Digital Learning 2020 - Department of Education and …...of 2019. An initial reportwith baseline...
Transcript of Digital Learning 2020 - Department of Education and …...of 2019. An initial reportwith baseline...
INSPECTORATE: EXCELLENCE IN LEARNING FOR ALLAN CHIGIREACHT: FEABHAS NA FOGHLAMA DO CHÁCH
Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
June 2020
Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
Inspectorate
Department of Education and Skills
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Table of Contents1. Introduction 5
1.1. Purpose of this report 5
1.2 Background 6
1.3 Digital learning: The school context 7
1.3.1 Digital Strategy for Schools 7
1.3.2 Digital Learning Framework 8
1.4 Digital Learning: The early learning and care context 8
2. The Evaluation Project 9
2.1. Focus 9
2.2. Methodology 10
2.2.1. Observing teaching and learning 10
2.2.2 Interviews and conversations 11
3. How effectively are digital technologies integrated into teaching, learning and assessment in early learning and care settings and in primary and post-primary schools? 14
3.1. The use of digital technologies in learning 14
3.2. Usingdigitaltechnologiesactivelyandcollaborativelyinlearning 15
3.2.1. Spotlights on effective digital practices involving active and collaborative learning 16
3.3. Using digital technologies to create new knowledge, content and artefacts 18
3.3.1. Spotlights on effective digital practices involving knowledge and content creation 18
3.4. Digitaltechnologiessupportingassessment 20
3.4.1. Spotlights on effective assessment practices involving digital technologies 20
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4. How well are schools and early learning and care settings planning for the use of digital technologies? 22
4.1.Spotlightsoneffectiveplanningfordigitallearning 24
5. What other themes are emerging? 26
5.1. Digital learning in the early learning and care (ELC) sector 26
5.2. Progression in the use of digital technologies 26
5.3.Teacherandpractitionerlearning 26
5.4Riskofusingdigitaldevicespassivelyintheclassroom 26
5.5 Infrastructure 27
5.6 Safe and ethical use of digital technologies 27
6. Digital learning in a changed context 28
6.1Emergingexamplesofgoodpractice 29
6.2 The challenges 32
6.3Issuesforconsiderationbyschoolsandthesystem 33
7. Conclusions and recommendations 35
7.1Recommendationsfortheprimaryandpost-primarysectors 36
7.2 Next steps for the early learning and care sector 37
7.3RecommendationsforpolicymakersandprovidersofteacherCPD 37
Acknowledgements 38
Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
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1Introduction
1.1. Purpose of this reportThis report presents thefindingsofanevaluationofdigitallearning,conductedbytheInspectorateoftheDepartmentofEducationandSkills,inasampleofearlylearningandcare(ELC)settings,primaryschoolsandpost-primaryschools,duringtheperiodJanuarytoDecember2019.OneoftheobjectivesoftheAction Plan for Education 2016-2019 was to ‘increasetheuseofICTinteaching,learningandassessmentsothatlearnersareequippedwiththenecessaryskillstomeetthechallengesofarapidlychanginglearningenvironment.’1 The reportfocusesonthreekeyquestions:
1 Howeffectivelyaredigitaltechnologiesintegratedintoteaching,learningandassessmentinprimaryandpost-primaryschools?
2 Howwellareschoolsplanningfortheuseofdigitaltechnologies?
3 Howaredigitaltechnologiesbeingusedinearlylearningandcare(ELC)settings?
ThisreportprovidesasnapshotofhowdigitaltechnologiesareincorporatedaspartofpedagogyintheELCsettingsandschoolsvisitedduringtheevaluationin2019.Ithighlightssomeoftheemergingthemes,andplacesaspotlightonpracticesobserved.Thereportisdesignedtoinformactionstoensurethatnationalgoalsinrelationtotheuseofdigitaltechnologiescanbemetinawaythatequipslearnerswiththeskillsandcompetenciestheyneedinanever-changingworld.Thedocumentisintendedalsotobearesourceforpractitioners,teachersandschoolsleadersatearlyyears,primaryandpost-primarylevels,byprovidingillustrationsofeffectivedigitalpracticesobservedinthecourseoftheevaluationproject.
ThisreportwaspreparedbeforeCOVID-19becameareality.Littledidanyonerealiseatthetimeofwriting,howspeedilyallschoolsandteacherswouldhavetolearnaboutonlineplatformsandmodesofdelivery.Whilethereportpresentsthefindingsofanevaluationthattookplacein2019,anadditionalchapterhasbeenaddedtoreflectthecurrentsituationinourschoolsandtodescribesomeofthecurrentteachingandlearningpracticesandchallengesforschools.
Integratingdigitaltechnologiesintoteachingandlearning,andembeddingdigitaltechnologiesintocurriculumandassessmentprocessesinschools,arevitaldevelopmentgoalsfortheeducationsystem.Manyschoolshaveusedtheschoolself-evaluation(SSE)processtointegrateandembeddigitaltechnologiesintolearners’experiences.ItisalsoappreciatedthatinELC
1 ActionPlanforEducation2016-2019,P.23.
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settings(0to5years),considerationoftheappropriateuseofdigitaltechnologieshasonlyjustbegun.ItwilltaketimefortheELCsectortoreachanagreedapproachonhowbesttolaythefoundationsfordigitallearningandthinkingskills.However,thepositivefindingsfromboththeELCsectorandfromschoolshighlightedinthisreportaretobewelcomedandprovideasoundbasisonwhichtobuildforthefuture.
1.2 BackgroundDigitaltechnologiesareprevalentinallaspectsofourdailylivesandwillformpartofthelivesofthelearnersoftodayinwaysthatwecannotcurrentlyevenimagine.Careersofthefuturewillinvolvetechnologiesthathaveyettobedeveloped.Skillsintheareaofdigitaltechnologies,includingcreativity,adaptabilityandopennesstonewtechnologies,areimportantforthelearnersintheirlivestodayaswellasfortheirlifelonglearning.
Thereiswideacknowledgmentinternationallythatdigitaltechnologiesshouldbeanintegralpartoflearners’experiencesinschools.Thereismuchinternationalresearch2 on theimportanceoffullyembeddingdigitaltechnologiesintotheteaching,learningandassessmentprocessesinschools.Whenusedeffectivelyaspartofteachingandlearning,digitaltechnologiesfacilitatelearnerstocollaborate,tosolveengagingreal-worldproblems,toresearchandanalyseinformation,tocommunicatetheirideas,andtosharewhattheycreatewithothersbeyondthewallsoftheirclassrooms.
Theuseofdigitaltechnologiesandinformationandcommunicationstechnologies(ICT)aspartofteachingandlearninginIrelandisnotanewconcept.Therehavebeenanumberofgovernmentstrategiesandinitiativesoverthelasttwodecadestoencourageandpromotetheuseofdigitaltechnologieswithandbylearners.ManyIrishschoolshaveembracedthesechallengesanddevelopedinnovativewaysofincorporatingdigitaltechnologiesintolearners’experiences.
Recentcurriculumreformsinschoolshaveemphasisedtheimportanceofdigitaltechnologiesandincludestatementsoflearningthatfocusondevelopingdigitallearningskills.Forexample,inthecontextoftheFrameworkforJuniorCycle,digitaltechnologiesareembeddedacrosstheframework’skeyskillsandanumberofshortcoursesintheareaofdigitaltechnologieshavebeendevelopedbytheNationalCouncilforCurriculumandAssessment(NCCA),whileatseniorcycle,ComputerSciencehasrecentlybeenintroduced.Atprimarylevel,anewmathematicscurriculum,whichreflectstheimportanceofcomputationalthinkingisbeingprepared.Digitaltechnologieswillalsobeevidentinthereviewandredevelopmentoftheprimaryschoolcurriculum,withtheinclusionof‘Beingadigitallearner’asakeycompetency.Adraftisduetobepublishedforconsultationin2020.
In the ELC sector, Aistear, the Early Childhood Curriculum Framework,providesthecurricularcontextforyoungchildren’slearninganddevelopment.3WhileAisteardoesn’tsetspecificexpectationsfordigitallearning,itdoessuggestpossibleopportunitiesforpractitionerstointegrate digital technologies into the learning experiences of children.
