SocialTech

Education Technology Action Group consultation

Last Monday I was invited to Sanctuary House to contribute to two face to face meeting relating to the Data and Infrastructure strand identified by the Education Technology Action Group (ETAG)  as one of its three key workstreams. ETAG, as outlined on Group Chair Stephen Heppell’s website, is an independent group set up at the behest Michael Gove (Secretary of State for Education), Matthew Hancock (Parliamentary Under-Secretary of State for further education, skills and lifelong learning) and David Willetts (Minister of State for Universities and Science). The purpose of the group is to make recommendations that will “aim to best support the agile evolution of the FE, HE and schools sectors in anticipation of disruptive technology for the benefit of learners, employers & the UK economy", identifying “any barriers to the growth of innovative learning technology that have been put in place (inadvertently or otherwise) by the Governments, as well as thinking about ways that these barriers can be broken down.”

In relation to central government, I’d identify current barriers as 1. the current gap between educational policy and the social, political and economic impact of technologies, and 2. within the schools sector, a seeming reluctance to engage with or countenance these changes as mainstream, and 3. an apparent reticence to recognise the curriculum wide relevance of the use of technology to support learners and be used by learners - the current focus being on students learning about technology, which confines discussions relating to staff development needs and practice to computing.  The common theme here is that at the level of policy relating to schools, the use of technology for education is being perceived as a separate, specialist area, rather than an effective and integral range of approaches and tools to support learners and learning communities.

This isn’t, of course, to say that there is any shortage of schools and school staff making effective and creative use of innovative approaches that are supported, or made possible, by the use of technologies. If you believe, as I do, that school staff are best placed to effectively develop practices that make best use of technologies, the job of those supporting their work should be to ensure they have the ability to do so. While many schools and school staff are confident and well equipped in terms of continuing development, the picture isn’t consistent. Recent DigiLit Leicester research (from 2013, and the soon to be released 2014 findings) indicate that while the majority of secondary school staff are highly confident in their use of technology, over 20% of staff working with learners are not confident about employing technologies to support key areas of practice. Staff confidence is critical to the ongoing use, development and adoption of technologies.

The public consultation on the three strands, Connected Institutions, Data and Infrastructure, and Understanding and Accrediting Learning, and an additional Wild Card cluster, is open until 23 June  - comments, proposals, suggestions or observations have been invited from anywhere in the world, by reply form, by email or Twitter (#etag), or for the Data and Infrastructure strand, via this Google doc.  The Action Group will spend the summer developing recommendations in relation to the consultation for short-term and long-term actions, which will be presented to ministers for consideration.

The call has expressed a preference for ‘short and terse’ responses, which the Action Group will review, and fashion into tempting recommendations. I’m focusing my bullet recommendations here on the use of technology within the schools sector, both ‘technology to support learning’ and ‘technology to support the running of the organisation’, since without accounting for infrastructure, connectivity and systems, we can’t really expect mainstream development of technologies to support learning and communities. My recommendations here are for areas that need to be addressed at national level, rather than left to luck, so should be supported through central government policy or activity, or partnership/endorsement.

Cluster 2 Data and Infrastructure - Led by Bob Harrison and Maren Deepwell.

(2a) Students with sight and control of their own complex learning “big” data. What prevents institutions from making best use of student data, both for teachers and by students themselves?

‘Big’ seems like an unnecessary descriptor/constraint in relation to ‘student’s own’ data. In terms of country wide data collection and management, we need to learn lessons from the recent outcry surrounding the NHS England Cara.data, and parallel protests against student data mining and access in the US - particularly in terms of ensuring clarity about data use or potential data use, and engaging with communities about the collection and use of their data at all stages.

