Nexus国际学校校长Ms. Alison Hampshire接受电台的采访实录 () 文字为我自己听写的，有很小的错误和遗漏MP3源文件网盘下载： http://pan.baidu.com/s/1nun1xHZThis is a download from BFM 89.9 - The Business Station.Host: Good afternoon, and welcome to the show. I am Maratha Bisody. Some of us may remember a time before digital technology became wide spread but our child probably don't. Using a smart phone and a computer comes naturally to them as reading and writing. Can too much technology be a bad thing? What does it mean for educators and teachers. Well, Alison Hampshire, Principal of Nexus International School in Putrajaya. She joins me in the studio to give her perspective. Welcome to the show. Ms. Alison, how are you today?Alison: I'm fine, thank you. Thank you for inviting me.Host: You're most welcome. You've been in the school for around 4 years now. And you've been Principal. What attracted you to come to Nexus. Are you coming from Hong Kong?Alison: Yes, Okay. So I was in Hong Kong working in a 1:1 school where technology was also really a big part of the school and I was looking to make a move to Principalship and looking around Asia to see which school I might be interested in, and I came across Nexus, and it seemed to be a good fit for me so I liked the philosophy of the school and I was very keen to continue in a technology-rich environment as a school so I applied for the job and they gave to me.Host: What is the philosophy of the school?Alison: Eh. The philosophy of the school is really quite a strong philosophy about personalizing learning so that every child has their own personal talents and gifts developed. The philosophy is about inclusion, it's about making sure that every child has a place in the school in a valuable learning experience as holistic. So we believe we're educating the whole child I am sure that every school in the world says they're doing that. But I think Nexus we do live and breathe that philosophy so it's not just about academic progress and results, but also about developing character, developing respect I guess the thing really maybe sets Nexus apart is that we really work very very hard to help children become independent learners. And we focus a lot on especially teaching them how to autonomous and self-regulating both individuals the ways behave each other but also respect to their learning we want to give them ownership of learning so they are the one leading that. Maybe that's the thing that sets Nexus apart a little bit. We believe we are living in a technical world, a technology-rich world and it's our duty to make sure our children are responsible users of technology so that technology is a very important part of the school as well. Host: Could you elaborate a little bit more about technology because a lot of schools do give their children iPad and a lot of that, whereby learning is done or carried out through using the iPad. But, so how different is Nexus?Alison: I think it's different because technology can't be infeasible. It's not like a big deal. It's not like right we're gonna get out your computers today. We're going to do learning on a computer, or we're going to use the iPads today. It's a question of technology being there seamlessly so that when we want to use and harness the power of the technology we can do. We can also have time so that we don't use technology at all. So it's one of the tools we use to make learning activity engaging but it is not the thing we focus on. So when the technology can help the learning it can help the teachers to modify or redefine the learning so that it engages learners in a much more deep and active way we use it, but when it's not going to support that we don't tend to use it just for the sake of using technology. And technology extends to not just a laptop or an iPad but using a camera or a green screen to make film and it's the whole environment that is technology-rich. I can be saying to the children to get out the smart phone to take a photograph and upload that and share it and put it through google.com and people can comment on it. So I guess it's slightly different because it's really rich and abundant experience that is not about technology but it's really about what the technology can do for the learning. (04:12) Host: How much or when do you know technology has become too much?Alison: I think the children are pretty good at telling you that, so they will get bored and distracted, obviously, you know, Nexus is like all the other schools, and the children they are like all the other children, there're obviously attendances and opportunity for digital distraction. As teachers, we are very aware that if the technology is distracting them we have