2 Forexample,theliteraturereviewaspartoftheconsultativepapercreatedtoinformthedevelopmentoftheDigitalStrategyforSchools:https://www.education.ie/en/Schools-Colleges/Information/Information-Communications-Technology-ICT-in-Schools/Digital-Strategy-for-Schools/Building-Towards-a-Learning-Society-A-National-Digital-Strategy-for-Schools-Consultative-Paper.pdf
3 Aistear,theEarlyChildhoodCurriculumFramework:https://www.ncca.ie/en/early-childhood/aistear
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ENHANCING TEACHING, LEARNING AND ASSESSMENT
Digital Strategy
for Schools2015-2020
1.3 Digital learning: The school context1.3.1 Digital Strategy for Schools
The key guiding policy resource for schools is the Digital Strategy for Schools 2015 – 2020. ItcommunicatesthevisionoftheDepartmentofEducationandSkillsfordigitallearning:
To realise the potential of digital technologies to enhance teaching, learning and assessment so that Ireland’s young people become engaged thinkers, active learners, knowledge constructors and global citizens to participate fully in society and the economy.4
Itsetsoutaprogrammetoembedtechnologiesanddigitallearning tools in the learning experiences of children and youngpeopleinprimaryandpost-primaryschools.Centralimportanceisplacedontheintegrationofdigitaltechnologiesintoteaching,learningandassessment.TheStrategyadvocatesforaconstructivistpedagogicalorientation;thatis,
anapproachtoteachingandlearningwherelearnersengageactivelyandcollaborativelyinaprocessofdeterminingmeaningandknowledgeforthemselves.5
FourkeythemesareidentifiedintheDigital Strategy for Schools to support the use of digital technologies in schools:
• Theme1:Teaching,LearningandAssessmentusingDigitalTechnologies
• Theme2:TeacherProfessionalLearning
• Theme3:Leadership,ResearchandPolicy
• Theme4:ICTInfrastructure
Significantfinancialsupportisbeingprovidedtoallprimaryandpost-primaryschoolsonanannualbasisoverthelifetimeoftheStrategy.AllschoolsarerequiredtodevelopaDigitalLearningPlanappropriatetotheirowncontexttosupportimprovementsinteaching,learningandassessmentusingdigitallearning.Asuiteofsupportswasputinplacetosupportschools,includingaccesstocontinuingprofessionaldevelopment(CPD)forindividualteachers,seminarsfor school leaders, a repository of teaching resources (Scoilnet), resources to support online safety, and guidance on ICT infrastructure.
4 Digital Strategy for Schools 2015 - 2020, p. 5.
5 Digital Strategy for Schools 2015 - 2020, p. 8.
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Digital Learning Framework for Primary Schools
Digital Learning Framework for Post-Primary Schools
1.3.2 Digital Learning Framework
AnearlykeyactionoftheStrategywastodeveloptheDigital Learning Framework(DLF).ThisframeworklocalisestheUNESCO Digital Competence Framework to the Irish context for bothprimaryandpost-primaryschools.TheDigital Learning FrameworkdirectlyalignstothedomainsandstandardsofLooking at Our School 2016. Its purposes are:
• Tooutlinewhateffectiveandhighlyeffectivepracticeinthe use of digital technologies looks like in schools
• Tosupportschoolsandteacherstoreflectonandself-evaluatetheirownpractice
• Tosupportschoolsandteacherstoplanforandbringaboutimprovementintheuseofdigitaltechnologiesaspartofteaching,learningandassessment
• Toinformteacherprofessionallearning,includingCPD
The Digital Learning Frameworkwasmadeavailableforusetoallschoolsin2018/19.AdditionalresourceswereprovidedtosupportschoolsintheiruseoftheFramework.Theseincludeplanning supports6andvideoexemplarsofgoodpracticefromIrishclassroomscapturedbytheProfessionalDevelopmentServiceforTeachers(PDST).Athree-yearlongitudinalstudybytheEducationalResearchCentre(ERC)ontheimpactanduse of the Digital Learning Frameworkcommencedatthestartof2019.AninitialreportwithbaselinedatawaspublishedinJanuary20207andtwofurtherreportswillbepublishedfromthestudytohelpinformnationalpolicyandCPD.
1.4 Digital Learning: The early learning and care contextWhiletheDigital Strategy for Schoolsspecificallyaddressestheformalschoolsystem,thefoundationsfordigitallearningbegininearlychildhood.Inrecentyears,theimportanceoftransitionsbetweentheELCsettingandtheprimaryschool,andbetweentheprimaryschoolandpost-primaryschoolhavecomeintosharperfocusinIreland.Itisimportanttoconsiderthedevelopmentofchildrenandyoungpeople’sskills,knowledgeandcompetencesacrosstheirwholelearningexperience.Throughactive,playfulandenquiry-ledengagement,youngchildrenaresupportedtoacquirethefoundationsfordigitallearningthataredeepenedandrefinedastheymovethroughtheeducationsystem.DigitaltechnologiesandICTarementionedaspartofchildren’slearninginAistear, the Early Childhood Curriculum Framework.However,thereisnotyetconsensusastowhetherorhowdigitaltechnologyshouldbeusedbyyoungchildrenaspartoftheirdailyexperiencewithinELCsettings,andhowthismightdependontheageofthechild.
6 https://www.dlplanning.ie/
7 http://www.erc.ie/programme-of-work/dlf/
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2TheEvaluationProject
2.1. FocusTheInspectorateoftheDepartmentofEducationandSkills(DES)evaluatesandreportsonthequalityofeducationalprovisionforlearnersinELCsettings,schoolsandcentresforeducation.TheInspectoratealsoprovidesadviceandsupporttoELCpractitioners,teachersandthoseinvolvedintheleadership,managementandpatronageorownershipofthesesettingsinrelationtoactionsthatneedtobetakentoimproveeducationalprovision.Throughdiscussion,reportingandpublication,theInspectoratedisseminatesthefindingsofitsevaluationsandpublishesadviceonhowtheworkofeducationprovidersandthelearningofchildrenandyoungpeoplecanbeimproved.
ThisevaluationfocusedonthemeoneoftheDigital Strategy for Schools - Teaching, Learning and AssessmentusingDigitalTechnologies,andisdesignedto:
• EncourageandfacilitatediscoursearoundthecurrentuseofdigitaltechnologyinschoolsandELCsettings
• Provideillustrationsofgoodpracticesintheuseofdigitaltechnologiesinschools
• Provideinformationaboutdigitallearninginordertoinformfurtherimplementationofnationalpolicyinrelationtotheuseofdigitaltechnologiesineducationandagainstwhichfutureprogressinimplementingpolicycanbeassessed.
Asnotedearlier,thisreportexploresthethreekeyquestionsbelowbydrawingonfindingsfromevaluationsinasampleofELC,primaryandpost-primarysettings:
1. Howeffectivelyaredigitaltechnologiesintegratedintoteaching,learningandassessmentinprimaryandpost-primaryschools?
2. Howwellareschoolsplanningfortheuseofdigitaltechnologies?
3. Howaredigitaltechnologiesbeingusedinearlylearningandcaresettings?
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2.2. MethodologyAdigitallearningworkinggroupcomprisingearly-years,primaryandpost-primaryinspectorswasconvenedinlate2018.Thisgroupsetaboutgatheringinformation,observingpracticeanddiscussingschools’andsettings’approachestodigitallearninginthecontextoftheDigital Strategy for Schoolsand,inparticular,thefocusofTheme1ofthatstrategy,howdigitaltechnologiesareintegratedintoteaching,learningandassessmentinschools.Theinspectorsdevelopedanumberofspecificdigitallearningevaluationcriteriatobeincorporatedintoinspectioninstruments.BetweenJanuaryandOctober2019,inspectors,usingthosecriteria,lookedathowdigitaltechnologiesformpartofchildrenandyoungpeople’slearning,howteachersandELCpractitionersusetechnologiesaspartoftheirpractice,andhowschoolsareplanning for digital learning.
Aconveniencesamplingstrategywasused.Thetablebelowshowsthemodelsofinspectionacrossthethreesectorsinwhichinspectorsgatheredinformationforthisreport.
Early-years EYEI(Early-yearsEducationInspection)
Primary IncidentalInspections,CurriculumEvaluationsandWhole-SchoolEvaluations
Post Primary IncidentalInspections,SubjectInspectionsandWhole-SchoolEvaluations
Twokeymethodswereusedinthecourseofinspectionstogatherinformationrelatedtothedigitallearningevaluationcriteria:observationofteachingandlearninginlessons,observationofELCsessions,anddiscussionswithELCpractitionersandschoolleaders.
2.2.1. Observing teaching and learning
Inspectorsobservedteachingandlearningactivitiesacrossarangeofsubjectsinprimaryandpost-primaryschools.Inaddition,theyobservedactivitiesduringELCsessionswheretheyfocusedonquestionssuchas:
Did children use digital technologies during their
play and activities?
Were children able to actively choose and use
digital technologies during their play and activities?
Do practitioners use digital technologies as part of the
assessment process?
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Inprimaryandpost-primarycontexts,inspectorsfocusedonquestionssuchas:
Was digital learning a feature of the
lesson?
If it wasn’t, would the learning have
been better if it had been?
Were learners actively using
digital technologies as part of learning?
Did learners collaborate with
others using digital technologies?
Did learners use digital technologies
to create new knowledge or
digital artefacts?
Did teachers use digital technologies to creatively
engage and challenge learners?
