Developing Digital Literacy: Part one – Digital Portfolios

With digital technology becoming more prevalent in our schools, we must ensure that it is added to school teaching and learning. Otherwise, why are we using it at all?

Over the last year, I have been working with my team to support teachers in embedding digital literacy into their subjects.

[This has been in conjunction with a range of other elements within the school.]

In term one, staff were encouraged to use core elements set out during our remote learning period and just prior.

Such as:

  • Seesaw (Foundation Stage 1 – Year 4)
  • Google Classroom (Year 5-13)

Being specific has allowed consistency across year groups for teachers and parents to engage with their children’s work and support, especially those at home. As a school, we use these. The same can be seen across other schools, using Microsoft or platforms like Showbie or Edmodo.

In addition to this, we had also been delivering professional development for Google Certified Educator, Apple Teacher and Seesaw ambassadors. This allowed self-paced learning, completing badges and courses enabled staff to see their digital technology skills grow. They were embedding it as they develop and also relevant as they were using it daily.

They were doing small things over time, reflecting on how it changed their workflow and supported students to engage in learning. This works, regardless of hybrid, remote or in school learning. Pacing the development of staff allows time to develop skills meaningfully.

To ensure all staff confidence, quick things like:

  • Survey confidence regularly
  • Asking if staff want to share skills they have learnt, being “champions.”
  • Use colleagues to check in on staff who shared their concerns about digital literacy, support them with informal chats

You can also keep an eye on any admin platforms.

I have found that this is a great way to ensure that staff are confidently using technology.

E.g. on Seesaw you can show consistency across a year group. The work being posted home or comments and feedback. In schools, it can be hard to have one class sending 100s of posts a week and another sending less than 50.

This disparity shows us as teachers that there is a confidence issue, but equally, is anther teacher using it too much? Can co-teaching then be introduced? The teacher posting more can support and guide the year group, showing simple ways to develop the platforms’ use.

Having now embedded digital portfolios and classrooms it improved students ability to be independent, to develop their reflection skills; they are notified when feedback is given, and they have work ready for them when they need to revise. Throughout the school, students develop new skills in using digital technology, from scanning in written work or completing quizzes to typing an assignment and collaborating on documents for a group task.

Even with small changes like embedding a core platform to have all students digital and none digital work is building skills for students which can be developed and adapted over time. Tangible skills are going to be beneficial to them in the future.

Feedback from students this year has been:

  • They know what is expected of them for every task
  • They know how and when things need to be handed in
  • They are able to access and use the feedback given to them in a more meaningful way to in their physical books, notifications make this simpler and help them to be organised
  • They are in control of their own progression, being able to challenge themselves or find additional work to do if they complete tasks before others.

ADAPT – Thrive on the Momentum

The COVID whirlwind is still spiralling for many educators. Education technology has been brought to the forefront of everyone’s minds, so where next and what should we do to ensure that it is meaningful and the best for every child?

Over the last 18 months, schools have been through digital transformations, planned possibly, but equally faster than anticipated. Now schools worldwide are using technology in classrooms to differing degrees, but how do we strike a balance between this being meaningful or being overused and unsupportive of students’ learning outcomes?

From working with on developing digital learning, technology has seen been seen as a gimmick. I, for one, know after delivering over 1000 hours of CPD online to educators in the first lockdown alone that digital learning is now being seen as much more than just the shiny new toy.

We have full attention!

But how do we transition from “surviving” through COVID to “thriving” with learning as our end goal?

And, with so many staff now engaged in the concept of digital learning, we need to keep this momentum going.

We reflect…

Given the task of looking at how well technology and digital literacy have developed in school, I took the opportunity also to change perceptions of how learning walks could be completed in a way which focused on being able to adapt and develop our teaching and learning methods continually.

Without “formal” judgment. But with relevant outcomes to nurture a sense of success for the things which work and we should hold onto, share and develop.

To make the impact and outcomes of digital learning tangible to leadership and stakeholders, I needed to use a visual framework for success. The outcomes could then link to what we can still be improved.

I took insight from the ADAPT model, presented by Oliver Caviglioli and Tom Sherrington in their book Teaching WalkThrus: Five-step guides to instructional coaching. Coaching is vital; we are not judging but supporting one another to achieve our goals.

One of the reasons I chose this model as opposed to the “traditional” learning walk was due to the nature of it being an ongoing concept of ADAPT-ing & Coaching.

I know I feel panic and pressure to perform if someone is coming into my classroom when planned, no matter my experience in some schools for teachers to not receive any feedback. I much prefer an open door, a community of sharing good practice. Not the case in all schools, so I hope this idea can provide some ideas about how to think differently.

What is ADAPT?

Attempt, Develop, Adapt, Practice & Test.