to not use technology or change the way that we use it. Too much, is that too much? I think that too much has been used to just substitute what the teacher could do in some other way that is not adding value to the learning. And I think all schools go through a period when they first introduced technology where there is huge exciting and everybody doing the same thing as we all are making iMovie as we all doing this and every class is trying the same thing. Then you get passed that initial excitement phase when you recognize actually you have to be judicious about your use of technology. And you have to really plan the learning experience around what we can do. And I think Nexus we've got passed that initiative excitement phase in fact technology in the school is for long time now. And I am really evaluating it's worth enough in the way that add value to learning and expanding the range of things children do with technology. Host: How long has the school been existing?Alison: This is the eighth year. (05:33)赞！继续听写： (05:33)Host: And how do you manage or get teachers on board to carry out this experience for the children? Most of the time, we know, the kids probably know much more than the teachers to have things work.Alison: Okay, well, we're working very hard to bring new teachers on-board the technology. So we have very comprehensive in-house training programme. We have three fulltime teachers of the school whose job is to integrate technology into learning. They spend all day everyday working with other teachers on helping them to develop that experience for the learners. New teachers go through very big-risk training programme where they're introduced to the possibilities of the use of technology and they learn very intensively for the first term, can be quite hard work, a bit of shock, which I've to point we recruit the teachers who're familiar with the environment. Obviously, it's not always possible. So it's not something that just happened by itself. It's very planned and intense programme of teacher training that goes on and doesn't stop. In fact we're gonna have a session tomorrow, due to the closure of the school, due to the haze. We're really gonna review the way we can deliver on our learning to our children. So we're gonna spend tomorrow with staff looking at the way that be most successful and moving on without that, so we can really offer the first-class experience for the kids, this situation continues long term. And I just want to say something about the fact, you know, does it solve, miss the children's digital native maybe they are better than us. From our experience, children are very comfortable in the digital world but they are not necessarily expert at using the technology or even knowing what the best uses of technology are. So I guess one of the things that we do in Nexus we teach the children about the technology use in a specific way. What's the best application to do this particular project with? How will you be safe using technology? So they may seem very native, (Host: savvy), but actually when you dig a little bit underneath the surface they are actually not as savvy as they would like us to think they are. So we recognize that you can't make assumptions and you can't take for granted just because they're young, or cause they're teenagers that they can use computer or they can use smart phone even. So we have to train our new learners and put them through induction programme, so they're familiar with some of the processes and systems that we use, they can set google dot how to use email so on and so on. So, yes, let's not take young people for granted. I think sometimes teachers get a bit scared. (Host: intimidated) I can't teach these children cause they can make fool of me, but actually no, that's fine. You can harness them with knowledge and later they can help you, then they're not gonna make fool of you. It's just a show.Host: It's two-way education. (8：32)@坐见云起时 60楼 马来西亚的华人都拼命往外跑，国内的倒是挤过去了

宗教包括佛教，印度教，伊斯兰教和基督教。"。如今，做全职的我，去哪里都不知道我的名字，但都知道我是谁的妈妈。也想通过这种方式能让大家明白，设计所带来的是为你量身定做的“空间”，而不是千篇一律的风格。我们果然在203高地呆了很长时间，尽管上山和下山都座了电瓶旅游车80元赶时间，出来16点30。“2010年世界杯通过向国际社会展示我们的文化遗产，让南非有机会为自己说话，”莫索拉说，但足球迷在2010年访问南非期间是否在寻找文化体验。虽然它确实澄清了旅行顾问的价值——当重要的旅行者试图解码 COVID 旅行的不可理解性时，他们涌向我们寻求支持——但它也应该带回家全球合作的必要性，除非我们想敲响一个价值 8，8 万亿美元（R135trn）的丧钟行业（据世界经济论坛在 2019 年报道）。尽管经济逆风，今年冬天前往欧洲的入境旅游也保持强劲，因为亚洲游客在大流行后返回欧洲大陆旅行。　　　　　　餐厅的场景以黑色的实木打造的餐桌，带有一种神秘感还经久耐用，以蛋壳为灵感设计的单椅坐感舒适，更添几分潮流感;造型别致的玻璃吊灯，充满都市时尚玩味。8%。根据ZNTB公布的统计数据，2002年迄今的认捐投资总额约为2400万兰特（2，398，883美元）和355个新工作岗位。　　大叻，这绝对是童话般的地方，晚上回到旅店跟老板聊天得知，原来他七年前年第一次来到大叻的时候，和我们对这座欧式小城的印象一样，所以他第二天就决定在这里买下一栋楼在这里养老，真心佩服他的魄力。

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