The text from the website suggests that learners will be incentivised by access to data relating to their achievement in relation to others data: “They will understand their own data, be able to act on it directly, have a sense of "where I am" relative to others now, to preceding learners, to international competitors, to the younger learners behind them, and so on.” This seems to be predicated on a future where all learners are motivated by high level ranked progression and achievement data, which is a highly problematic assumption. It also seems to eschew the validity of an educational experience of children and young people not in a position to make use of this data to improve their outcomes, for example, some children and young people with learning disabilities.

Recommendations:

• Support Digital Citizenship education: Ensure UK citizens, particularly young people, have access to information relating to data collection, use, access, permissions and privacy. If we are interested in enabling people to make decisions and take responsibility for their own lives and communities, and if we acknowledge that digital tools and environments play a critical role in how our lives are lived, in how communities engagement takes place, in legal and political processes, then we need to support citizenship education which embeds digital citizenship issues. We have significant, pressing problems now around rights and laws relating to privacy, identity, reputation, surveillance, consent and ownership in digital environments. Also supports strand 3a and 3b.

• Digital literacy education relating to online presence for 14-16 year olds: Ongoing barriers to data portability between and across institutions, and relating to activities which take place outside of formal education, mean that equipping learners to collect and curate their own achievements. Rather than wasting money and time on central platforms, government should focus on ensuring all young people (particularly those aged over 14) have access to skills and advice about managing their online presence and identity, and making use of public and private digital spaces to manage information and data relating to their own achievements. Also supports Strand 1a, 1b, 1c and 3c.

• Increase opportunities for young people to engage with data: Enabling young people to make use of data is one way of supporting a broader digital citizenship agenda - and we are fortunate to have examples of great work in this area - for example, civic hacks events and approaches like Apps for Good, Code the City, Social Innovation Camp, Young Rewired State. How can we extend and make ‘data for good’ opportunities accessible to more young people? Also supports strand 3a and 3b.

• Support school staff development and innovation relating to assessment and feedback: The DigiLit Leicester research indicates there are high levels of secondary school staff confidence across a wide range of approaches to using technology for assessment and feedback, including self and peer evaluation for learners. Investment should be made in surfacing and sharing the range of existing effective approaches, and in the development of new approaches, and supporting school staff, leaders and governors in data collection and use methods and approaches. It’s important that we don’t limit work in this area by only focusing on quantitative data and summative assessment. Also supports strand 3a and 3b.

• Invest in validation outside of traditional routes: validation for a range of skills and achievements, as well as more nuanced validation within existing qualification, is a potentially high impact area for development. Open badges represent an important approach to this - however, just focusing on employers concerns and needs in relation to the usefulness of open accreditation models risks missing important benefits, particularly in relation to young people - badges don’t just demonstrate achievement, they also positively reinforce achievements and can support young people in articulating their abilities. Also supports strand 3a and 3b.

• Investment and development in Green ICT initiatives at school level: As well as the cost to the environment, energy costs account for a substantial portion of school budgets. Further work in this area should address how school communities access and understand building data, how data can be used to support the curriculum, and how schools can be supported in reducing energy costs. Also supports Strand 1b.

Notes from my groups discussion, which included Allison Littlejohn, Susan Easton, and Ewa Luger, and focused on the question How can learners make choices in relation to the use of their data? How can learners understand the implications of the use of their personal data? were captured by Allison and added to the Strand 2 consultation Google doc.

The 2b strand discussion of the Data and Infrastructure cluster focused on the safe and effective use of learner owned technologies inside and outside of the classroom, particularly in relation to Bring Your Own Device (BYOD) approaches. I won’t go into drivers and benefits of BYOD, the various approaches schools are taking, or the key implementation areas (community engagement, staff development, financing models, digital divide issues, acceptable use policies, network security, infrastructure, device management).

I’ll cut to my recommendations in this area:

• Support a national network of school Student Digital Leaders: School student digital champion programmes are an extremely important route. These initiatives represent a creative and effective approach to supporting learners who are enthusiastic about technologies in playing an active role in school ICT development and use, give responsibility to learners and are a non-confrontational method of embedding enhanced technology use across the whole school. They can play a critical role in BYOD implementation, and support the cultural change this approach represents. Student Digital Leader approaches should be supported nationally, either as stand alone student initiatives and/or as an integral function of student councils.

