Matthew Broderick is a head of department for Science in a Middle Eastern IB school. He has written several textbooks for Science, has taught in different education systems and is a proud teacher who loves to try new things to inspire the next generation of scientists. Matthew is also hard of hearing and is proud to show the world what he can do as opposed to what people think a deaf man cannot do. His main areas of expertise in Science education are scientific literacy, ICT in the classroom and being an efficient teacher.
I have recently started a couple of pieces of research into different aspects of teaching (and they say men cannot multitask!), but as I did this, one thing became very apparent to me. It is not the innovation itself, nor is it the strategy deployed, or even the relevant policy / guidelines / handbook / manual / research that aligns with it, that makes innovation successful. No, it is the attitude of the innovator and their peers.
As I approached the fourth year in which I had delivered a sustainability-based project for my secondary school students, there was one issue that troubled me; how could I make the project itself more sustainable? Why do I use so much paper in making my students more aware of the issue of sustainability? This year, the project was to research, design, and build, a sustainable home suitable for the Finnish Tundra. The students were all in Y8 (or Grade 7) and have the benefit of a Bring Your Own Device (BYOD) policy at our school.