The Practice Pipeline pulls together a wide mix of examples which highlight the various ways digital technology can be used in learning and teaching.
The examples below are intended to help ensure educationalists can make well informed decisions and continue to effectively review the use of digital technology to support education in their local contexts. It is, however, for each Local Authority to decide how to deliver education in their own area. This includes decisions on access to technology and digital resources.
In this video you’ll learn about how the teachers worked together to give the children an opportunity to develop computational thinking skills across the whole curriculum allowing pupils to work with others out with their class to practice skills for work.
The teachers were new to this area and have been learning alongside the children.
Support Materials for Inverbrothock Primary
What is this example about and how was digital technology used?
“We are at the very start of that journey (will be planned into our School Improvement Plan for next session) but because we have a core group of interested and enthusiastic teachers we have managed to get some training in place and able to do the following:
- Set up a p5 lunchtime codeclub
- Take part in an hour of code
- Organise a P3 and P4 collaborative project working on computation thinking using Barefoot Resource – from unplugged activities to using coding blocks
- Used elements of Barefoot teaching resources to enhance work in literacy – eg, decomposition of poems
- Teachers had further training in using GLOW – OneDrive and OneNote
- 2 new BlueBots and tac tile Readers – planning for use in P1 and P5 stages.”
Why was this approach put in place?
“We want the children to develop computational thinking skills which permeate the whole curriculum, as well as allow pupils to work with others outwith their class in order to practise skills for work.
Teachers who have responded are learning along with the children. We think every teacher needs to engage in Technologies – some learning alongside the pupils (a bit like the 1+2 Approach) and find and develop creative ways to embed these skills across the curriculum.”
How did this example support educators/learners/parents take advantage of digital technology?
- How did it help develop the skills/confidence of educators in using digital technology?
“Barefoot Cas resources are so easy to follow with step by step lessons and powerpoints it gave teachers the confidence to start. We have a group of motivated creative teachers with a mindset ideal for digital learning – that is, you don’t need to be an expert but you can learn along with the children.”
- How did it improve access to digital technology for learners?
“Barefoot CAS resources really helped as it begins teaching us how to do unplugged activities with learners. CodeClub registration led to free microbits being sought which gives us some hardware to develop coding further up the school.”
We plan for P5 pupils who have been using Scratch and Code.org to work with P1s on a collaborative project to look at ScratchJr. P5s will look at the skills being covered and monitor how well the P1s manage which will help the P5s become involved in designing the curriculum.
What was done?
“Staff were notified of upcoming CLPL about Technologies and 5 of us went along and made small tests of change in the classroom. One teacher started CodeClub with P5 pupils which is now developing into P5 teaching P1s how to use ScratchJr. Teachers were upskilled too in using GLOW, eg OneDrive, One Note and many participated in a session with a BT Manager about the Barefoot CAS resource. How was it implemented?”
What did it achieve?
“Staff were excited and motivated by the resources and reporting that children were very engaged in their learning – even the unplugged learning lessons in Barefoot CAS. A real buzz in the school regarding Digital Learning and teachers being creative and using it in different contexts, eg, during poetry poems were decomposed.”
What was the impact on….
Learners? “It will improve their approach to solving problems and will be another part of their toolkit. They will apply skills across learning.”
Educators? “enthusiastic teachers, collaborating and sharing ideas to really let DL grow arms and legs allowing them to really be as creative as they want to be in order to enhance learning and teaching – becomes second nature – embedding in the curriculum.”
Parents? “On-going improvement in parental engagement, use Learning Festival to showcase what we do eg, P5s working with P1s using Scratch Jr – teaching parents! Help also to improve social media engagement so that parents see it as a natural part of ‘looking’ into the learning taking place.”
How has the impact been measured?
“Anecdotal evidence – enthusiasm and attendance at CLPL, then implementation in the classroom has resulted in very enthusiastic learners who can articulate their learning and why Computing Science is important across the curriculum.”
How will you ensure this approach is sustained?
“This will be a major focus with an ongoing element. We will look at how CS can bebe developed across the curriculum using the new Technologies benchmarks. Digital learning is considered to be likened to the fourth core subject.
This approach will be fully adapted to fit our School Improvement Plan 2017/18 and QA visits will be undertaken. We plan to get children to lead a staff CLPL session on how to code. Children (P5 with P1 pupils) will teach parents how to code using ScratchJr during our Learning Festival in May 2017.”
More examples are below. Simply click on the level you’re interested in and you’ll find more video case studies:
For more examples of innovative uses of technology in an Education setting check out our Talking Points
Is digital learning and teaching making a positive impact on your classroom practice? We would love to hear from you. If you would like to share your story please send your contact details to firstname.lastname@example.org and we will be in touch soon.