• Support staff Digital Literacy: Staff development is critically linked to the successful implementation and sustainability of any BYOD approach, to the productive adoption of learner owned technologies, and to the development of technology use to support learners in general. Extrapolating from the DigiLit Leicester research (which collected self evaluation data from 942 secondary and SEN school staff), around 20% of secondary school staff are not confident in making basic use of technologies to support key areas of their practice. The approach we have taken in Leicester - situating digital literacy in professional practice, providing some central support and and providing opportunities and encouragement for staff directed development, has been effective in increasing secondary school staff confidence. Also supports Strand 1a, 1b and 3c.

• Promote and support Open Education approaches and policy: the use, creation and sharing of Open Education Resources is a key way in which finite resources can be made the most of, knowledge and resources shared, educators connected. The European Commission is investing significantly in this area. Scotland and Wales are both supporting Open Education initiatives at country-wide level. In England, we have some great examples of regional initiatives supporting Open Education, including the North-West OER Network and the DigiLit Leicester project. Central government has been active in terms of Open Data and Open Government, but has yet to show the same level of appreciation or support for the benefits of Open Education. Also supports Strand 1a, 1c and 3c.

• Ring fence dedicated ICT funding within school buildings budgets: Funding and criteria for school building works needs to support rather than stymie school use of technologies, particularly in relation to passive infrastructure, WAN relocation costs, server design, power and data, wifi and ventilation design. This recommendation also supports Strand 1a and 1b.

• Provide e-safety and cyberbullying advice and guidance to schools: Increasingly schools are making use of social technologies, for learning and teaching, as well as for communications. Schools also have a duty of care towards their learners and staff in terms of cyberbulling and e-safety issues. Inspection requirements relating to e-safety are not currently matched by the provision of official, or officially endorsed, advice and support in these areas. Schools who are not confident in relation to understanding and managing issues are unlikely to make use of the positive opportunities afforded by social technologies.  As a minimum, central government should issue guidance on addressing cyberbullying (focusing on both learners and school employees), and on using social media for community engagement. Guidance delivered by Childnet International  on behalf of central government was issued in 2007 (guidance for schools relating to learners) and in 2009 (guidance for school employees), but has not been updated. This recommendation also supports Strand 1a, 1b and 3c.  

• Ensure the long term viability of e-safety and cyberbullying advice services:  The UK Safer Internet Center currently provides an important and critical service to schools and school staff with it’s Helpline service, which is part funded by the European Commission. This recommendation also supports Strand 1a, 1b and 3c.

Cluster 1: connected institutions - Led by James Penny with Dawn Hallybone

(1a) Learning will be significantly more global. How do we enable institutions to collaborate and learn from the best in the world – including their neighbours?

I’d suggest that within institutions, the issue is frequently about a lack of good collaboration and communications internally, let alone with neighbours. Focusing on schools – schools and individual staff members are increasingly aware of the wider agenda around ‘connected learning’ and the benefits of being connected educators. School have for a very long time made use of video conferencing and blogging to connect their classrooms, and the use of social media, and in particular social networking sites, to support educators engagement in professional networks and continuing professional development continues to increase. In terms of professional school communications, school now routinely make use of text messaging and email to communicate with parents. Use of social media and networking channels to provide information to parents and promote the work of the school (as opposed to individual staff members) is increasing.

• Invest in Technology Supported Professional Development skills and approaches, focusing on introductory level activities and resources: The Office of Educational Technology at the U.S. Department of Education runs the Connected Educators initiative to “help educators thrive in a connected world.” The DigiLit Leicester project has similar aspirations, and focuses on supporting staff not only to use technology in their practice, but to connect to and share their practice with other educators. Our research indicates a wealth of confidence and practice, but also a significant minority of staff that do not currently make use of the opportunities for self-directed professional development. Also supports Strand 3c.