So to begin my review, I looked at the ADAPT model and also looked at the Apple Rubric from the book Elements of learning, something which I have used in several schools to support embedding meaningful digital concepts; I modified the Apple Rubric reducing the criteria’s to three areas,

  • Using digital skills in lessons
  • Students understanding of how to use digital tools
  • Enhancement of the subject

I love a rubric, the use of them in lessons is supportive to our students, guiding them, developing, showing what is expected, so it made sense to have a similar tack when completing a learning walk.

The rubric allowed assessment of how well digital technology has been integrated into the schools teaching and learning. The primary outcome being that students understood what they were being taught and that it was helpful to their learning outcomes, not an add on. From my perspective as well, having completed one 18 months ago, it was interesting to compare the progress of the strategy.

To be able to assess this, the “learning walk” would take the format of the following:

Element One: Staff Survey

Questions designed to encourage personal reflection, allowing recognition of how far they have come in 12 months, considering the weeks and additions in line with the students in front of you, the context of curriculum and new technology or tools available to you.

  • Focusing on one essential subject or lesson, where do you place yourself in the ADAPT model?
  • Considering the same essential subject or lesson, where would you like to be on the ADAPT model next term?
  • How do you rate your confidence in using digital technology?
  • Has digital literacy been added to your curriculum?

To support, I created a document explaining the ADAPT concept to staff, so they could confidently answer the question. They are considering all of the new tools they have been using.

This was important, I find a big barrier to digital teaching and learning is this concept that you must “master” when in reality, digital learning will forever change, so we should always be re-evaluating our practice.

  • Staff confidence in delivering digital learning is now rated 4/5 for 84% of staff
  • Staff feel they are not at “attempt” but continually working around, develop, adapt and practice, using skills they have learnt.
  • 70% of staff said that Digital Literacy was now fully embedded within their subject.

Element Two: Student Surveys

The final element of the process was to speak to our main “stakeholders” the students. Where better to get our feedback about how we as teachers are doing than to ask our students. Asking a range of questions, a few are below;

  • What subjects have you enjoyed the most this term?
  • What piece of work have you used technology with which has been most enjoyable?
  • Do you prefer lessons that involve the use of technology?
  • If you were in charge of digital learning what would you implement?

I love the honesty of students, you find out so much, refreshing and mature when asked direct questions. They feel empowered to be able to support, what did it say?

  • Student enjoys being able to learn new skills to show off their knowledge.
  • Students feel they are more organised since introducing google classroom, they are more in control of revision materials, hand in dates and lesson tasks are clear.
  • Students enjoy having verbal feedback recorded as they can reflect on it again when they complete work.
  • Students feel there is less anxiety towards doing assessments as teachers are completing more quizzes and mini assessments.

The rubric allowed me to assess how well digital technology has been integrated into the schools teaching and learning, the main outcome is that students understood what they were being taught and that it was useful to their learning outcomes.

The rubric was also shared with staff before the learning walk to show what is being looked at. Transparency is key to being able to gain trust and to in turn be able to support staff.

Element Three: Student Portfolios or shared work

One of the things we asked students to do was share their favourite project and tell us why it was so engaging and fun. This was a great way to find out the skills they had learnt and also if they had been able to challenge themselves and their subject and even chose relevant software to complete tasks.

Top skills learnt by students from using digital technology,

Research, Independent learning and Creativity

with students feeling like having digital tools allowed them to blend subjects and learning helping them to achieve more.

How amazing!

So why ADAPT and ask what is going on?

I believe that if we do not acknowledge the achievements and learning which we as teachers have taken on in the last 12 months, then what have we achieved? We risk those staff, who before COVID would have ignored digital technology, simply put down the device, ignoring the impact it has had on reducing their mark load or how their consistent approach to formative assessment has strengthened their understanding of students knowledge gaps.

We must embrace the positive developments which it has had on our working systems, removing the things which we no longer need to waste time on, or those things as restrictions ease can be done in traditional senses.

Embedding digital learning fully, by understanding what is being enjoyed, what can be removed and what can be learnt from is an important step to being able to develop a digital balance. Where digital learning is meaningful and relevant.

Next Steps

    Looking at consistent use of quizzing apps in lessons so students achievement is not based on time or literacy
    Using less technology when it is not necessary (We are currently in a hybrid model) Students recognise that we don’t always need the device to complete tasks, so when this is the case, lets not.
    Ensuring that we don’t always give students an option of digital tool, some are swaying to “easy” when the tools could differentiate and support them to challenge themselves.

So where next?

We can see what is going well and areas to improve, in term three, we will focus as departments to use the rubric when considering using technology as part of a lesson or a project, the beginning stage embedding in the planning. Using all our digital tools to ADAPT and make sure it is worthwhile, relevant and supports learning.

Technology for learning is not a gimmick, we should be making sure it is fit for purpose, it continually develops, so do we. Keep the momentum going by acknowledging how far you have come.