Did learners use digital technologies to self-
assess and reflect on their learning?
Were teachers using digital technologies as part of the
assessment process?
Thetablebelowshowsthenumberoflearningsessionsorlessonswhereinspectorsgathereddigitallearninginformationrelatedtotheabovequestions:
Sector Number of lessons / sessions observed
ELC 39
Primary 212
Post-primary 194
2.2.2 Interviews and conversations
Duringsomeevaluations,inspectorshaddiscussionswithschoolleaders,teachersandELCpractitionersabouthowthesettingorschoolviewedandplannedfordigitallearning.Inprimaryandpost-primaryschools,aspartofthosediscussions,inspectorsreviewedtheschool’sdigitallearning plan to see how the Digital Learning Frameworkwasbeingusedtosupportactionplanningforimprovementindigitallearning.
IntheELCsettings,inspectorsexploredthefollowingquestionsthroughdiscussionwiththepractitionersorowner/managerofthesetting:
Is the setting thinking about building the
foundations for digital learning?
Are digital technologies in use by the setting to facilitate reflection on
practice/CPD?
Are digital technologies used by the setting to communicate about
children’s learning with parents and families?
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Intheirdiscussionswithprimaryandpost-primaryschoolleadersandteachers,inspectorsexploredquestionssuchas:
Does the school have a Digital Learning Plan?
Was the plan informed by the Digital Learning
Framework?
Were clear actions to improve digital learning contained in the plan?
Thetablebelowshowsthenumberofsettingsandschoolswhereinspectorshaddiscussionswithschool/settingpersonnelaboutplanningfordigitallearning.
Sector Number of ELC settings or schools where interviews and conversations about digital learning occurred
ELC 33
Primary 33
Post-primary 24
Toensureconsistencyandinter-raterreliabilityamonginspectorsinrelationtotheapplicationofthedigitallearningevaluationcriteria,allofthecriteriawerereviewedbyinspectorsfromallthreesectors(ELC,primaryandpost-primary)andtheapproachtoapplyingthecriteriawasstandardised.InspectorsthenassignedqualitylevelstoschoolsusingtheInspectorate’squalitycontinuumforprimaryandpost-primaryschools,assetoutinthetablebelow.GiventhelackofanagreedapproachtotheuseofdigitaltechnologyinELCsettings,thequalitycontinuumwasnotappliedtoELCsettings.
Rating Description
Very Good Very goodapplieswherethequalityoftheareasevaluatedisofaveryhighstandard.
Good Goodapplieswherethestrengthsintheareasevaluatedclearlyoutweightheareasinneedofimprovement.
Satisfactory Satisfactoryapplieswherethequalityofprovisionisadequate.
FairFairapplieswhere,althoughtherearesomestrengthsintheareasevaluated,deficienciesorshortcomingsthatoutweighthosestrengths also exist.
Weak Weakapplieswherethereareseriousdeficienciesintheareasevaluated.
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Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
Inspectors’ratingswereanalysedusingthefivequalitylevelsabove.Theywerefurtheraggregated into satisfactory or better and less than satisfactory. Satisfactory or better includes the qualityratingssatisfactory, good and very good. Less than satisfactoryincludesthequalityratingsfair and weak.
Whereinspectorssawpositivepracticesinvolvingaspectsofdigitallearninginschools,theydocumentedthemasshortcasestudiestodescribehowdigitaltechnologieswereenhancingchildrenandyoungpeoples’learning.Someofthesecasestudiesareusedtoexemplifythefindingsandemergingthemesinthenextsection.
ThecasestudiesofELCsettingsaresnapshotsofpracticeobservedbyinspectors,andarenotintendedtobeseenasrecommendedexamplesofgoodpractice.
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3Howeffectivelyaredigitaltechnologies integrated into teaching, learning and assessment in earlylearningandcaresettingsandin primary and post-primary schools?
3.1. The use of digital technologies in learningUsingdigitaltechnologiesaspartoflearninghasthepotentialtomakelearninginschoolsmoreengagingandtodeepenhowchildrenandyoungpeoplelearnparticulartopics.Inspectors foundthatdigitallearningwaspartofthelessonin55%oflessonsobservedinprimaryschoolsandin62%oflessonsobservedinpost-primaryschools.WhetherandhowtousedigitaltechnologiesaspartoflearninginELCsettings–andwhethergoodpracticemayvaryaccordingtotheageofthechild–isamatterforongoingconsideration.
Use of digital technologies in lessons observed
Digital technologies in use Digital technologies not in use
0%
20%
40%
60%
80%
Lessons in Primary Schools Lessons in Post-primary Schools
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Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
Learning would have been enhanced if digital technologies were used
In lessons where digital technologies were not a feature of the learning, inspectors considered whetherornotthelearningwouldhavebeenbetteriftheyhadbeenused.Inspectorssuggestedthatlearningwouldhavebeenbetterifdigitaltechnologieshadbeenused in 34% of primarylessonsandin25%ofpost-primarylessonsinthesample.
Overall,inspectors’findingsareshowingthatthereisscopetousedigitaltechnologiesmoreregularlyaspartofteachingandlearninginschoolsandthattheirusewouldimprovelearningforchildrenandyoungpeopleinmanyinstances.
3.2. Using digital technologies actively and collaboratively in learning
Inspectorsnotedthatin86%oftheprimarylessonsand81%ofthepost-primarylessonswheredigitaltechnologieswereused,theywereusedtoasatisfactoryorbetterdegreebyteacherstocreativelyengagelearners.Thisisapositivefindinginandofitself.However,inspectorsalsoreportedthatinsomelessonsobserved,thedigitaltechnologieswereusedsolelybytheteachersandwerenotusedbythelearners.
The Digital Strategy for Schoolsadvocatestheuseofdigitaltechnologiesinschoolsinaconstructivistway.Thisinvolveslearnersusingtechnologiesactively,sometimesincollaborationwithothers,aspartoftheirlearning.Inspectorsfoundmuchencouragingpracticeinthisregardinclassroomsinprimaryandpost-primaryschools.
Learning would have been enhanced if digital technologies were used
0%
10%
20%
30%
40%
Primary Lessons Post-primary Lessons
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Inspectorate – Department of Education and Skills
Active and collaborative use of digital technologies during lessons in primary and post-primary schools
Wherethelessoninvolveddigitallearning,itwasencouragingthatinspectorsfoundthatlearners’activeuseofdigitaltechnologieswassatisfactoryorbetterin72% ofpost-primarylessonsandin62%ofprimarylessons.Thelevelofcollaborationwithotherlearnersintheuseofdigitaltechnologieswasalsoencouraginginpost-primaryschoolswithalmost68% of lessons havinglearnercollaborationthatwassatisfactoryorbetter.Inprimaryschools,thelevelofcollaborationwithotherlearnerswassignificantlylower,withjust41%oflessonshavinglearnercollaborationthatwassatisfactoryorbetter.
3.2.1. Spotlights on effective digital practices involving active and collaborative learning
Thereweremanypositiveexamplesofeffectivedigitalpracticesinvolvingactiveandcollaborativelearningencounteredbyinspectorsinthecourseoftheevaluationwork.Twoarehighlightedbelow.
0%
40%
30%
20%
10%
60%
50%
80%
70%
Satisfactory or better
Active use of digital technologies in primary lessons
Active use of digital technologies in post-primary
lessons
Collaborative use of digital
technologies in primary lessons
Collaborative use of digital technologies
in post-primary lessons
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DIGITAL SPOTLIGHT 1
Inonespecialschool,awidevarietyofdigitaltechnologieswasbeingusedtosupportlearnerstoengageactivelyintheirlearning.Tabletsandapplicationswereusedtofacilitatethedevelopmentofpupils’receptiveandexpressivelanguageskills.Pupilsusedthemtoacquireandcomprehendlanguageandtocommunicatetheirlearningexperiencesandoutcomes.Arelevantinnovationintheschoolwasthecreationofaninteractivefloor.Pupilsmovedonthefloortoexplorearangeofthemes,forexamplesealife.Theyexploredcauseandeffectandreceivedvisualandsensoryfeedbackastheyengagedwiththeinteractivefloor.Virtualrealityheadsetshadbeenacquiredtoaccommodatetheneedsofapupilincreatingcontextuallinks.Groupsofpupilsworkedtogethertocreatevideosandfilmsonavarietyoftopics.TheschoolhadalsoengagedwiththeFíSProject,afilmmakingprogrammeforprimaryschoolsthatisfacilitatedbyPDSTandDúnLaoghaireInstituteofArtsDesignandTechnology(IADT).
