How I got into tech

Flickernet Archive – First Event

Sharing a particular historical archive using technology and the outdoors is an ongoing mission. As those familiar with this undertaking are aware, over the last year I have converted an 1830s schoolhouse building into an archive storage and digitisation facility. This then enabled me to begin work on the Historical Narrative – a book that seeks to weave together the many stories that belong in Mourne Park. In addition I am recalling what it was like to grow up in this beautiful place. On 23rd September a group of hardy folk joined me in the woods to hear the fist five chapters read, and media shared. Thank you to those friendly faces for their encouragement and patient listening. Video and audio snippets to follow.


Resuming now

Thank you for the many messages of support and condolences that my family have received.

Mum leaves a huge legacy for us to build on – an example which I will always be grateful for.

There is a link to the funeral service and eulogy here.

She would very much expect me to carry on now, which I will – in the added hope that helping others [through technology] can be a fitting way to honour what Mum sought to accomplish.


System paused

A little note to say that, sadly, I am on compassionate leave at present due to my Mum being gravely ill. My regular schools know this, and I am grateful for their understanding. My Digital Writes colleague Keith continues to deliver our current courses. Meanwhile, with time ahead in Northern Ireland, I am preparing for the upcoming Woodland Coding events, through Space To Learn, about which: more to follow.

There are two new Project Based Learning initiatives brewing which I will be excited to share here in due course. They seek to offer a (pupil-built) helpful communication system for two distinct groups of people: those who are autistic and those who are refugees. This is my priority for TTH (Tech To Help).

An important upcoming development will be the Society of Tinkerers. Building on Flickernet Tinker, this seeks to create a forum in which TTH can be advanced as well as providing space for further projects to be skilfully investigated by those from a range of technology and educational backgrounds.

Flickernet Archive has an initial event pending, during which outdoor presentation of materials will be trialled, in support of my friends and neighbours, The Woodland Trust.

Swindon Borough Council have kindly agreed to support my extra-urban particulates sensor, which will go live (on the data page) once I have selected a location from those on offer, and installed the Raspberry Pi powered equipment.

Whilst I may be more difficult to contact over the next week or two, I am keen to resume all things Flickernet soon, and look forward to delivering all that I can going forwards.

Comments Off on System paused


The Space To Learn page is gradually taking shape. Over the next few months I will share the ways in which I aim to develop outdoor educational technology from our foothold in the Mourne Mountains. Expect live data streams; real world applications of physical technology; and an exploration into new ways in which STEM subjects, creative writing and historical investigations can benefit from a natural environment that is fully plugged in.

Radio Phone

Dad loved this phone. I used to get in trouble for borrowing it. Before there were “cordless” phones and well before many people had mobile phones, this was an early “I’m in the garden” device.!


1998, a starter

The wonderfully talented Year 13 A Level Computer Science class that I teach weren’t quite sure what to make of my scrawled starter question: what happened in 1998?

They made some great suggestions (considering that this occurred comprehensively before their birth!), but what I remember of 1998  is that the idea started to formulate in my mind that not everyone was going to grasp what computers were all about in time to join the rapidly approaching Twenty First Century.

Flickernet arrived in December 1999.

Twenty years on it is clear to me that the need for Computer Education, in all its forms, is as urgent today as it was back then.




Farewell to my Cousin Joe. I just wanted to record here how much I miss him – we all do. Joe always supported any tech venture that I made. The way that he pondered a concept, and gave gentle pointers was such a precious gift.

Full tribute here:




286 / 486 beginnings

    here’s one from the archives: my first PC, a 286 running at 16mhz

(Turbo, 8mhz otherwise) a full 1 MB of RAM and a whopping 10MB RLL hard disk! In 1992 the KB was still a thing.

Once the hdd got too full it was time to run ‘Stacker’ which compressed that precious space to squeeze more on.

After some upgrading fun, this hulking machine became a 486 (sx) with 4 MB of ram and 420 MB IDE of storage. Not much by today’s standards but quite a transformation, resulting in the ability to run Windows 3.1 and, eventually even Encarta ’96 !







Green (Blue) Screen

Meanwhile in school the fun with tech was endless!
We used I Can Present software to add virtual backgrounds for many different scenarios such as spelling skills in the Bake Off kitchen; career imaginings; historical visits and geographical reporting.




Claire and Sam had been attending our RIG meetings. After one session the suggestion was made: I could train to become a CAS Master Teacher after which our RIG meetings could be classed as CAS Hub meetings.

This provided a huge boost to our support and widened the network exponentially. CAS then agreed to allow our RIG meetings to be held at the CAS HQ in North Star, Swindon.

When in 2017 I commenced my NPQH studies I could hand over the running of the RIG to James, secure in the knowledge that he had CAS behind him too.

We still meet termly – everyone is welcome.




Appetite for computing

I was invited to become a Leading Teacher for ICT (as it was) in 2010 then an SLE (Specialist Leader of Education) for Computing (as it became) in 2013. In the meantime I set about creating a group who could share good practice around the use of technology in schools. There had been network meetings led by a LA employee called Anna but when that role was discontinued there was a danger of Swindon not having any support for computer teaching.