Embedding a Digital Strategy

Beginning a new project at a school can be daunting at any time. Developing ones which are all about change can be full of sharp corners. Here are my top tips for creating a digital strategy in your school

Engage all stakeholders

Regardless of if you have been in a school a while or you are new in a role for digital learning or strategy, it is crucial to ensure that you find everyone’s voice. The best advice I was given was to survey people and find out what they want, need and would like. Getting everyone’s thoughts on what changes are likely to be made will ensure that you have to buy-in from everyone. This is not to say you can please everyone, but it will allow you to have reasonable grounds for the decisions you make moving forwards. With this, I also mean the students, making significant changes to the way students learn, this question should also be opened up to them.

Find out what is necessary and what works: Streamline

All schools will have systems in place for student data like iSams or Engage, but if you are a small school you may not have much else specifically in place which is “necessary” to the workings of the school. For example,

  • Is your VLE fit for purpose?
  • Do you have a school website which has a parent portal?
  • Is it accessed frequently and upto date?
  • Do you use an online portfolio? Or are there more than one in place? If so, why?
  • How many apps are you using? Do they all link to the curriculum? How do they get selected?

Reviewing what is being used is so important, regardless of the size of your school, using similar systems will support not only the ability to train staff confidently to use the platforms but also allow parents to be able to understand and engage in the platform, if they have more than one child in a school, it can be hard to understand why they need to get to grips with viewing so many.

In addition to the larger platforms, making sure that the apps you have are fit for purpose is helpful to being able to get rid of paid apps and free apps which show adverts more that then do teach skills. Review apps in line with the curriculum, is there a new app out there which can help to enhance the project?

  • Have you chosen to use a different phonics style and are the apps you had still relevant to teach those core skills.
  • Could you take students on an adventure by adding in some augmented reality into the lesson?
  • Can an app save teacher time and support formative assessment?

Find innovators

Be excited with those staff in your school who are really enthused about what technology in the classroom can do. They are powerful, supporting and spreading their understanding in ways which you cannot do alone. Some schools call them “digital leaders” or “digital champions” but either way having peers who allow staff to knock on their door for a quick show and tell about the work they are doing is invaluable.

These people are also on the ground with different types of students, primary, secondary, classroom based or specialists so they bring so many different elements into the teaching and learning arena. Things you may not have thought about, things which can be shared that did not work as well, ways to use tech differently.

But most of all, they are a direct peer support, they don’t play with tech every day, they just use simple tools for big outcomes. Removing fear from the concept.

Develop strong links to the curriculum

Once teachers have had time to play around with technology, be it before or after COVID, make sure it is then being linked to the learning happening;

  • What is the app for?
  • Does it enhance the topic or subject?
  • Would the topic or subject be the same without it?
  • Can it help collate results as formative or summative assessment?
  • Can it stretch and challenge?
  • Does it need to be taught as part of the lesson to be used correctly?
  • Is it suitable for the age range?

When embedding a meaningful digital strategy, the steps along the way should be considered, otherwise the project will be undermined. Doubts about its suitability and functionality. A bit of leg work at the beginning will go along way.

Review, reflect and adapt

Do not assume that what is working now will work forever, continually itterate, review, refresh. Technology changes and so should our working practices in the classroom. When trying new things, making people aware that it is ok to change, make errors and for it not to work, we may try ten things with only one or two being successful and kept, but it will be worth trying new things, pushing the boundaries and finding out what fits you and your schools ecosystem.

Remember

In the current educational climate, the last few are so important. Embrace what has been working really well with your staff and students learning. Find ways to share successes. Continually reflect. Technology isnt just for remote teaching, it can have a lasting, positive, impact on education.

If you are looking for inspiration on where to start have a look at the following guides for support:

NetSupport’s guide for developing a digital strategy

– Apple’s Elements of Leadership and their range of books on developing educational technology.

The Hakuna Matata Effect

Yes, inspired by the brilliant re-make of The Lion King, but I couldnt help thinking whist I was watching it that more of us should take on board the “Hakuna Matata” this academic year.

We try to build resilience, we tell students to embrace faliure, but how many of us really show our students that it is ok?

Having now been in m new role for 7 weeks I have been trying to embed this culture across the school in relation to educational technology.

So Hakuna Matata,

“it means no worries”

The Lion King

This really should be the way we all look at embracing the introduction of EdTech in the classroom. The resilience which we are supporting our students to develop should also be developed more by us. Things do not always go right first time, but as I am sure we are all aware, failure is part of the road to success!

We have re-distributed our iPad devices across the junior school, to trial how a 1:3 device approach would work

(We had previously had devices in trolley’s across the school which would be booked out. Frustrations occur when staff began a project only to find they could not re-book them at the right times.)

With negotiation and willingness to try things in a new way, we now have 40 devices per year group.