 Wild Card Ideas 

 These are less wide card and more actons which will support all of the areas above: 

• Provide educational technology training for school inspectors and governing bodies: Support school inspectors and empower governors to understand how technology can support learning, teaching and community development (by which I mean, the use of technology which includes learning, teaching and communications, but also extends to engagement, consultation, learner voice and governance). Equip inspectors and governors to be able to identify effective and transformative uses of technologies, as opposed to uses of technology to substitute functions and activities.

• Coordinated support for use of technology across the curriculum for subject associations: support for subject specialist boards to ensure their members have access to information, research and activity relating to uses of technology.

• Prioritise inclusivity and access to technology education: actively address inclusivity and promote diversity in relation to technology related activities and careers, in relation to gender, race, socio-economic status, disability (and outside of the compulsory education sector, age).  There are some great organisations already working in this space - for example the UK Online Centres, and CAS Include. 

 

e-Safety Guidance: Supporting Learners on the Autistic Spectrum

Yesterday saw the launch of the Childnet STAR Toolkit – a free online resource I was responsible for scoping and commissioning on behalf of Leicester City Council. The toolkit offers practical advice and teaching activities to help schools explore internet safety with young people on the autism spectrum. The launch took place at Leicester's New Walk Museum, in the beautifully just-refurbished Victorian Art Gallery. 

The STAR toolkit is one of the Council's DigiLit Leicester projects, a professional  development approach designed to make sure that staff have the confidence and skills to get the most out of the investment being made in technology for schools through the city's Building Schools for the Future Programme. Childnet worked closely with three of Leicester's BSF schools - Ellesmere College, Nether Hall School and West Gate School, to design the resource. 

Will Gardner, CEO of Childnet, said:

“The Childnet STAR toolkit is designed to give schools the building blocks they need to develop a tailored approach to online safety for their pupils with ASD. By working with Leicester City Council and three fantastic schools in Leicester we have been able to develop a practical online toolkit that addresses the online risks faced by young people living with autism spectrum disorder, such as cyberbullying, contact by strangers and exposure to inappropriate content. Importantly, this resource is available to all UK schools free online. Through the teaching activity ideas and forum we want to encourage educators across the country to use these resources, and also to feedback and share their ideas and materials so we can collectively and collaboratively provide excellent e-safety education for young people with ASD.”

The Childnet STAR Toolkit

The aim of the Childnet STAR Toolkit is to assist teachers in educating their pupils with ASD about the internet and safeguarding them against online risks.

The four sections SAFE, TRUST, ACTION and RESPECT all feature the concept of friendship and emphasise the importance of finding the balance between online and offline interaction. At the same time, the resource is continually promoting a positive, fun and safe experience for young people with ASD.

The online resource includes a forum to encourage educators to share their teaching ideas and how they have used and adapted the STAR Toolkit in their educational setting. This will provide a platform for sharing best practices in online safety for those working with young people with ASD.

The resource is licensed under a Creative Commons License.

Launch event in Leicester

The event was opened by Councillor Vi Dempster, Leicester’s Assistant City Mayor with responsibility for children, young people and schools. She said:

“I’m really pleased to be launching this innovative resource as part of our commitment to transform learning through the Building Schools for the Future Programme.

“It’s vitally important that we keep young people safe online. This resource will help to tackle some of the challenges involved in ensuring young learners who could be more vulnerable are aware of the risks.”

“It will help make sure that all our learners get the chance to benefit from the many positive learning opportunities the internet can offer.”

DigiLit Leicester: Projects and Activities Report

The DigiLit Leicester project is a two year collaboration between Leicester City Council, De Montfort University and 23 of the city’s secondary schools. The project focuses on supporting secondary school teaching and teaching support staff in developing their digital literacy knowledge, skills and practice, and their effective use of digital tools, environments and approaches in their work with learners.