DIGITAL SPOTLIGHT 2
Inapost-primarymusiclessonwithaTransitionYeargroup,thelessoncommencedwithavideoclip,createdbytheteacher,ofdinosaurswalkingaroundtheirschool.Thisengagedthelearnersandwasaneffectivehookwhichaddedexcitementandanairofanticipationtothelesson.Inadvanceofthelesson,theteacherhadplacedscancodesaroundtheroomandstudentshadtoscanthecodesusingtheirtabletstoobtainimportantpiecesofinformationtohelpthemtocreateaprofilefortheirowndinosaur.Then,takingthatinformation,andworkingingroupsoffour,theyusedanapplicationontheirtabletstocreateapieceofmusicthatbestrepresentedtheirparticulardinosaur.Asagroup,thestudentscreatedamusicalsoundscapetorepresentthepersonalityoftheirdinosaur.Theydrewonmusicalskillsacquiredinotherlessonsandworkedcollaborativelytoagreeafinalpiece,beforesharingitwiththerestoftheclass.Theuseofdigitaltechnologiesenhancedsignificantlyboththeexperienceandoutcomesforthestudentsinthelessons.
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3.3. Using digital technologies to create new knowledge, content and artefacts
Learningusingdigitaltechnologiesisoftenassociatedwithresearchingtopicsandretrievinginformation.TheDigital Strategy for Schools and the UNESCO ICT Competency Framework place importanceonprovidingopportunitiesforandsupportinglearnerstousedigitaltechnologiesto create new knowledge, content and artefacts.8 The use of digital technologies in this way is a higher-orderskillandprovidesdeeperlearning.
Creating new knowledge and digital artefacts
Overall,inspectorsidentifiedthatthecreationofnewknowledgeanddigitalartefactswasnotawell-establishedpracticeinthelessonsobserved.Injust44%ofprimarylessonsand52%ofpost-primarylessons,inspectorsratedthisaspectoftheuseofdigitaltechnologiestobesatisfactoryorbetter.Thispointstoalargeproportionoflessonswherethiswasnotafeatureofthelearninginbothprimaryandpost-primarycontexts.
In discussions with teachers and leaders, inspectors learned that this is an aspect of digital learningthatmanyschoolsarefindingchallenging.
3.3.1. Spotlights on effective digital practices involving knowledge and content creation
InspectorsnotedsomeexamplesofknowledgeandcontentcreationinELCsettingsandinprimaryandpost-primaryschools.
8 Digital Strategy for Schools, p. 20
Primary Lessons Post-primary LessonsSatisfactory or better
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
55%
60%
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Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
DIGITAL SPOTLIGHT 3
InoneELCsetting,thechildrenhadopportunitiestotakeatablettocreateavideoofthemselvestalkingaboutandshowingtheirlearning,andtheyweresupportedbyoneoftheadultsinthesettingtosendthatvideototheirparent(s)electronically.Thepractitionersalsoreferredtotimeswhenchildreninthegrouphadindependentlytakenphotographsandvideosofeventsathomeandarrangedforthemtobesentintothesetting.TheELCsettingleaderswereoftheviewthatthetwogreatestbenefitsinusingthesetypesoftechnologiesweretheopportunitiesthattheyprovidedforchildrentouselanguagetodescribetheirlearninginthevideos,andthecommunicationaboutlearningthattheyenabledbetweenthesettingandhome.
DIGITAL SPOTLIGHT 4
OneprimaryschoolwasworkingwithotherschoolsinthelocalityondigitallearningaspartoftheSchoolExcellenceFund.Practicehadbeendevelopedinseveralareasaroundtheuseofdigitaltechnologiesintheclassroom.Anoutstandingpieceofworkintermsofthecreationofnewknowledgeandartefactsinvolvedtheuseofdronetechnologies.Thechildrenhadlearnedaboutdronetechnologiesandwereusingsimpledronestophotograph places in their own locality. They had captured an array of aerial photographs thatinformedthemabouttheirlocalityfromhistorical,geographicalandscientificperspectives.Thesenewperspectivesonplacesintheirlocalitywereusedtoverygoodeffecttostimulatediscussionandsupportpupils’learninginsocial,environmentalandscientificeducation(SESE)subjects.
DIGITAL SPOTLIGHT 5
Inonepost-primaryschool,aspartofthestudyofHistory,therewasverygoodpracticeinthecreationandsharingofnewcontent.Learnersinsecondyearcreatedshortanimationsonhistoricaltopicsthatwereofinteresttothem.Theysharedtheseanimationsanddiscussedtheirlearningwithstudentsfromothercountriesonanonlineplatformforschoolsparticipatinginanexchangeproject.StudentsinTransitionYearworkedinteamstocreatedocumentariesbasedonhistoricalevents.Thestudentsthemselvesresearchedthecontentandcollaboratedtocreatestoryboardsandwritescripts;theydidallofthepre-productionwork,acting,therecordingofvoiceoversandcapturedthenecessaryvideofootage.Theyalsoengagedinallofthepost-productioneditingusingavarietyofsoftwarepackages.Allofthedocumentarieswerescreenedaspartofahistoryinitiativeandwerepublishedonlinesubsequently.
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3.4. Digital technologies supporting assessmentAkeyadvantageofintegratingdigitaltechnologiesintolearningisthesupportitcanprovidetotheassessmentprocessinsettingsandclassrooms.Thereisavarietyofaccessibledigitalplatformsthatcansupportself-assessmentandpeerassessment.Therearealsoapplicationsavailabletosupportpractitionersandteacherstoeasilycheckonlearningandprogress,andtoprovidereal-time,meaningfulfeedback.
Use of digital technologies to support assessment
InELCsettings,inspectorsfoundmanyexamplesoftheuseofdigitaltechnologiesbypractitionerstosupporttheassessmentprocess.
Theuseofdigitaltechnologiesaspartoftheassessmentprocesswassatisfactoryorbetterinjustunder60%oflessonsinprimaryschoolswheredigitaltechnologieswereused.Therewasevidencethattheuseofdigitaltechnologiestosupportassessmentismoreestablishedinpost-primarylessons,withinspectorsfindingtheuseofdigitaltechnologiestobesatisfactoryorbetterinjustunder80%oflessons.
3.4.1. Spotlights on effective assessment practices involving digital technologies
Thereweremanyexamplesofpositiveassessmentpracticesinvolvingtheuseofdigitaltechnologiesencounteredbyinspectorsinthecourseoftheevaluationwork.
0%
20%
40%
60%
80%
100%
Primary Post-primary
Satisfactory or better
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Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
DIGITAL SPOTLIGHT 6
InoneELCsettingthepractitionersusedtechnologyaspartofassessment.Digitaltechnologieswereusedtocapturechildren’slearningexperiencesandtheirproductsoflearning.Thepractitionersusedvideotechnologiesandcamerasandthechildrenwereverycomfortableinusingthesetechnologiesfortheirownlearning.Practitionersrecordedchildrentalkingabouttheirlearningandcreatedvideosanddigitalstoriesaboutthelearningjourneys.Theseresourceswereavailabletoparentsandfamiliesviathesetting’sblogandWhatsApp,bothofwhichallowedparentsandfamiliestobepartofthelearningconversationandtocelebratethechildren’slearning.
DIGITAL SPOTLIGHT 7
Inaprimaryschoolwithnineteachers,well-developedpracticeswithregardtoassessmentwerenoted.Overthepreviousyear,thestaffhadmanyconversationsaboutusingdigitaltechnologiesand,inparticular,howtheymightusethesetoftabletsthattheyhadboughttosupportassessmentinclassrooms.Twoapplications,PoppletandPadletwereusedcommonlyacrosstheschool.Poppletwasusedtosupportpupilstoreflectonandthinkabouttheirownlearning.OnewayinwhichtheydidthiswasbycreatingindividualisedKWLs(Aformattothinkaboutlearning:WhatIalreadyKnow, WhatIWanttofindout,whatIhaveLearned).TheirindividualKWLswerelinkedtoanoverallclassone.Thepupilsupdateditasthelessonwentonandprovidedtheteacherwithinstantfeedbackastheyengagedwithnewtopics.Padletwasalsoinuseintheseniorclasses.Theteacherswereskilfullyusingthisapplicationtoallowpupilstocontribute,butwerealsousingittoprovideindividualfeedbacktopupils.ThepupilswereparticularlypositiveabouthowPadletwashelpingthemtoreflectontheirlearningandmakeitbetter.
DIGITAL SPOTLIGHT 8
Inaseniorcyclepost-primaryPhysicalEducation(PE)lesson,thevideocapturefunctionontabletswasusedtoverygoodeffecttosupportselfassessmentandpeerassessment.Studentsworkedinpairsandrecordedeachotherperformingahand-passingdrillaspartoflessonsthatfocusedonGaelicfootballskills.Thestudentsusedtheslowmotionplaybackfunctiononthetablettoreviewtheirperformanceinafocused,analyticalmanner.Theywereabletoprompteachotheronhowtheirskillsmightbeimprovedandappliedtheseimprovementsinasecondrunofthedrillthatwasalsorecorded.
