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


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


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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.

Inspectorate – Department of Education and Skills

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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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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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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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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%

19


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.

2020


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

21


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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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

23


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

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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.

25


DIGITAL SPOTLIGHT 11

Inonepost-primaryschool,digitallearningwascentraltothevisionforlearningsinceitopened.Practicedevelopedgraduallywithaparticularfocusonstudentengagement.AwiderangeofapplicationsandonlinetoolswasusedandcreativeusewasmadeofapplicationsintheMicrosoft365suite.AfocusgroupofteacherstrialledmoreregularuseofMicrosoftOneNotetoshareteacher-createdandteacher-curatedresourceswithstudents.Infeedback,studentssaidthattheyfoundlessonstobemoreengagingasaresultoftheuseofthesedigitaltools,andthattheirlearningwasbetter.Thepracticewasadoptedbytheentirestaff.Acrossallsubjects,teacherssourcedandcreateddigitalresourcestosupportteachingandlearning.Theschoolalsointroducede-portfoliosforallstudents.Thecommonapproachesmeantthatstudentswereveryfamiliarwiththeplatformsandthesoftware.Teacherssupportedeachotherandsharedexpertiseandcontinuedtodevelopteachingandlearningapproachescollaboratively.Intandemwiththedevelopmentofteachingandlearningpractices,theschoolmanagementandstaffalsofeltitwasveryimportantthatstudentsdiscussedregularlyandlearnedaboutthesafeandethicaluseofdigitaltechnologiesandaboutinternetsafetyandcyber-bullying.

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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?

27


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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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

29


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

Facebook

Flipgrid

GoogleClassroom

MicrosoftTeamsOffice365

Padlet

Quizlet

Seesaw

Showbie

TED-Ed

The School App

Theschool’sownwebsite

VSWare

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Frominspectors’conversationswithschoolprincipals,itisevidentthatmanyschoolsalsorealisedthattherewasaneedtofacilitateconversations,smallgroupengagementsandvirtuallessons,eitherliveinrealtimeorasrecordings.Examplesoftheplatformsusedtofacilitatethesekindsofvideoengagementsinclude:

FacebookLive

GoogleClassroom

Go-to-Meeting

MicrosoftTeams

Seesaw

Skype

WhatsApp

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.

31


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


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

33


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


Thepotentialandimportanceofdigitallearningandtheuseofdigitaltechnologieshavecomeintosharperfocusinlightofrecentexperiences.Agreatmanyofourschools,teachersandlearnershaverespondedwithgreatcreativityandhaveembracednewplatforms,applicationsandmodesoflearning.Theyhavefoundinnovativewaystocommunicate,collaboratewitheachotherandcontinuewiththeirlearning.Itwillbeimportantforallinthesystemtoreflectonthepositivepracticesintheuseofdigitaltechnologiesthathaveemergedduringthisperiodandtoconsiderhowtheycanbecomepartofourregularteaching,learningandassessmentpractices.Whiletherehavebeenchallenges,andthisperiodwillbeonethatisrememberedwithsadnessbyagreatmany,oneofitslegacieswillsurelybethatdigitaltechnologieswillbeusedasamoreregularandintegratedfeatureofteaching,learningandassessmentinIrishclassrooms.

35


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


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

37


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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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.

Digital Learning 2020 - Department of Education and …...of 2019. An initial reportwith baseline...

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