I formed the Research and Innovation Group for Computing. The Swindon Teaching School, especially David Hughston, were a great support from the outset. As an SLE for the STS I could use their facility at Drove to host gatherings. With James and Eve I set about creating a Scheme of Work to provide ideas for teaching the new Computing curriculum. I persuaded Mike, the Head of Goddard to host a Scheme of Work launch day for which we had 47 attendees. Our subsequent Scheme of Work was adopted by many Swindon Primaries as a go-to text.

To widen the provenance of our RIG beyond the Swindon Teaching School, I formed the SSCP: The Swindon Schools Computing Partnership. In these years the RIG moved between many Swindon schools who agreed to host us. I built the website and James and I created the Cartoon Assessment System.

We met every term, had many visiting speakers, shared what we knew and attendance was always free of charge.

Over time a network developed that is now established in Swindon and the surrounding area. What we needed was a new permanent base.





Writ large

The projectors, and subsequently the Clevertouch smart boards beamed out in front of my class imagery and interactivity in support of every subject that we studied. Although my focus was on learning learning, as it were, and of exploring how schools were expected to teach tech, I couldn’t help but bring aspects of technology-assisted learning into every subject, and most lessons. There were two outcomes: I found myself enjoying teaching all subjects (ok, with the notable exception of PE!) and I came to realise how very cross-curricular the act (soon to be named the subject) of computing actually was.

To my surprise – almost my consternation – I realised how few teachers in Swindon were applying tech to their lessons as a matter of course. It occurred to me that perhaps I could share some of what I was doing.






On graduating Bath Spa in ’06 and having met my future wife Rachel there I felt on top of the world!

I nearly didn’t apply for the job at Bishopstone but Rachel and I were both going for schools in Swindon and I had no idea what 0.6 meant (2 days off a week for the whole first year, it later transpired!)

Sue was the ultimate Headteacher. She had been an excellent teacher before stepping up to become an extraordinary- and highly respected Headteacher of the same school. The staff were full of character and flair – the scope for teaching what we knew to be interesting for the children (rather than what had been pre-defined by an homogeneous entity as being appropriate), was immense: we tackled the business of learning in our own way and, as far as possible, as a team. We were a small school but with room for big ideas.

There had recently been built a new ICT Suite and there was an opportunity to take over the leadership of that subject. Although technically an English specialist (having studied Middle Years PGCE) – it was clear from the outset that knowing how to get the most from computers was going to be an in-demand skill and one that it would be prudent to explore – hardly a hardship!






With a  whopping 400 Mhz PII (twin 10GBs) Bertha whirred into life in 1999. I nested Bertha in The Studio – a re-imagining of my Dad’s 1970s shipping office. The buoyant blue that Dad had painted each length of wood panelling became dynamic orange and lusty red; his shipping manifest board took on a new role detailing Microsoft Office functionality and Bertha was joined by patch-panel to a hotch-potch of other fine-de-siecle tech.

Flickernet was fun on so many fronts: renovating and extending the Studio; running a business; sharing the emerging world of computing with those who may well otherwise have been left behind; but above all: teaching.

After two years it was time to raise my game: I set off to England to gain a qualification in teaching. If I was going to deliver the best possible learning experience for my clients then it was time to learn properly how to be a teacher.





Woodlouse Maze

Lego Mindstorms was a great step for Lego in the late 90s. The Lego NXT arrived in time to play with as a new Primary teacher.

An early project – entered into the local Science Festival – was to race a Lego NXT robot in a giant maze against a woodlouse in a Lego maze. The first one to make it out won. In the time that we had to present how we had gone about programming the robot to use ultrasonic, a bumper and a juddering, bumping technique of hit and miss to navigate the bigger maze, the plucky little woodlouse had quietly slipped away. Woodlouse 1, NTX 0



Robot Reboot

This is Prince Hal. Originally a Christmas Present (c1989) he was infra red controlled with the ability to follow a sequence of instructions sent to him from a television-remote style controller. Then, for no apparent reason, he ceased working . I gutted him and replaced the circuitry with that from a radio controlled car and a walkie talkie headset unit. Also a radio doorbell.

The walkie talkie sound output to his chest speaker and the radio controlled car circuit ran to his motors and head LEDs. Various other connections  were made which allowed for connecting a charger and pressure pad (for the doorbell as a proximity alarm).

The happy accident is that the voice activated microphone now triggered the wheels and the headlights. When put in front of a speaker the robot danced with delight and flashed his eyes. I added a mercury tilt switch and sometime later a mobile radio detecting LED, all of which made for a fun early experiment!



Circuitry is, in my opinion, the ultimate building material: not only can it be joined together, shaped and assembled to produce creations that have wonderful potential for all sorts of fun, it can now also be linked to computers through any number of teacher-friendly interface kits.

Coding then becomes a means to trigger electronic creations which is much more immediate and eye-catching for learners.




Programming appealed to me as soon as I was shown BASIC on a BBC at the back of the classroom, then via the Vtech ‘Pre-Computer 1000’ that I was given in Christmas 1990. It had a single line of dot matrix screen which scrolled questions but the best feature was simple BASIC functionality – which was great fun to explore.