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Inspectorate – Department of Education and Skills
4 How well are schools and early learningandcaresettingsplanningfor the use of digital technologies?
Aswithanyformofimprovementandchangeinpractice,planningforimplementationisakeypartoftheprocess.Planningallowspractitionersandteacherstoreflectontheircurrentpracticeandhaveconversationsaboutthethingsthatwouldmakepracticebetter.Theplanningprocesscanbeveryhelpfulincreatingasharedvisionandforagreeingcommonpedagogicalapproaches.
AnimportantcontextfactorhereisthatELCsettingsarenotrequiredtodevelopadigitallearningplan.InspectorsaskedELCpractitionersandowners/managersabouthowtheywerethinkingaboutdigitallearning.InspectorsfoundthatthemajorityoftheELCsettingshadgivensomeconsiderationtoplanningforbuildingthefoundationsofdigitallearning.
AnimportantactionoftheDigital Strategy for Schoolswastoprovidegrantaidoveranumberofyearstoallschoolstosupportthedevelopmentofdigitallearning.Allschoolswereaskedtodevelopadigitallearningplantohelpthemtoembeddigitaltechnologiesinteaching,learningandassessmentintheirschool.SchoolswereencouragedtodrawontheDigital Learning Frameworkandtousethesix-stepSchoolSelf-Evaluation(SSE)processindevelopingtheirplan.Tosupportschoolswiththeprocess,PDSTadvisorsfacilitatedaseminaronplanningfordigitallearning,andtheprincipalandanotherteacherfromeveryschoolwereinvitedtoattend.
Had the school a Digital Learning Plan?
0%
20%
40%
60%
80%
100%
Primary Schools Post-primary SchoolsYes No
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Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
Inspectorsfoundthat73%ofprimaryschoolsand81%ofpost-primaryschoolshaddevelopedaDigitalLearningPlanatthetimeoftheevaluation.
Quality of the Digital Learning Plans
TheevidencefromtheschoolsthathadaDigitalLearningPlanisveryencouraging.Ofthoseschoolsthathadaplan,alloftheprimaryschoolsand88% ofthepost-primaryschoolshaddrawntoasatisfactoryorbetterextentontheDigital Learning Framework. Inspectors also reviewedtheimprovementactionsthatschoolshadidentifiedintheirdigitallearningplans.Intheplansexamined,inspectorsratedtheactionstobesatisfactoryorbetterin83%ofplansinprimaryschoolsandin88%ofplansinpost-primaryschools.
Eachschoolhasitsownuniquecircumstancesandisonitsownjourneytodeveloptheuseofdigitaltechnologiesaspartofteachingandlearning.Manyprimaryandpost-primaryschoolsreportedthattheirknowledgeofthesix-stepSSEprocesswashelpingthemtoimprovedigitallearninginamanageableandincrementalway.Someschoolsweremakingmeaningfullinksbetweendigitallearningandthepriorityareasthattheyhadidentifiedforschoolimprovementusing the SSE process.
0%
20%
40%
60%
80%
100%
120%
Primary Schools – extent to which the
school's Digital Learning Plan was informed by the Digital Learning
Framework
Post-primary Schools – extent to which the
school's Digital Learning Plan was informed by the Digital Learning
Framework
Primary Schools – quality of the actions
for improvement in the Digital Learning Plan
Post-primary Schools – quality of the actions
for improvement in the Digital Learning Plan
Satisfactory or better Less than satisfactory
2424
Inspectorate – Department of Education and Skills
4.1. Spotlights on effective planning for digital learning ThetablesbelowplacespotlightsonplanningfordigitallearninginanELCsettingandinaprimaryandpost-primaryschool.
DIGITAL SPOTLIGHT 9
Inonemedium-sizedELC,thefourpractitionershaddiscussedwheretheycouldintegratedigitaltechnologiesintochildren’slearningexperiences.TheyusedtheAistear Síolta Practice Guidetoguidetheirreflection.Theyagreedonthreekeyactionstodevelopdigitallearningintheircontext.Thefirstwastomakeitemsrelevanttodigitallearningavailableforchildrentochooseaspartoftheirplay.Thesecondwastosupportchildrentomakevideosusingtabletsofthemselvesandtheirworkandplay.Thefinalactionwastotakephotographsofchildrenastheyengagedintheirplayandusethemeachdaytosupportchildrentotalkabouttheirlearningandachievements.Thepractitionersreportedthattheywereconsciousoftheseactionsandthatbymakingthesesmallchangesintheirpractice,theywereusingdigitaltechnologiesonamoreregularbasis.Theyalsosuggestedthattheywerenowbeginningtotrytousedigitaltechnologiesinotherwaysbeyondtheinitialactions.
DIGITAL SPOTLIGHT 10
InoneDEIS(DeliveringEqualityofOpportunityinSchools)primaryschool,digitaltechnologies were integrated successfully into teaching and learning in all of the classroomsvisited.Thiswasasaresultofactionplanningbyteachersandschoolmanagementoveranumberofyears.AspartofitsDEISactionplanningforimprovementinvolvingtheSSEprocess,theteachersalwaysincludedactionsarounddigitaltechnologies.Theysaidthattheyhadstartedwithsmallactionsandovertimebuiltonthem.OneofthekeyfactorsthattheythoughtaboutwastrainingandCPDforteachers.Theyorganisedcustomisedtrainingforstaffintheschoolbasedontheiragreedactions.TheirmostrecentimprovementactionsfocusedontheintroductionofGoogleClassroominalllearningsettings.Inseveralclassrooms,theplatformwasinusebypupilstouploadsamplesoftheirwork,photographs,videosandworddocuments,andbyteacherstomonitorpupils’workandprovidewrittenfeedback.Eachpupilhadtheirownaccountcreatedbyateacherandwasbuildinganonlineportfoliooftheirworkthroughouttheschoolacrossarangeofsubjects.
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Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
DIGITAL SPOTLIGHT 11
Inonepost-primaryschool,digitallearningwascentraltothevisionforlearningsinceitopened.Practicedevelopedgraduallywithaparticularfocusonstudentengagement.AwiderangeofapplicationsandonlinetoolswasusedandcreativeusewasmadeofapplicationsintheMicrosoft365suite.AfocusgroupofteacherstrialledmoreregularuseofMicrosoftOneNotetoshareteacher-createdandteacher-curatedresourceswithstudents.Infeedback,studentssaidthattheyfoundlessonstobemoreengagingasaresultoftheuseofthesedigitaltools,andthattheirlearningwasbetter.Thepracticewasadoptedbytheentirestaff.Acrossallsubjects,teacherssourcedandcreateddigitalresourcestosupportteachingandlearning.Theschoolalsointroducede-portfoliosforallstudents.Thecommonapproachesmeantthatstudentswereveryfamiliarwiththeplatformsandthesoftware.Teacherssupportedeachotherandsharedexpertiseandcontinuedtodevelopteachingandlearningapproachescollaboratively.Intandemwiththedevelopmentofteachingandlearningpractices,theschoolmanagementandstaffalsofeltitwasveryimportantthatstudentsdiscussedregularlyandlearnedaboutthesafeandethicaluseofdigitaltechnologiesandaboutinternetsafetyandcyber-bullying.
2626
Inspectorate – Department of Education and Skills
Aswellasthefindingsinrelationtothefivekeythemesidentifiedintheprevioussection,anumberofotherthemesemergedindiscussionswithsettingsandschools.
5.1. Digital learning in the early learning and care (ELC) sectorInanumberofELCsettings,owner/managersandpractitionersreportedtoinspectorsthattheywere unsure as to how to approach digital learning in a way that was appropriate to the age of their learners.
5.2. Progression in the use of digital technologiesInspectorsreportedthatwheredigitaltechnologieswereinuseinschools,learnerssometimesexperiencedthesameapplicationsandactivitiesindifferentclassesandyeargroupswithoutobviousadjustmentfortheiragesorstagesofdevelopment.TheDigital Learning Framework supportsschoolstodeepenandimprovelearners’useofdigitaltechnologies.ManyteacherswerenotawareoftheFrameworkorofthegoodpracticevideosavailablethroughPDST.TheFrameworkprovidesexamplesofeffectiveandhighlyeffectivepracticeandhighlightshowlearningcanbedeepenedandhowdigitaltechnologiescanbeusedprogressively.
5.3. Teacher and practitioner learningCPDisakeyfactorforschoolsinembeddingdigitaltechnologiesinlearning.Schoolsthatwereexperiencing success reported that they had engaged in learning together that was focused on theirparticularneeds.Theyhadreceivedinputbothwithinschoolandfromexternalproviders.Someprimaryandpost-primaryschoolsreportedthattheywereunawareofsupportssuchasScoilnetandthattheywereunsurehowtoaccessexternalCPD,althoughthisfacilityisavailablefromPDST.9ELCsettingssuggestedthattherewereveryfewopportunitiesavailableforthemto engage in CPD around digital learning.
