MCG’s Museums+Tech 2016 presentation Parallel sessions A Presentation #1 Kate Noble, University of Cambridge Museums,

1. Kate Noble, Sarah- Jane Harknett and Naomi Chapman

2. 1. To determine how museum collections are currently
used and accessed by teachers
2. To create an outline plan for a new UCM digital resource
based around teacher need

3. • Visited 5 schools (2500
students)
• Visited classes from
Nursery through to VIth
Form (3-18 year olds)
• Observed 32 lessons
• Worked with 43 teachers
observing how they used
digital resources
• Looked at and discussed 28
images and handling
objects from 3 UCM
collections (MAA, Polar
Museum and the
Fitzwilliam)

7. Secondary
Schools
iPad
Desktop
IWB
Laptop
Primary
Schools
Co m p a r i s o n o f t e c h n o l o g y u s e d
i n the pr i m a r y a n d s e c o n d a r y
c l a s s r o o m s w e v i s i t e d

15. Q U O T E S F R O M I N T E RV I E W S I N S C H O O L C ( P R I M A RY )
T15: I find if I don't find it within ten or fifteen minutes, I
stop looking...
T16: Yeah I'm similar
T17: I’m the same
T14: Because otherwise you end up searching all night,
don't you?
T15: You could do, yeah
T16: There’s so much out there
T15: If it doesn't come up within the first page of Google,
I don't look. I sort of think the most helpful thing would be
if it was organised by learning objective, ‘cos often you
have to teach a certain learning objective, if you could
look on a website... [T14: Like Twinkl] like Twinkl now is
and go ok that's my objective, what lessons fit that
objective, I think that would be the most helpful thing.

16. Q U O T E S F R O M I N T E RV I E W S I N S C H O O L B ( L O W E R )
T5: Yeah and also, actually, I’m not, I don’t usually use a
website that gives me a lesson. I’m not after a lesson
plan. [T6: No]. I’m just after
T6: a video or a, or a…
T5: a video or something with lots of pictures. [T6: Yes].
So I want the resources to support my own lesson that
I’ve got my own idea for [T6: Yeah, that’s what…]
although it’s nice to have an idea. [pause]
T6: It’s nice to have an idea, if you have a video [T5:
mm], what you could link it to [T5: Yes]. [5 mins] So, a
suggested activity could be quite good. Cos it’s got that
piece of persuasive writing [T5: yeah], that ‘could show
them the above page’. Mmmmm.

17. Q U O T E S F R O M I N T E RV I E W S I N S C H O O L B ( L O W E R )
T1: Well I like the BBC [T2: The BBC is a really good
website], the ones that are aimed for the children, the
primary ones. Not that one that we just looked at [T2: no
that was a grown up one] that was too much. The ones
that have images that you can click on.
T2: Like Bitesize?
T1: Yeah. They seem more child friendly so you can use
them.
T3: Thing is, we know as teachers, we’ve used them, we
feel comfortable going round them and we know they hit
the curriculum that we have to teach. Whereas for a lot
of them they’ve got interesting things on there but it’s not
that…
I: When you’re looking at websites, are you looking at
things for you to use or mainly for the kids to use?
T4: For the teacher I need something that I can show
them, so for them to access, I’d say it’s quite level, quite
balanced

18. 1. Easily searchable,
well organised
content
2. Resources which
could adapted for
a variety of
different uses
3. Quality, reliability
and expertise

20. P R I M A RY S C H O O L T E A C H E R
People worry about how to introduce artefacts, maybe
[you could have] some kind of demonstration. What you
should have is somebody model it: here's an artefact,
here's the questions you might ask to get the children's
juices flowing, how old it is? how was it used?

24. Kate Noble kjr21@cam.uk.uk
Naomi Chapman nc408@cam.ac.uk
Sarah-Jane Harknett sjh201@cam.ac.uk