s career has focused on issues to do with the purposes of education, the management of educational change, and enhancing education systems, informed by understandings of learning and the potentials of digital technology.

Useful links:
NP3: http://www.np3.org.uk  EdFutures.net: http://edfutures.net The Schome Initiative: http://www.schome.ac.uk/ Your Own Technology Survey (YOTS) http://www.yots.org.uk
Computers & Education http://www.journals.elsevier.com/computers-and-education/   Follow Peter on Twitter @PeterT

 

Will Gardner

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Will Gardner is the CEO of Childnet International, a children’s charity working with others to help make the internet a great and safe place for children.

Will Gardner has been at Childnet since 2000 and has been the CEO since 2009. He is a lead partner at the UK Safer Internet Centre (see www.saferinternet.org.uk), and in this role, organises Safer Internet Day in the UK. He is a member of the Executive Board of the UK Council for Child Internet Safety, and is also on Facebook’s Safety Advisory Board.

Will lives in London with his wife and their 5 children.

 

 

 

Karine George

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Karine George is a very experienced consultant and keynote speaker having worked in education for more than 35 years. She was a Headteacher for more than 20 years in a large Junior School rated as outstanding. She held a number of roles for the local authority and the DfE, including Leading Headteacher for Literacy, Headteacher Mentor, Threshold Assessor, Primary Consultant Leader, School Improvement Partner and has represented Headteachers as part of the Hampshire Executive.

As an active research practitioner Karine is an ardent advocator of technology to support 21 century learning. As a result she has won a number of awards including Leadership and Vision for the development of ICT, Third Millennium Learning, Parental Engagement and the Martin Bacon Award for School of the Year for developing a Whole Education. She was selected to work on the Government task force for ‘Home Access and has reported to the Department on the use of technology.’

Karine has written many articles on a range of educational issues. She is also the co-author of “Sustainable School Transformation: An Inside-Out School Led Approach”, looking at  how the rigour of traditional ‘top-down’ accountability models can be combined with the engagement and buy-in of school led ‘inside-out’ approaches – a combination which can be applied to any school in any context internationally. She has spoken for a number of National organisations, LEA’s and Universities demonstrating how technology is changing the learning landscape.

 

 

Rose Luckin

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Rose Luckin is Professor of Learner Centred Design at the UCL Knowledge Lab. Rose’s research involves the design of educational technology using theories from psychology and techniques from artificial intelligence. She works closely with the Education Technology industry, in particular Start-ups and SMEs, to enable them to integrate research evidence and methods into their products and is a Trustee of the Ufi charitable trust. Rose has advised the research councils of various countries on the design and use of educational technologies and has written widely about Educational Technology, the Learning Sciences and Artificial Intelligence as applied to education. Her book: Re-Designing Learning Contexts, published by Routledge explores how well designed and used technologies can contextualise learning for each individual. She is lead author of Nesta’s influential ‘Decoding Learning’ report published in 2012 and Pearson’s Unleashing Intelligence, published in 2016. Rose has taught in the school, further education and university sectors. She is a Governor and Trustee at St Paul’s public day school in London and a Governor of the Self Managed Learning College in Brighton; she has previously served on the governing bodies of state primary and secondary schools.

 

 

 

 

Penny Patterson

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Penny Patterson is a Senior School Improvement Inspector in the London Borough of Havering.  Penny is Chair of the LGfL safeguarding group, London representative on the national NEN safeguarding group and a member of the CEOP education board and the UKCCIS education board.  She was very proud to receive the Naace ICT Impact Lifetime Achievement Award in 2013.

Penny supports Prevent in Havering, training school staff, and working with multi agency partners.

The LGfL safeguarding group developed Counter Narrative materials, and additionally worked with Childnet in the development of the ‘Trust Me’ resources to support the anti-radicalisation agenda.