5.4 Risk of using digital devices passively in the classroomInspectorsnotedthatinasmallproportionoflessonsobservedinschools,digitaldeviceswereusedinapassivewaybythelearnersandnotintegratedappropriatelyintotheteachingandlearning.Insomeofthesecases,technologieswereusedsolelyfordisplaypurposesbythe
9 SchoolscanapplyforcustomisedschoolsupportfromPDSTatwww.pdst.ie/schoolsupport
5 What other themes are emerging?
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Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
teacher.Inothercases,deviceswerebeingusedinactivelyinasimilarwaytotextbooks,andtheirpotentialtoenhancelearningandassessmentwasnotrealised.
5.5 InfrastructureELCpractitionersandschoolprincipals/teachersreportedtoinspectorsthatinfrastructureandaccesstohigh-speedconnectivitywasanimportantfactorintheintegrationofdigitaltechnologies.Whilealmostallpost-primaryschoolshadaccesstogoodqualitybroadband,manyprimaryschoolsandELCsettingsdidnot.Wherepracticewaswell-developed,itwasreportedtoinspectorsthathavingaccesstohigh-speedanddependablebroadbandwasoneofthekeysupportingfactors.Whereconnectivityproblemsexisted,leaders,teachersandpractitionersreportedareluctancetousedigitaltechnologiesasitoftenfrustratedlearners’experienceanddiminishedteachers’andpractitioners’confidencewiththetechnologies.
5.6 Safe and ethical use of digital technologiesInanumberofsettingsandschools,practitioners,teachersandleadersspoketoinspectorsabouttheimportanceofprovidinglearningforchildrenandyoungpeopleaboutthesafeandethicaluseofdigitaltechnologies.RecentresearchfromtheOECD10emphasisestheimportanceofthiskindoflearningforemotionalwell-beingandresilienceinthedigitalage.Initialconversationsaboutthisareimportantfromtheearlyyearsonwards.Manyschoolsandsettingsareprovidingsolidprogrammesoflearning,bothaspartofSPHEandincidentally,aschildren and young people engage with digital technologies. Resources to support learning aboutthesafeandethicaluseofdigitaltechnologiesareavailablefromtheDepartmentofEducationandSkillsfundedinitiativeWebwise.11
10 Burns,T.andF.Gottschalk(eds.)(2019),Educating 21st Century Children: Emotional Well-being in the Digital Age, EducationalResearchandInnovation,OECDPublishing,Paris.
11 www.webwise.ie
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Inspectorate – Department of Education and Skills
From12March2020,allprimaryandpost-primaryschoolswereclosedaspartoftheGovernment’smeasurestohaltthespreadoftheNovelCoronavirus,COVID-19.In order to minimisetheimpactonteachingandlearning,allschoolswereaskedtoputarrangementsinplacetocontinuethedeliveryofeducationtolearners.12
ExistingDepartmentofEducationandSkillsfundedwebsitessuchaswww.scoilnet.ieandwww.webwise.iewerehighlightedasresourcestosupportschoolstoensurethecontinuationoflearningforlearners.TheProfessionalDevelopmentServiceforTeachers(PDST)developedanewdedicatedwebpageofcuratedcontenttosupportschoolsandteachersengagedindistancelearning:www.pdst.ie/distancelearning.Inaddition,on22April2020,theDepartmentannounceda€10millionfundforschoolsforthepurchaseoftechnologyanddevicesfordisadvantagedlearners.13
Thischapter,whichshouldbereadasanaddendumtoDigital Learning: Reporting on Practice in Early-Years, Primary and Post-Primary Contexts, explorestheuseofdigitaltechnologiesbyschoolsandteacherstofacilitatethecontinuationoflearninginprimaryandpost-primaryschoolsduringthisperiodofschoolclosure.Thechapterhasbeenprimarilyinformedbythereportedexperiencesofprimaryandpost-primaryprincipalswhoengagedinconversationswithinspectorsduringAprilandearlyMay2020.Theseconversationswereinitiatedtosupportprincipalsandschoolsatthisextraordinarytime,tolearnabouthowschoolsweremanagingtoengagelearners,andtorecordexamplesofgoodpracticeinensuringcontinuityoflearning.
Thechapteralsodrawsonthelearningfromtwosurveys,onewiththeparentsofprimaryschoolchildrenandthesecondwiththeparentsofpost-primaryschoolstudents.ThesurveyswereconductedbytheDepartmentofEducationandSkillsincollaborationwiththeNationalParents’CouncilPrimary(NPC-P).Thesurveyswereconductedbetween03Apriland07April2020,whichwasrelativelyearlyintheperiodofschoolclosures.
Thischapterhighlightssomeofthegoodteachingandlearningpracticesthatschoolshavedevelopedtofacilitatethecontinuationoflearning.Italsohighlightsthechallengesthathavebeenexperiencedbyschools,teachersandlearnersanditidentifiesanumberofquestionsthatwarrantconsiderationbytheeducationsystem.
12 LetterfromtheSecretaryGeneralofDepartmentofEducationandSkillstoprincipalsandteachersonMarch12
13 https://www.education.ie/en/Press-Events/Press-Releases/2020-press-releases/PR20-04-22.html
6 Digital learning in a changed context for schools
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Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
6.1 Emerging examples of good practiceThevastmajorityofprincipals(99.6%)indicatedtoinspectorsthattheirschoolhadmaintainedcontactwithlearnersabouttheirlearningandthattheschoolhadmadeassignedworkavailabletolearners.However,71%ofparentsofprimaryschoolchildrenwhorespondedtothesurveyagreedthattheirchildiswellsupportedbytheschooltokeepupwithhis/herworkand81%ofparentsofpost-primarystudentswhorespondedtothesurveyagreedthattheschoolprovidesworkineachsubjecteveryweek.
Manyschoolshavebeencreativeintheirresponsestocommunicatingwithlearnersduringthisperiodofschoolclosuresandhaveadaptedtheirteachingandlearningpracticestouseplatforms,applicationsanddigitalmodesoflearning.Inthesurveysofparents,60%ofprimaryrespondentsand94%ofpost-primaryindicatedthattheirchildwasusingdigitaltechnologiesto engage with the school with regard to their learning.
Forsomeschools,initialengagementswithlearnerswerebye-mail,usingtheschool’swebsiteorbyphone,toprovideactivitiesandtasksforlearners.Aftertheseinitialengagements,manyschoolsrecognisedthattheyneededtoimprovetheirpracticeinthisregardandtoallowfortwo-waycommunication.Thesurveysofparentsindicatethattherearemixedpracticeswithregardtotheprovisionoffeedbacktolearners.Just43%ofparentsofprimarychildrenwhorespondedagreedthattheirchildreceivedregularandpracticalfeedbackfromtheirteacheronworkcompleted,althoughtheagreementrateamongstparentsofpost-primarystudentswhorespondedwashigherat69%.Sincethesurveyswereconducted,manyschoolprincipalsreportedtoinspectorsthattheyhavetriedtodeveloptheirfeedbackpracticesandthisaspectofprovisionremainsanimportantareafordevelopment.
Schoolsthathadwell-developedpracticesintheuseofdigitaltechnologieswerewellpositionedtotransitiontoonlineplatformsandapplicationsthatwerealreadyinuseaspartoftheirteachingandlearningpractices.
Principalsreportedtoinspectorsthatawideandvariedrangeofonlinelearningapplicationsandplatformsarenowinuseacrossthesystem.Examplesoftheseinclude:
Accelerated Reader
Aladdin Connect
ClassDojo
Edmodo
Flipgrid
GoogleClassroom
MicrosoftTeamsOffice365
Padlet
Quizlet
Seesaw
Showbie
TED-Ed
The School App
Theschool’sownwebsite
VSWare
3030
Inspectorate – Department of Education and Skills
Frominspectors’conversationswithschoolprincipals,itisevidentthatmanyschoolsalsorealisedthattherewasaneedtofacilitateconversations,smallgroupengagementsandvirtuallessons,eitherliveinrealtimeorasrecordings.Examplesoftheplatformsusedtofacilitatethesekindsofvideoengagementsinclude:
FacebookLive
GoogleClassroom
Go-to-Meeting
MicrosoftTeams
Seesaw
Skype
YouTube
Zoom
Belowaresixspotlightsongoodpracticethatinspectorslearnedaboutintheircourseofconversationswithprincipals.
SPOTLIGHT A
Atwo-teacherprimaryschoolinConnachtusedtheMicrosoftTeamsplatformeachdaytoprovideaone-hoursessionwherepupilsloggedonandtheteachersprovidedbrieflessonsinliteracy,numeracyandotherareasofthecurriculum.Duringthistime,tasksweresetandopportunitiesforthestudentstosharewhattheyhadbeenworkingon were created. The students had the opportunity to speak with each other and the teacherduringthistime.Theselessonswererecordedandavailableonlinetosupportthestudentswiththeirtasksandalsoforthosewhocouldnotaccessthe‘live’lesson.