To support this, staff have been provided resources which can help them to embed positive and meaningful device use in the classroom, focusing on their learning objectives and not on a range of apps. Thus allowing learning to take place as a whole group as we are not using devices as a “Golden Time”. For example, an empty session, where there is little to no impact as the focus is not clear.

Above is the current year 3 project template. We have seen some brilliant work this week from year 3 including some brilliant success stories alread, one year 3 teacher sent me this along with a piece of work which said…

“look what one of my lower ability children in did English earlier where they were identifying the persuasive devices used in speech. It was awesome! The child was one of the first to finish & I was completely blown away! 😁”

Year 3 Teacher

When students are engaged in meaningful use of technology they can really get excited and, with the example above, feel empowered successful learners! It is small steps, but thats a good approach, as the saying goes, Rome wasnt build in a day.

But… The Hakuna Matata approach with little gems of success like this will spread across our school. This teacher dared to do it and look at the success in one day, one week, just imagine the impact of a term or a year.

The same teacher also said the students commented on how their “Screen Time” must be much higher this week because of the iPad devices being in class, to which they considered how much more meaningful their use had been. They then were able to reflect upon all the fantastic things they had learnt how to do!

#DigitalCitizenship #TechControl #DigitalAwareness

Other year groups are taking a different approach. Year 4 as an example are looking at a guided reading project and are using a booklet which I found from another ADE on Twitter @BenHadenEDU (who if you don’t follow, you really should!)

Having these scaffolded resources are really helping to get staff on board and enabelling them to take more risks with other elements of the iPad device like the Camera and fun apps like Clips.

Next week we launch a two-week campaign to “count the ways…” with our focus being on the Camera tools. I look forward to sharing with you all the ways our students and staff have been using their Camera tools.

For now, our focus will be to continue to build our communities strength with the Hakuna Matata Effect!

Why don’t you give it a go to?

The EdTech Podcast

The EdTech Podcast

The EdTech Podcast was the first podcast about Education I listened to and I found myself working backwards through the episodes which Sophie Bailey hosts.

I find this podcast covers such a host of topics and conversations about EdTech across all key stages of education, inlcuding the impact of higher education and the changes which are beginning to happen in this area. As well as future tech and interviews with global reformists.

I find her work truely inspiring and always feel in the mood to write or create a new concept for a lesson after it.

Top tips for the long journey home…

Adobe Spark

Meaningful Screen time, for those times when a screen is a great option!

This summer, my family and I travelled from Nottingham to St. Ives (Cornwall not Nr. Cambridge) 322 Miles to be exact.

A place we have been over and again. Somewhere which for us feels very relaxing and has so much to explore, devices down, for little peoples feet as well as our big feet. Lots of climbing, surfing, walking not to mention a lot of pasties and fish and chips!

Over the week we did very well, the boys had about an hour a day , controlled by our Family Sharing – Screen Time option in my iPhone settings.

We adapted these settings before going away, the iPad down time is set to lock the iPad until 8am. Combatting the desire for the boys to wake up early to play games at the weekend

(we have a rule during term time, devices are only used for education in the week and the weekend limited, monitored “Free play”)

But the summer is different, rules can go out of the window.

So screen time normally in the morning whilst we lazed around and pondered what to do that day, I decided that after dinner I would teach the boys card games, with what my youngest son calls “Real Life Cards”, it was a big part of my growing up and they were easy to take everywhere with us.

So, where am I going with this?

The day we left was a Friday, those of you who have holidayed in England like this will know, Friday and Saturday are leaving and arrival days. If you don’t get out quick, it doubles the journey home.

This was one of those, because our 5 and a 1/2 hour journey just became 9 and a 1/2 hours … OH DEAR!

Now this could have been a frustrating time where we threw the rules out, but instead we tried some things which actually allowed the very slow journey very fun and interactive. All Wifi Free! (You may airdrop images you have taken from your device to theirs, again no WIFI)

So here are my Top Tips for the iPad on your journey home:

  1. Collect images from your holiday, create using the MarkUp tool which is in the photos and add images and captions to the photos, e.g. “What I was really thinking?” or allowing animals in the image to come to life as a character e.g “He thinks I like bread, I am after his ice-cream”
  2. Create a Clips Video of all of the things which happened. If your children are older, they might put them chronologically. Using Clips they can caption, add emojis and music.
  3. Compose music which captures a mood from something you did. You could take turns and try and guess what part of the holiday they are thinking of with the style of music.
  4. A simple one can be using Notes and adding a Sketch, they can draw on it, or upping the game a little you could play hangman or pictionary with them. This will support literacy skills as well.
  5. Create a Photo Book using Pages, they can use a template and add videos, thoughts, names of people they have met and places they went too. This is a great one for children who are going to be going back to school and asked what they did for their summer. By exporting the final version as an EPub they can share their summer with others, anywhere!
  6. Use Photo to doodle each other, getting a bit competitive challenge them to add elements to an image using the MarkUp Draw tools.
  7. Create an Animation of a place or something they did using Keynote. This one can be quite tricky, or very simple. But getting them to re-tell the story is a great way to hold onto their memories. They can even add a voice recording to tell people where it is and why it was their favourite.
  8. Finally, this was is a little more tricky… they can use the new green screen feature on iMovie, capture an image of themselves, add a green bubble on MarkUp in photos. Add a video of something they had done, along with their image into iMovie to make a worm hole… see what is going on in their memory bank.