 

 

 

Alban Squires

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Having embraced the use of technology throughout his nine years of working within the primary sector of education, Alban Squires has made significant gains towards meeting his vision of enabling learning for all. He has successfully secured the ICT Quality Mark across a range of primary settings, working within some of the highest socially and economically deprived areas of London. Alban works as a School Improvement Priority Leader at Wray Common Primary School with responsibility for leading Computing. He is currently researching and developing effective approaches for the role technology can have on improving the impact immediate feedback has on under achieving pupils.

 

 

 

Paul McKinnon – Public Sector Director, Atomwide

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Paul has been a senior member of successful networking, systems’ integrator and software consultancy, Atomwide, for the past 20 years, after leaving behind his original career choice of engineering in the late 80s.

Formed in 1987, Atomwide specialises in providing innovative solutions for everyday problems to its customers, and Paul has worked for many years with Central and Local Government, Naace, and a long history of colleagues in the fast changing UK education sector, striving to keep pace with the meteoric rise in popularity of the internet, and the opportunities and challenges that it presents to schools in almost equal measures.

Paul has engaged with many regional and local authorities on network connectivity and services projects around the country, and extensively with London Grid for Learning here in the capital, helping to create, evolve and deliver, Atomwide’s extensive portfolio of ‘cloud’ and broadband-delivered services to meet the diverse needs of schools’ staff and students in the areas of both teaching & learning, and day-to-day school management.

 

Kate Edwards

kate-edwardsKate joined Childnet in April 2015 as a member of the Education Team. She is responsible for delivering Childnet’s Activity Days in schools for pupils, staff and parents. Kate is a qualified and experienced primary school teacher, with four year experience in Key Stage 2 and ICT/ E-safety subject leadership. Kate holds an honours degree in Media Arts from Plymouth University and was awarded her PGCE with a specialism in ICT from Roehampton University.


 

 

 

Allison Allen – Conference Organiser

allison-allenAllison is Director of Outstream Consulting, past Trustee (2007-16) of the Board of Management of Naace, Senior MirandaNet Fellow and Governor of the STEP Academy Trust.  Allison is joint author of several publications and Naace’s Curriculum Framework. She is currently leading on a new Element for the Naace SRF and a refresh of the Curriculum Framework.

She taught for many years before joining a large Local Authority as senior ICT Adviser in School Improvement, responsible for online safety across schools and the council, later becoming a director of the London Grid for Learning and Chair of the pan-London Teaching and Learning action group. Subsequently Allison joined Becta as the London Regional Manager working with all 33 LAs and their schools.

Allison led the team that successfully wrote national e-safety guidance for FE & Skills and vulnerable learners.  Other published national research includes the MirandaNet/Becta review of the ICT CPD landscape.  She is a leading ICT Mark Assessor, 3rd Millennium Learning Award Guide and represents Naace at E-Safeguarding meetings.

Allison is passionate about the ability of technology to transform learning for everyone and in particular to enhance the life chances of children and where possible, their families.


Bill How
Director for Digital Learning @ TES Institute.

Originally an Engineer, Bill entered teaching in the early 90’s, harnessing technology and implementing college-wide learning platform initiatives as a BECTA ILT champion and education leader.

Following national secondments with LSDA and NILTA, Bill became part of Northamptonshire’s Learning Discovery Centre team in 2004, supporting innovative practice across the counties schools, designing the Silverstone Circuit Study Centre, developing a number of classroom transformation projects (including ICT light – using mobile phones, iPods and portable devices in the classroom) and co-authoring ICT in the creative classroom – new tools for learning (NEP, 2006).

Joining SSAT (Specialist Schools and Academies Trust) in 2007, Bill supported and led their work in sharing Learning Technology best practice across school networks globally through partnership projects – including the Intel Teach and Intel Learn, the NCSL BSF Leadership programme, ICT Register etc. Bill instigated and co-authored The importance of Technology (SSAT/Naace, 2011) a joint white paper response to the Importance of Teaching (Gove, 2010) and has authored articles and papers for SSAT, Intel and Naace.

In 2013, Bill joined HCUK to help develop their blended Initial Teacher Training and Subject Knowledge Enhancement programmes. TES Global acquired HCUK in 2015.