Using recommendations generated from the 2013 Survey Results, a wide range of activities, projects and events have taken place across the city - designed to support and develop staff confidence in the use of technology to support learning. In keeping with the project team's commitment both to working in partnership with schools, and to supporting access to opportunity as widely as possible, we organised activities in two key ways:

DigiLit Leicester team managed activities

Centrally supported activities provided opportunities across all schools, allowing individual staff members to participate. Activities were either promoted openly to all BSF school staff members, or targeted at specific groups – either to staff role (for example, school leadership) or to survey area or area and level (for example, entry level staff in Technology supported Professional Development). The majority of activities took place within BSF Programme schools, allowing colleagues from across the city to visit other - often newly built - teaching spaces, and increasing accessibility for staff working at the host school.

This category includes our digital literacy focused TeachMeet, our e-Safety Pioneers Event and our Autism and Online Safety project - a collaboration between Childnet International and three of our SEN schools.

School led activities

These projects were supported through calls that were open to individuals and schools. Individual projects were designed to support members of staff in carrying out small scale projects which help them to take their practice forward in one or more of the DigiLit Framework strands. School level projects may have been led by an individual or team of staff, e.g. a department, and focused on developing practice across the school in one or more of the DigiLit Framework strands.

This category of activities includes projects such as Hamilton Community College's Siyabonga project, which involved learners collaborating via Skype on a live concert with children from South Africa and The City of Leicester College's Bring Your Own Device trial, the first of its kind in the city, using iPad minis with a Y8 tutor group.

To date, we have carried out six projects centrally and supported 21 school based projects. We've rounded up all of the DigiLit Leicester project activities, and provided links to further information and related resources. These can be downloaded here. The short version provides brief summaries of all of the projects - the longer version provides more detail.

Full report:       

DigiLit Leicester Project Activities Report - May 2014 (word) 

DigiLit Leicester Project Activities Report May 2014 (PDF)

Short report:

DigiLit Leicester Project Activities Short Report May 2014 (word)

DigiLit Leicester Project Activities Short Report May 2014 (PDF)

Next Steps

Feedback from schools has been very positive in relation to all of the approaches taken to support staff development this year. However, several issues have emerged that will be taken in to account for planning for the next year:

• Staff ambition relating to project opportunities is high and this has sometimes resulted in over commitment to project activity and outputs. The team have worked with some school staff to help reduce project scope in order to better focus on the quality of their outputs and the manageability of their project schedules.
• Schools often need or would welcome additional support in the production of outputs, particularly relating to framing projects in research terms and having capacity to provide very high quality outputs.
• Pressures on staff time remains one of the key reasons staff cannot engage with opportunities and activities. The flexible approach taken to by the project team, supporting a range of ways that staff can engage with project opportunities, has helped address this to some extent.
• Significant activities relating to the project focus have taken place across the schools. Communications relating to work not directly carried out or supported by the project team have, however, been limited. This is an area that needs improving.

The approach taken for the Autism and Online Safety project recognised issues relating to capacity and the schools’ need for external support for larger projects – particularly in relation to brokering external partnerships and connecting projects to external expertise and organisations. It allowed us to trial a hybridised approach to support for staff development. The DigiLit team took responsibility for preparing the project scope in consultation with the schools who proposed the project, and managing the appointment process through public tender. This approach has proven to be very effective, and we will be looking to implement and manage further projects in this way.

The 2014 DigiLit Leicester survey was open between 17 March and 16 May 2014. Once collected and analysed, these data will be used to review current recommendations and their related action priorities, in the context of this year’s successes and identified issues.

 

 

Cross-posted from LCC SchoolTech

Twitter for School Staff Professional Development

All school staff benefit from engagement with continuing professional development (CPD) – keeping up to date in their subject and curriculum area, and in teaching approaches and methods. Web and mobile based technologies have changed the landscape for school staff in terms of how they can connect to other educators both locally and across the globe. Personal Learning Networks (PLN), developed and managed by educators, allow school staff to discover, discuss and share relevant ideas, resources and approaches.