I hope you have safe travels, remember… #EveryoneCanCreate

Where did all the “Real” news go?

The demise of TV news – Can we spot fake from the fact?

Adobe Spark Post

Today I was listening to my new favourite, non-educational podcast called The High Low, an amusing and wonderful weekly pop culture podcast by Dolly Alderton & Pandora Sykes. Not surprisingly it highlighted something rather interesting, which although I teach the concept of “Fake News” and “Digital Literacy” to a range of year groups, the immediacy and importance of why I teach it set in. In addition, why actually EVERY teacher should be teaching it. 

Ofcom found in their annual review that

“The internet is the second most popular platform for news at 66%, followed by radio at 43% and newspapers at 38%.”

with this in mind, never has it been more important to ensure that digital literacy is a core part of the curriculum, embedded not only into the traditional “computer science” or “ICT” lessons but across all curriculum areas. 

Although in the UK television news is still the highest ranking form of information for this category, across the globe many expats such as myself do not watch traditional television at all, relying on news apps and catch up television. This would be a similar context for the 1000+ students and their families in my school and undoubtably the 1000’s of others in many other schools in the region. 

Why should everyone be teaching it? Because it is relevant to anything where students need to research, where they need to fact find, gather statistics, read reviews… I could go on for days. As the internet is the second most popular source of new based information, we need to teach students the skills to find accurate information, segregate the fact and opinion, teaching students to not rely on just one source. Otherwise we are left with the playground scenario of “he said, she said” and miss communication. 

Interestingly,

“Six in ten older children aged 12-15 claim to be interested in news. Three quarters (76%) said they read, watched or listened to news at least once a week.”

this is not surprising with the politics being such a heavy topic, the younger generations want to have a voice and to understand how they can change their future. So how as educators can we support this, making it relevant to those who really need it. 

School projects 

Last year I developed a “Fake News” project in my school with our year 6 students. I felt that across the curriculum they had been able to grasp a range of key understandings linked to Fake News having done some work using Common Sense Media Lessons as well as Google’s BeInternetAwesome. I felt that students needed to really go deeper with their understanding and be curators. 

The aim of the project was to try and trick their peers into thinking a real new story was a fake and that their fake was real. 

Task: Find two news stories and present them using green screen and iMovie on a new TV channel, you must also have a third story which has been written and developed by you and your team. 

Students were given 4 weeks (1 hour per week in their Computer Science lesson) to develop their news show using their iPad. They were give a green wall, a planning document using Numbers, this was to plan their script, share with me where they found their stories as well as put together a story board. 

Side note: at the time the brilliant addition to iMovie was not on the iPad, so students had to record and send videos to my iPad and other teachers who were willing to share to be able to use the DoInk App, which has been fantastic for us in so many projects pre-iMovie green screen. A brilliant addition to any school if you do not have the iPad. 

So off they would go each lesson to develop, create and inspire one another with their ideas, slowly piecing together their stories, using GarageBand to make intro music, iMovie to add frames and transitions, mixing sound levels and editing. 

And in the end… 

We had a showcase, all of the students shared their work with the classes, the classes had to work out which was real and which was fake. I even sent them on to a friend who works for Sky News to have a look at. 

Why was this so important and why did they have so much fun?

They were able to be creative, to showcase their idea of real news, I allowed them to option to be deceptive and truly try to curate believable fake news stories. They were excited, they had by in, they became journalists, musicians, editors and so much more. Most of all, they had a real life audience to give them peer to peer feedback on what they did, most impressively to them was that some fake news was believable. 

A project which I hope will stay with them for a long time, I hope they will use the skills they have developed as well as trigger and question when they see news now which they are unsure of.

  • Give projects meaning, an audience who will see it at the end will help this, even if it is just their own class
  • Use small groups if you have the devices, if not get students to make a whole TV show, interviews, News, Weather – this way you can incorporate history, geography, maths, science, and so many more.
  • Make it relevant to what they are learning, and why they are learning it
  • Give them choices

If you haven’t tried out the new version of iMovie with GreenScreen, click here to find out more. 

Sleep Spiral & Ed Tech

Adobe Spark

I write this, inspired by a considerable lack of sleep. having come back from a wonderful month away from the place I now call home, visiting places which I have once called home. Travelling is a wonderful thing, as well as a luxury, even when it consists of sofa surfing and being on edge to make sure my two boys are always on their best behaviour in other peoples homes.  