SPOTLIGHT B
Alargemixedpost-primaryschoolinMunsterwasdeliveringitscompletetimetableonlineusingGoogleClassroom.Teacherswerehostingliveclasseswherepossible,oralternativelywereprovidingpre-recordedclassesorassignedworkthatcouldbecompletedduringthetimethattheclasswouldusuallyhavetakenplace.Therangeofapproachesallowedthedifferentcircumstancesoftheteacherstobetakenintoaccount.
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Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
SPOTLIGHT C
Afour-teacherprimaryschoolinUlsterwasusingtheSeesawapptocommunicatewithparents,guardiansandpupils.Pupilssentexamplesoftheirworkbacktotheteacherwhocorrecteditandsentfeedback.Inanothersimilarsizedschool,thisfeedbackwasbeingrecordedusingaudio,andthepupilsheardtheteacher’scommentswhentheirworkwasreturnedtothem.
SPOTLIGHT D
Alargepost-primaryschoolinLeinsterusedOffice365andMicrosoftTeamsextensivelytoassignandcorrectstudents’work.Theschoolhadadjusteditsapproachbasedonfeedbackfromteachersastowhatwasworkingbestandtheprincipalemailedstaffwithtipsastheyemerged.Teacherscouldseewhenstudentshadviewedorcompletedtheassignedworkandprovidedconfidentialfeedbacktoeachstudent.
SPOTLIGHT E
A24teachermixedprimaryschoolinLeinsterusedZoomasawayofmaintainingasenseofschoolcommunityandsenseofwell-being.Aweeklywhole-schoolassemblywasledbytheprincipal.AllteachersattendedandparentsreceivedalinkandaccesscodebytextfromAladdin.TheclassteachersalsoheldaweeklyZoomlessonwiththeirownclassesandtheSpecialEducationTeacher(SET)teacherswhoworkedwiththeclassalsoattended.Thefocusofthesessionwasonwell-being/Social,PersonalandHealthEducation(SPHE).Theyusedthesessiontoreinforceimportantmessages,includingaboutinternetsafety.
SPOTLIGHT F
Inonelargepost-primaryschoolinthemidlands,theyearheadsandguidancecounsellorsmaintainedcontactwithclassgroupsbypostingashortfive-minutevideoonVSWareeachweek.Thesevideoswerepostive,encouragingandmotivational,andgaveimportantmessagesaboutwellbeing.Bothyearheadsandguidancecounsellorsmadethemselvesavailablethroughouttheweekforone-to-onevideocallsonSkypeandWhatsAppwithstudents.
3232
Inspectorate – Department of Education and Skills
6.2 The Challenges Therehavebeenmanychallengesassociatedwiththesuddenmovetoadistance-learningmodel,includingdeliveringabalancedandmanageableprogramme,ensuringthatlearnersarenotoverwhelmedbyinformation,meetingtheneedsofalllearnersandsupportingthemostvulnerablechildrenandyoungpeople.
Someparticularchallengesrelevanttotheuseofdigitaltechnologiesinthecurrentcircumstancesareoutlinedbelow.
Connectivity
Somelearnershaveexperienceddifficultiesengagingwithonlineplatformsandapplicationsbecausetheyliveinareasthatarenotservicedbyadequatebroadbandconnectivity.Intheseinstances,learnershavebeenunabletoengagewithonlinematerialsthatteachersareprovidingortheirexperienceoflearningisbeingimpactedbythequalityoftheirconnection.
The digital divide
Somelearnershavenotbeenabletoengagewithlearningbecausetheydonotownorhaveaccesstoasuitabledeviceintheirhomes,orbecausetheirfamiliescannotaffordtopayfordependableinternetconnection.Inmanyinstancesthelearnerswhoexperiencethisdigitaldividearefromlower-incomefamiliesandmanyliveinareasthathavebeendesignatedassociallyandeconomicallydisadvantaged.Someschoolshavebeeninapositiontotrytoaddresssomeoftheseinequalitiesbysending/providingdataordevicestolearnerstosupporttheiraccess to learning.
Schools that were in the early stages of engagement with digital technologies
Forallschools,therewasasignificantchallengeassociatedwithmovingtoadistance-learningoflearning,withoutmuchopportunitytoadequatelyprepare.However,schoolsthathadwell-establishedpracticesandhaddevelopedwhole-schoolapproachestotheuseofdigitaltechnologies,havefoundthetransitionsomewhateasier.Inmanyoftheseschoolsteacherswerefamiliarwithassigningandmonitoringlearningtasksandtoprovidingfeedbackonworksubmitteddigitally.
Ithasbeenmorechallengingforschoolsthathavenotembeddeddigitaltechnologiesintheirteachingandlearningpractices.Theydidnothaveplatformsorinfrastructureinplacetofacilitatethechangesrequired.Somehavehadtoquicklydeveloptheirinfrastructure,whileothershavenotfullyexploitedthepotentialofdigitaltechnologiesatthistimeofcrisis.Intheseinstancesdigitaltechnologiesarebeingusedtosimplysettasksandnottofullyengagelearnersandprovidefeedbackoncompletedwork.
Teacher confidence in digital learning
Manyprincipalsexpressedtheviewthattherearegreatvariationsamongstteachersintermsoftheirexperience,confidenceandcapabilitiestousedigitaltechnologiestosupportlearning.TeacherconfidenceandCPDwereissuesraisedforthesysteminDigital Learning: Reporting on practice in Early-Years, Primary and Post-Primary Contexts. ThePDSTprovidesarangeofsupports
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Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
forschoolsintheareaofdigitallearningandquicklydevelopedanonlinecourseaimedathelping teachers to teach and support learning online.
Learner confidence in digital learning
Inconversationswithinspectors,principalsspokeofsomeparents’concernsthattheirchildrenareexperiencingdifficultiesengaginginlearningbecauseboththelearnerandtheparenthadalackoffamiliaritywithapplicationsorplatforms.Inschoolsthathadexistingdigitallearningpractices,thisissuewasnotaspronouncedaslearnerswerealreadyfamiliarwiththeplatform/application.Othersschoolsmovedquicklytocreateshortvideosandsentlinkstoshowparentsandlearnershowtoaccessanduseplatformsorapplications.
Safe and ethical use of technologies
Aconcernformanyteachersandschoolshasbeenensuringthatlearnersarebeingkeptsafeintheonlineenvironment.Manyschoolsandteachershaveputsafeguardsinplacewhenusingsomeonlineapplications,includingupdatingtheinternetsafetyandacceptableusepolicies.Someschoolshavewell-establishedprogrammesoflearningaboutthesafeandethicaluseofdigitaltechnologiesthatdrawonmaterialssuchastheDESfundedwebsitewww.webwise.ie.
6.3 Issues for consideration by schools and the system The report Digital Learning 2020: Reporting on Practice in Early-Years, Primary and Post-Primary Contexts makesrecommendationsandraisesquestionsabouttheuseofdigitaltechnologiesaspartofteachingandlearninginIrishschoolsandsettings.Manyoftheserecommendationsandquestionsoverlapwiththechallengesthatschools,teachers,learnersandthesystemhaverecentlyfacedwhilerapidlytransitioningtoamodelofdistancelearning.
Thefourquestionsbelowwillbeimportantforallintheeducationsystemtoconsider:
• Howcanallschoolsbebetterprepared,intermsoftheiruseofdigitaltechnologies,toalloweffectivelearningtotakeplace,whendistancelearningisrequired?
• Whatstepsdoestheeducationsystemneedtotaketoensurethatalllearnershaveaccesstodevicesandadequatebroadband?
• Howcanweensurethatallofourteachershavethenecessaryconfidence,knowledgeandskillstousedigitaltechnologiesaspartofeffectiveteachingandlearning,andforeffectiveassessmentandfeedbackpurposes?
• Howcanweensurethatalllearnershavethenecessaryknowledgeandskillstoensurethattheyaresafeintheonlineenvironmentandthattheyusedigitaltechnologiesinanethicalway?
3434
Inspectorate – Department of Education and Skills
Thepotentialandimportanceofdigitallearningandtheuseofdigitaltechnologieshavecomeintosharperfocusinlightofrecentexperiences.Agreatmanyofourschools,teachersandlearnershaverespondedwithgreatcreativityandhaveembracednewplatforms,applicationsandmodesoflearning.Theyhavefoundinnovativewaystocommunicate,collaboratewitheachotherandcontinuewiththeirlearning.Itwillbeimportantforallinthesystemtoreflectonthepositivepracticesintheuseofdigitaltechnologiesthathaveemergedduringthisperiodandtoconsiderhowtheycanbecomepartofourregularteaching,learningandassessmentpractices.Whiletherehavebeenchallenges,andthisperiodwillbeonethatisrememberedwithsadnessbyagreatmany,oneofitslegacieswillsurelybethatdigitaltechnologieswillbeusedasamoreregularandintegratedfeatureofteaching,learningandassessmentinIrishclassrooms.