Twitter is jam packed with educators from all over the country, and all over the world, who are interested in sharing with and learning from colleagues. I ran two Twitter for Educators CPD sessions in March, designed to support staff in using Twitter in developing their professional networks. The workshops support work around the DigiLit Leicester project sixth framework strand – Technology supported Professional Development, and were designed to help staff improve their confidence and skills in this area.

Two sessions were held at De Montfort University: a beginner workshop, aimed to get staff up and running with Twitter and to introduce the basics and an intermediate workshop, offering essential tips and tools for improving the Twitter experience.

Create your Twitter Presence

Josie Fraser - Twitter Workshop - getting started (March 2014) from Josie Fraser

This session was aimed at absolute beginners and assumed no prior use of Twitter. The workshop began with an introduction to the basics of Twitter; creating a username, choosing an avatar (profile picture) and writing your Twitter bio (160 character biography). Attendees were then supported in setting up their profiles through a ‘desktop tour’ of Twitter, a walkthrough of the sign up process.

For many beginners, the anatomy of a tweet can be the most complicated part of getting to grips with the service. With hashtags, retweets, mentions and more, beginners can easily be overwhelmed. A Twitter basics worksheet (word) was provided for staff, identifying the key conventions used in tweets, to help staff familiarise with these elements. Attendees were also encouraged to work together, tweeting one another, to build up confidence.

Top tips were also shared, focusing on the use of Twitter as an educator, and the implications that has for online behaviour and identity. Issues such as following students, parents or carers and the importance of checking the validity of information before tweeting were covered.

Developing your Personal Learning Networks (PLN) on Twitter

Josie Fraser - Twitter Workshop - build your network (March 2014) from Josie Fraser

The second session was designed for staff who are familiar with Twitter basics and already have profiles. This session focused on engaging with communities on Twitter and tips for growing PLNs. The workshop looked at how to write ‘sweet tweets’ – to share in a way that engages others.

The final section of the workshop focused on tools to aid effective tweeting: URL shorteners, like goo.gl which can track the number of times your link is accessed; mobile  and desk-based clients; and social bookmarking tools, to save and share useful tweets.We also looked at reviewing Twitter profiles (word).

 

Bonus links:

• You can see how the team used Storify to collect and curate tweets from our recent TeachMeet event
• The Teacher's Guide to Twitter - from @Edudemic
• Have you got a great Twitter resource that has been really useful? Recommend it in the comments!

 

Cross-posted from LCC SchoolTech

 

Understanding Open Educational Resources: Information for Schools

I'm happy to announce that  Dr Björn Haßler, Helen Neo, and Janet Blair, who will working with Leicester City Council's DigiLit Leicester project to create guidance for secondary school staff, designed to introduce and promote the use of Open Educational Resources (OER) across city schools.

OER describes teaching, learning, and research resources that are shared by people in the public domain, or released under an open licence which allows others to use and remix them.

There are millions of free to use resources that have been shared globally as Open Education Resources. These resources have been created and openly licenced by and for educators to use – for example  lesson plans, courses, classroom activities, and revision materials.  If school staff don’t know what Open Licences are or how to find OER, they are going to miss out on the benefits of making use of existing, high quality resources. Staff and students in our schools create amazing resources all the time – if they openly licence these they could share them nationally and globally – helping out other educators and learning communities.

The OER project is part of the Council’s DigiLit Leicester initiative, designed to support schools in making the most of the city’s current investment in technology, as part of Leicester’s £340 million pound Building Schools for the Future Programme. The project has identified a gap in support and information for teachers relating to the use and creation of Open Educational Resources. An understanding of OER and open licencing will support schools and staff in sharing and accessing resources, and in developing staff and learner digital literacy skills and knowledge.