But sleep is a strange concept to some, a barrier to others, especially those who have FOMO, we hear about this being a reason some teens and people in general feel they cannot turn off their phones. 

The reality really is a little like this… 

Ditch the Label – Social Media Campaign 

With so many things stop us from sleeping, we need to be able as educators to support educating parents and caregivers to do the simplest of things to support the bodies need for sleep. Because despite it sometimes feeling like it is getting in the way, sleep is something we all need to get us through life. 

I am grateful to have the ability to reach a range of stakeholders – teachers, parents or even that of the student, as an advocate of positive digital technology, it is so important that we work with our parents and students to educate them on the WHY

From reading and researching, it seems that most parents believe that technology is the main cause, of which in some instances, it may well be. But as educators, we need to enhance the reasons we use technology, showcasing the positive side to this way of learning. Changing the perceptions of technology and its impact on our students. Highlighting how we can support the development of everyones digital footprint and digital etiquette. 

“Teens need about 8 to 10 hours of sleep each night to function best. Most teens do not get enough sleep — one study found that only 15% reported sleeping 8 1/2 hours on school nights.” https://www.sleepfoundation.org/articles/teens-and-sleep 

So WHY? 

Although for many it is the summer holidays, this can be where we neglect the need to limits to screen use because we want to allow children to “relax” but this in itself can be harmful. The National Sleep Foundation shares a range of articles for all ages about the importance of sleep, stress and depression being one of the biggest effects caused by lack of sleep. 

“73% of those adolescents who report feeling unhappy, sad, or depressed also report not getting enough sleep at night and being excessively sleepy during the day.”

Having these conversations, with parents and students can be difficult 

What can we do?

  • Encourage parents to support meaningful device time, setting time limits on devices can get children to evaluate how much time they are using their device for in the day.
  • Add down time to the device, this means that unless requested the device can only be used during the day. 
  • Devices limited to communal areas of the home, allowing parents and guardians the ability to ask questions and raise concerns if they think they have been using something for too long.
  • Speak to the school and teachers, find out if they use devices, what do they use them for, if it is a 1:1 school or a digitally savvy school, they will have support and guidance for parents to showcase the WHY. 
  • Give students a voice, get them to pass the messages to their parents about why they use technology but also … 
  • Highlight the dangers of not being educated about digital safety
  • Promote open conversations between families in your schools community
  • Support parents to add screen time options onto their childs device (see my Screentime blog)

Embedding technology into the education system in the right way can only support a positive view on technology usage. As an educator I support and promote staff in my school to only use technology if and when it enhances a lesson and is truly meaningful. Growing up around this style of learning allows students to become creative and inquisitive, with the additional benefit of being able to understand the educational benefits of using a device. 

Parents also need to take charge, remember that the device they gave their child, is actually theirs so they make the rules. I would always advocate an open conversation with children, explain why they cannot have every app, why night time is for sleep and why we have age restrictions. You might even agree to reduce your own screen time. This can be difficult but it will be worth while.

Resources to help develop this in your own school can be found in a range of places Hannah Whaley has a brilliant range of books about Digital Literacy for FS-KS2. These are great short stories which can promote some excellent positive conversations with young children. In the coming weeks i will be posting some lesson plans for how you can integrate this into digital literacy in your school. 

Google have the Be Internet Awesome campaign, which not only has interactive lessons for educators but gives parental support for at home. 

There are also some fantastic app choice advice on common sense media as well as family resources. As well as lesson plans for the full range of key stages and academic grade levels. 

Finally, for older students there is a brilliant site called ditch the label this frank site is actually to stop bullying, but it deals very well with real online instances, some of which are the things keeping students up at night. 

Overflowing with #EdTech Enthusiasm

Enthusiasm is infectious, but Education Technology should empower and support your classroom environment

Writing this I would like to openly admit to being someone who gets very excited about EdTech and new apps, but who has also seen the impact of both sides of this coin. I have learnt along my travels, to consider the depth before use

I have been lucky enough to work with educators from a range of disciplines at International schools for middle and higher education (11-19yrs). 

As a trainer I have some very varied weeks. If we all reflect on the education institutes we work in and for, you can imagine the breath of experience and knowledge for pedagogy as well as their subject.

It has been an inspiring and reflective.

Training others in Education Technology it can be very difficult to get the room on your side.  For me, this is something I enjoy, in fact changing mindsets is one of my favourite tasks when it comes to delivering training, as this to me is real progress.

When walking into situations where change is needed but blocked, there is no real amount of preparation you can have.  Knowing your resources is very important, but above all, reading the room is the best skill you can have to give those educators.  Just like when teaching your own students, developing the work to suit the needs of those in front of you is your most important super power. 