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Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
TheevidencefrominspectionindicatesthattherearevariationsintheextenttowhichdigitaltechnologiesareembeddedinteachingandlearninginschoolsandinELCsettings.Overall,itisevidentthatschoolsandindividualteachersandpractitionershaveprogressedtheuseofdigitaltechnologiesaspartofteachingandlearningatdifferentrates,andthatmuchremainstobedoneacrossthesystemtodevelopguidance,practiceandpedagogyinrelationtotheuseofdigital technologies.
Almostallschoolsinthe2019samplehadtakenpositivefirststepstomovepracticeforward.Asignificantmajorityofschoolshadcreatedadigitallearningplan.Thereweremanypositiveexamplesofpracticeinclassroomssettingswheredigitaltechnologieswereintegratedpurposefully.
TherewerealsoexamplesoftheuseofdigitaltechnologyinELCsettings.FurtherresearchandengagementwiththeELCsectorisneededinordertodevelopguidanceastowhatconstitutesgoodpracticeinyoungchildren’suseofdigitaltechnologywithinELCsettings.Therearealsoexamplesoftheuseofdigitaltechnologybypractitionersinrecordingobservationsofpracticeandasanadditionalsupportforcommunicationwithparents.
Inasignificantproportionoflessonsinthe2019sample(45%inprimaryschoolsand38%inpost-primaryschools),digitaltechnologieswerenotafeatureofteachingandlearning.Aparticularlyinterestingfindingwasinspectors’judgementsthatlearningwouldhavebeenenhancedifdigitaltechnologieswereusedinamajorityofthoselessonswheredigitaltechnologieswerenotinuse.Whileacknowledgingthattherearelessons,topicsandtimeswheredigitaltechnologyisnotnecessarilythemostappropriateapproach,thisfindingnonethelesspointstothefactthatdigitaltechnologiesareunderutilisedinmanyschoolsandclassrooms.
Thereasonsforthisapparentunderuseandunder-realisationofthepotentialofdigitaltechnologiesvaryfromcontexttocontext.Someschoolshavenotthoughtsufficientlyabouthowtheywillintegratedigitaltechnologiesandhavenotplannedadequatelyfortheiruse.Theknowledge,experienceandconfidenceofteachersintermsofdigitaltechnologiesareallkeyfactors.SomeschoolsandELCsettingshavedifficultieswithconnectivitytohigh-speedbroadband,whileotherscitealackofresources.IntheELCsector,thereisaneedforadditionalpolicyadviceandCPDsupportsinrelationtotheuseofdigitaltechnologiesinELCsettings.
The Digital Strategy for Schools presentsaclearvisionfortheuseofdigitaltechnologiesinIrishschoolsandclassrooms.ThestrategydoesnotreferencetheELCsector.WhileAistear, the Early Childhood Curriculum FrameworkreferstothepossibilityofusingICTanddigitaltechnologies
7Conclusionsandrecommendations
3636
Inspectorate – Department of Education and Skills
aspartoflearning,clearexpectationsfortheuseofdigitaltechnologiesandpolicyguidanceontheage-appropriateengagementbyyoungerchildrenarenotavailableforthesector.
Despitemanyexamplesofeffectivepracticenotedinthisevaluation,thereisstillsomewaytogotowardsrealisingthefullpotentialofdigitaltechnologiestoenhanceteaching,learningandassessmentsothatIreland’syoungpeoplebecomeengagedthinkers,activelearners,knowledgeconstructorsandglobalcitizensparticipatingfullyinsocietyandtheeconomy.
7.1 Recommendations for the primary and post-primary sectors• Schoolsshouldcontinuetoworktomakedigitaltechnologiesanintegratedfeatureofteaching,learningandassessmentinallclassrooms.Specifically,teachersshouldworktoensurethatlearnersusedigitaltechnologiesactivelyandincollaborationwithotherlearnerstosupporttheassessmentprocessandtocreatenewcontentusingdigitaltechnologies.
• Schoolsshouldplanforprogressionanddevelopmentintheacquisitionofdigitalcompetencies.Teachers’practice,ateachclasslevel,andacrossalldisciplines,shouldbuildonlearners’knowledge,skillsandunderstandinginareasrelatedtodigitallearning.
• Individualandcollaborativedigitaltasksandactivitiesshouldprovideclearopportunitiesfor learning and growth in the use of digital learning tools as part of a carefully planned programmefordigitallearning.
• Inschoolswhereengagementwithdigitaltechnologieshasbeenlimited,teachersshouldbeginbyhavingconversationsaboutwhatdigitallearningwilllooklikeintheircontext.Specificactionsforchangesinteachingandlearningshouldbeidentified,andCPDforteachersshouldbelinkedtothoseactions.
• AsschoolsengagewithSSE,regardlessoftheareaoffocus,theyshouldconsidertheopportunitiesthatexisttoincludeactionsthatinvolvedigitaltechnologies.
• EachschoolshouldplanforembeddingdigitallearningtosupportitsSTEMeducationgoals.
• Interdisciplinaryapproachesandprojecttasksshouldbeexploitedtoengagechildrenandyoungpeopleinreal-lifeproblemsolvingusingdigitaltechnologies.Integratingdigitallearningandcollaborativeprojectworkshouldbepartofthelearners’experiencerightthroughouttheireducation.
• SchoolsshouldmakegreateruseofDepartmentofEducationandSkills’fundedresourcessuchaswww.scoilnet.ieandwww.webwise.ieastheyembeddigitaltechnologies.TheyshouldalsoavailoftheCPDopportunities,includingcustomisedCPDavailablefromthePDSTtoaddressthelearningneedsofteachersandtheschool’sidentifiedpriorityactions.14
14 Moredetailscanbefoundatwww.pdst.ie
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Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts
7.2 Next steps for the early learning and care sectorThereisnotyetanagreedapproachinrelationtotheuseofdigitaltechnologiesintheIrishELCsector.
• ExistinggoodpracticesindigitallearningintheELCsectorshouldbesupportedanddeveloped.
• Aspolicyfortheearlylearningandcaresectorevolves,guidanceontheappropriateuseofdigitaltechnologiesthattakesaccountofthelearninganddevelopmentofyoungchildrenshouldbeprovided.Inthisregard,CPDandlearningopportunitiesforELCpractitionersaroundwhetherandhowtousedigitaltechnologiesinELCcontextswillbeimportant,payingdueregardtodifferencesaccordingtotheageofthechild.
7.3 Recommendations for policy makers and providers of teacher CPD
• ConsiderationshouldbegiventodevelopingastrategytosucceedtheDigital Strategy for Schoolsinordertoensurethecontinueddevelopmentofdigitallearningacrossthesystemfrom2020onwards.
• ConsiderationwillneedtobegiventowhatconstitutesbestpracticearounduseofdigitaltechnologyinELCsettings.
• PractitionersandteachersshouldbeencouragedtoshareexemplarsshowingtheeffectiveuseofdigitaltechnologiesinELC,primaryandpost-primarysectors.
• ContinuedeffortsshouldbemadeacrosstheeducationsystemtomakeschoolsandteachersawareofDepartmentofEducationandSkillsfundedresources,includingthecustomisedCPDopportunitiesavailablefromPDST.
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Inspectorate – Department of Education and Skills
OursincerethankstothefollowingELCsettingsandschoolsfromwhichexamplesofgoodpracticeintheuseofdigitaltechnologiesweredrawn:
BevertonPreSchool/RootsandWings,Co.Dublin
NewtownKids,Co.Galway
BusyBeavers,Co.Kildare
ScoilNáisiúntaMhuire,Co.Galway
St.Aidan’sParishSchool,Co.Wexford
LittleAngels’SpecialSchool,Co.Donegal
ColáisteMhuire,Co.Limerick
LoretoAbbey,Co.Dublin.
ColáisteBhaileChláir,Co.Galway
Acknowledgements
An Roinn Oideachais agus ScileannaDepartment of Education and Skills
One of the objectives of the Action Plan for Education 2016-2019 was to increase the use of digital technologies in teaching, learning and assessment so that learners are equipped with the necessary skills and competencies to meet the challenges of a rapidly changing learning environment. This report presents the findings of an Inspectorate evaluation of digital learning during 2019 in a sample of early learning and care settings and primary and post-primary schools.
The report is designed to inform actions to ensure that national goals in relation to the use of digital technologies can be met. It is also intended to be a resource for education practitioners at early-years, primary and post-primary levels by providing illustrations of effective practices to support digital learning.
In addition, a chapter examines the role of digital technologies during the period of school closures as a result of COVID-19. Some of the emerging positive practices and challenges experienced are identified and explored.