Only thing was that there was no way to save the file – it was in volatile RAM that was lost as soon as the power button was pressed. This led to my first Program notebook – a tradition that I continue today for Python.





Kinder Surprise eggs have it all: the anticipation , the chocolate and of course the fun of building the toy inside (unless it is a disappointing figurine inside!) I gathered the assorted parts together from many eggs (and much chocolate later) in a tin which has recently turned up. These Mad Max looking creations are what happens when a ten year old is let loose with UHU glue and a tin of jumbled together K/S parts!


The Garage

From an early age I have seen the benefit of a dedicated “Maker Space”. Whereas the trend these days seems to be towards a themed and sometimes rather constrained approach to building projects – a little chaos can go a long way to widening the possibilities. The phrase “App Smashing” is given to the technique of using multiple applications to achieve a desired outcome in ICT. I think a similar approach of blending and overlapping a wild juxta-position of constructing techniques can trigger creations that feel more limitless.


Rooftop heroics

Sammy left many curious contraptions to me when he passed away in 2002. He had reached his 90s despite having raced trains in a Mini Cooper; survived a car-crash by holding on to the passenger seat so hard that he took it with him through the front window; jumped onto an out-of-control lorry that was jack-knifing its way over ice; and been a motorbike dispatch rider for the B-Specials in WW II.

This one is a chimney cleaner: lowered down from the roof directly into the chimney for the bolts to scrape away excess soot. I remember watching Sammy do it. Only his chain-saw gymnastics were more terrifying, yet oddly life-affirming.





Just The Thing

These pictures, taken on the Wrist Camera, were from Sammy’s Garage. Sammy was a very dear friend  who invented fearlessly and was blessed with the gift of spotting Just The Thing that he needed from within a maelstrom of spare parts and surplus fittings. He would use a long screw to stir up the contents of assorted tins from which would emerge an improbably apt candidate to be declared Just The Thing.


Watch My Day

In later years (C2001) I relished taking the 16kb black and white images that the Wrist Camera could produce. I registered then used an uploading script built by a friend to beam these little postcards out. They are comically dark and indistinct now but they capture a moment in time for me – I will create a gallery for them up here soon.




Wrist companion

The thing about boarding school is the lack of having your own private space (apart from a tuck box with, let’s say, a false bottom and number coded padlock..) For me the humble watch became a constant companion. From the early Butler Solar Powered watch that had been my Grandfather’s (worn and worn out by the time I was eight!)  via this radio watch and a range of data bank Casios, they each lent a reassuring presence – and kept me one step ahead of when I was meant to be on the games pitches.


Portable Paranoia

The Personal Alarm System was born!

I remember showing it to Dad and trying to summarise what a jumble of wires were inside the switch box.

(The switch box had been a joyous find nestled in the driver’s cab of a bus which had come to rest in a local scrapyard).

He must have winced when he saw the emergency ‘short’ feature – which literally short-circuited everything in case it wouldn’t stop!



For reasons that still elude me I was predisposed to secure my living environment. I loved a good security setup and having wired up my bedroom in ways that I will detail at another time – the idea must have come to me that to secure any environment – and to do it from a box – would be cool.


The first old box

Where I grew up there was a seemingly never-ending supply of Interesting Old Bits. During long Summer Holidays from boarding school I would make it my business to make. Literally nothing made me happier than the sheer act of making. This box appeared mid-rummage.


Close Up

Then I noticed the date when the fax was sent to Dad: 27 Jan 1992. It took me time to process that. I am so used to 1992 being the start of when Dad wasn’t there. Dad passed away on 13th Feb 1992 – seventeen days after that fax was sent to him. He was 47, in the final stages of kidney cancer, flat on his painful back on a bed in his beloved Study. His last mission which he had set himself was to learn to code.

I rushed home from boarding school, arriving on the night of 12th Feb 1992. I was 15. Dad mustered enough energy to wave to me when I stepped tremulously into his Study. Moments later he was unconscious. We could not speak again.


The Fax

It was while sorting through his papers some years ago that I found this fax. It was a guide to commands that would be used to program the Apple II. Dad used it for keeping his company accounts mainly with letters and shipping manifests also patiently tapped in.

This would have marked a departure for Dad: a getting to grips with the system architecture, a look under the bonnet. A logical man with a great capacity for studied reasoning, he would have loved this untapped functionality of his marvellous toy.




Dad had form with tech – long a fan of the telex and latterly the fax, he carried a shoulder-worn analogue mobile (which he called “Yuppy”), sported a Sharp IQ organizer (pocketable qwerty, touch screen for removable app cards and a hefty 128kb memory) and had assembled a hotch-potch of venerable old technology stars. This ‘Teletran’ is now on display in the Swindon Computer Museum (they gamely accepted it despite a general air of unspoken confusion between us about how it had actually functioned).


It wasn’t just Yuppy who was given a name. His battery-powered golf cart (c1984) was Herbie; the heating boiler was Helga (assisted by the more modest stoves Pinky and Perky); and a Landrover with glass windows in the back was The Popemobile.