So, what does all of this boil down to? Why does it come under the “Overflowing” heading you might ask?

The biggest part which I find as a barrier, not only to student progess, but also their own progress is the sheer volume of apps and programmes which are being used.  Sadly, it is not just in the school I am reflecting upon, its is across a range of institutes, across, I would assume the world.

A shiny new app comes along and people want to use it. Which is understandable. We are sold the educational reasons for using it and are now inspired… Please do not get me wrong, this is wonderful that we can see the benefit of using technology in the classroom. 

But imagine this… 

Every teacher in your institute asks the same thing, asking for one or maybe two brilliant apps which we cannot live without. 

Now, imagine the student in your classroom, who has come to your lesson, perhaps it is the third or fourth lesson of the day.  

To them, this is the fifth or sixth new application or programme they have used already.  How much of the actual learning are they able to take in, around remembering what to do, where to login and how to use the tools?

The answer is, not a lot.  

Now, if in addition to this you are talking to your students in a non-native language, very common in lots of schools not just international schools, then they are also trying to de-code all of the terminology you need them to know for your subject.

So how do we over come this? Keep it simple.

What do students need to know? How to use EdTech which will help them succeed in lesson, but also in their future 

What is the best way to do this?

Use programmes native to the device the students use. Apps can be here today, gone tomorrow, however Numbers, Keynote and Pages have been around since iWork was launched in 2005, only getting better and more advanced in their ability.   Students need transferable skills, things which will hold relevance to their daily lives now and also in the future.

I am not saying all apps are irrelevant, they defiantly are not. However, complimenting a core understanding of one range of software, develops a mastery level for students (and educators) will allow learning to happen in your classroom every day, with ease.

Embedding some core apps to support assessment or theory can still happen, but slowly allowing everyone to have confidence.  Especially if EdTech is new to your classroom. It also allows you to share information quickly and easily with one another as well as your students.

How can this be instilled?

  1. Chose your software 
  2. Train all staff in the school on that specific platform, have non negotiable elements with staff to ensure it is being used and implemented effectively. 
  3. Have core “whole school apps” things which can help more than one department or subject area 
  4. Get leadership to use the same platforms – consistency and modelling of the systems by leadership show staff that you are working together 
  5. Have a whole school ethos about meaninful EdTech

Personal recommendations would be Apple, once you have the device, all you need is in there. I could teach all elements of learning in a lesson using the iPad native software alone, it allows for so much development and creativity.

Apple have guides on how to develop curriculums, as well as rubrics.  They even support CPD within their #AppleTeacher program, relevant to all staff in your school, not just the educators. https://www.apple.com/ae/education/apple-teacher/

in addition:

  • You are Embedding real-world skills into students
  • Apple platform allows for creativity within all subjects #EveryoneCanCreate
  • Ability to design simple work flows for staff
  • Assessment tracking (Integrated very well with external apps via SchoolWork)
  • Students work portfolios; In Pages, Number or Keynote #ElementsOfLearning 
  • SchoolWork you can send documents and assignments to students with deadlines creating a diary for the student which allows you to track progress
  • Clips or iMovie can allow collation of evidence 
  • Sketch and annotation avaliable on all their software 

For more information click on the following links:

https://www.apple.com/ae/everyone-can-code/

https://www.apple.com/ae/education/everyone-can-create/

https://itunes.apple.com/us/book/elements-of-learning/id1367981260?mt=11

Digital Feedback

By Andi Price @MrAndiPrice

The Future of Teaching – reducing workload and increasing pupil interaction.

Two years ago, I made the unusual, and dare I say radical decision of returning full time to the classroom. I had been a Headteacher, in different schools both in the UK and internationally for the past 13 years. Although I maintained a teaching commitment in all my roles, I became increasing frustrated with not being able to fully implement new strategies for learning I was advocating as a leader. The most effective strategy I felt I was missing out on was the onslaught of learning assisted by technology. Being a semi tech-geek, I had a huge desire to fully embed this into classroom practice and ensure accelerated learning.    

JESS Dubai

When I began at my new school, I was highly encouraged to use ‘Twitter’ as a tool for my own development. After a few months, I can firmly say I had missed out on a considerable amount of CPD prior to not using Twitter. What an endless resource of ideas and celebration of modern education it is. I have become part of many learning communities and regularly share my ideas and classroom practice. I would recommend to any teacher or trainee in joining a PLN. I would go as far to say it has changed my career.   

Back at the start of my career I suppose, like many NQTs, I was just trying to keep my head above water; basically playing the game and not really seeing the worth of extensive written feedback in books. The trend of triple marking, writing a response to a child’s piece of work, the child responding back and so on and so forth. I knew early on in my career; written feedback was going to be something highlighted to be me to improve on by senior leaders, some may say justified. Or was it?

From the beginning of my classroom career, until I would say I became a more experienced and confident practitioner, I knew I would have to back mark over the holiday period to keep up with the regular book scrutinies. This would have definitely impacted on my wellbeing and love for the profession. Even though my written feedback was not as frequent as the intense feedback policy required, my pupils would always make considerable progress. How was this if there was a lack of daily feedback in books?  

Further into in my career I have analysed this more and more. I have come to the conclusion that on the spot, short regular snippets of guidance, encouragement and further enquiry tasks are much more beneficial to the pupils than reams and reams of writing at the end of their work, which in the majority of cases, the students don’t take on board or have a positive impact. What a waste of our precious time that otherwise could be used on much more beneficial tasks for example preparing high quality resources or furthering our subject knowledge. 

Teachers who write reams, and enforce immaculate books might not be the greatest teachers! Unfortunately, I know this outdated accountability judgement process is still very much in existence. Professional practitioners are predominately judged by their books and not by the progress their pupils make. But thank goodness there does seem to be a feedback revolution taking place across the profession.  

My biggest fear going back into the classroom full time was the mile-high pile of books waiting for your attention at the end of each day. The dread of a long writing task. The writer who had written 6 side of drivel that need highlighting with yellow, green and blue highlighters. The buddy mathematician who requires numerous calculations methods corrected. The depressing amount of time spent writing further questions with THAT green pen and then pupils write a one-word answer. We have all been there!

My focus as both a leader and class teacher for the last few years has been how can we turn this immediate, purposeful, diagnostic feedback, we all give in class, so it is accessible, purposeful and can be referred back to time after time especially within the current accountability process climate. Also with an aim of raising the quality of feedback. And no, verbal feedback stamps are not the answer! As Joe Kirby writes:

Feedback is effective when it is timely (not too late after the task), frequent (not too scarce) and acted on (not ignored). Written marking often militates against this.” 

Pragmaticreform.wordpress.com 2015

I can see both sides of the coin, having been senior leadership for many years I totally understand the trepidation and fear that exists in permitting teachers to feedback through digital platforms. It is the ridiculous accountability process we are all exposed to throughout education worldwide that exacerbates this reluctance. So how can we meet in the middle? Less onerous feedback with the same amount of progress evidence. Impossible right? Not at all. 

How to begin with Digital feedback

Firstly, you need to choose a platform, although we have progressed to using a number of platforms, it is always good to start small. My preferred platform of choose is @seesaw. I choose this for its ease of use, parental access and multiple feedback options. Hardware, well surprisingly you do not need much. In fact 1 tablet or a smartphone would suffice. @Seesaw has a very simple procedure for setting up parental access. I have always had 100% take up for all students in my classes (this has been so successful over the years that we as a whole school have adopted it as our one form of communication). Uploading students work is super easy, just take pictures and away you go.

Now that you have students work uploaded, this can now be sorted into categories or folders (i.e. digital exercise books). Press a button and you can now feedback on all your English work for example. Feedback can take three forms. I firstly started typing feedback and students typed back their responses. I know what you are thinking, well this takes longer then writing in exercise books, well not if you are commenting on the same misconception in the majority of work. Copy, paste and adapt. I estimate that I saved around a third of the time I would have done by writing in exercise books. 

Next, I progressed on to verbal feedback, this was probably the most scary part of the procedure. Would students respond? Was the feedback useful/challenging? Would SLT accept this typed of feedback? Funnily enough this proved to be the most successful part of the journey with digital feedback. Student engagement improved 10 fold, SLT observed huge benefits and were witnessing considerable progress.  

Of course this feedback was accessible for scrutinises and inspection purposes. This success prompted the change to the whole school feedback policy and encouraged other staff to try out digital feedback. The whole project then snowballed with the vast majority of teachers adopting, seeing a huge reduction to their workload, parents interacting with their children’s work, praising and in some cases, using further in-depth questioning. And most importantly feedback was purposeful for the students. 

Once typed and verbal feedback has been embedded, you can then try the real game-changer, annotated feedback. This was developed in conjunction with a few of my colleagues who saw the benefit of modelling methods where students had misconceptions in mathematics.

This approach to feedback has been recognised by inspectors as being revolutionary. They commented that the collaborative approach of educators, parents and peers having the ability to view work, comment upon and further question students increased learning dramatically. Digital feedback is a leap of faith for schools however as a profession we are behind, and it is not due to the lack of hardware! I fear that it will not be parents and students that will be the ones that slow this process of moving toward this more accessible, collaborative and workload reducing feedback process. Senior leaders need to trust, trust in practitioners who have always provided quality feedback. Without doubt Digital Feedback is a ‘safer’ option for schools to adopt than ‘Whole Class Feedback’, it is considerably more personalised but still dramatically reduces teacher workload. With teachers’ workload at record levels we must revolutionise our profession before it is too late. Let the revolution begin!