The team have previously worked on several initiatives which support the creation and use of use of Open Education Resources by schools across Europe and internationally, including the ORBIT project and the OER4Schools programme, at the Faculty of Education, University of Cambridge.

 

 

Cross-posted from LCC SchoolTech

Winning! The DigiLit Leicester Project

The core project team - Lucy Atkins, Josie Fraser and Richard Hall -are all delighted theDigiLit Leicester project has been selected as one of the five winners of the Reclaim Open Learning innovation contest, sponsored by the MacArthur Foundation, the Digital Media and Learning Hub, and the MIT Media Lab.

Being selected alongside other projects of such high caliber is a real honour:

•  Digital Storytelling 106 (DS106) (US)
•  FemTechNet (US)
• Jaaga Study (India)
• Phonar-Ed (UK)

It's a great win, not just for the project, but for the city. Our project is a partnership between Leicester City Council, De Montfort University and the 23 Leicester Building Schools for the Future (BSF) mainstream and SEN secondary schools. It's an important project in terms of the city, since it's how the ICT strand of the BSF Programme is structuring, designing and delivering on staff development, to make sure learners in the city get the most benefit from the investment being made in technology.

The project is explicit about the important role open education plays within digital literacy  - particularly in terms of the ability to find, evaluate, create, build on and use open educational resources, and in connecting to, participating in and creating open learning networks. The framework and survey content is available under open licence for others to make use of, build on, or adjust for their own settings.    

The project aims to improve learner outcomes and opportunities in Leicester by identifying the ways in which school staff are able to use technology to enhance their teaching practice and communities, and support development where gaps are identified. We've done this by developing a framework of digital literacy, in partnership with schools, situated in secondary school practice. We've developed a survey, again in partnership, mapped to the framework, from which we've collected information at the level of individual staff members, schools, and city wide. This month we have been busy meeting with schools to feed back their survey results, decide priorities and plan next steps. We'll be releasing an external report on the initial findings at the beginning of October 2013. In the second year of the project, we'll be working with schools on a range of initiatives to further increase staff digital literacy skills and confidence across the city.

Cross-posted from LCC's SchoolTech blog.

DigiLit Leicester - Secondary School Digital Literacy Framework and Survey

The DigiLit Leicester project has been up and running for nine months now. We've been incredibly busy, working with  schools across Leicester to design and implement a digital literacy framework situated in secondary (11-18 year olds) school practice. We've linked this to a survey open to all schools in the city's Building Schools for the Future Programme - in order to capture where school staff are across the city in terms of their current practice. This will help us promote and share the innovative and effective work currently happening, and support staff of all levels of confidence to move forward.  

We'll be using the survey results to work with schools to plan their next steps and to target activity where it will have the greatest impact.

There are three key project stages:

• Investigate and define digital literacy, in the context of secondary school based practice
• Identify current school staff confidence levels, and what the strengths and gaps across city schools are, in relation to this definition
• Support staff in developing their digital literacy skills and knowledge - raising baseline skills and confidence levels across the city, and promoting existing effective and innovative practice

The project is designed to benefit schools both prior to and after the opening of their new school, and to be of relevance to staff working in secondary schools both old and new. It will help all school staff supporting learning and learners to develop their skills and confidence in using technology – from absolute beginner to advanced practitioner. It recognises that staff work in different environments and have different strengths and interests.

The project team are pleased to share our first project outputs here – the development of a digital literacy framework situated in secondary school practice, and the creation of a survey tool designed to identify staff confidence levels in relation to the framework. We are releasing this report under an Open Licence, which means that others are free to share, adapt and use our work non-commercially – for the benefit of other secondary schools or other sectors. Please do get in touch if you make use of our work – we would be delighted to hear from you!

Download the project report:

DigiLit Leicester - initial report June 2013 (Word)

DigiLit Leicester - initial report June 2013 (PDF)

 

 

Cross-posted from LCC's SchoolTech blog.

 

Cetis 2013 Keynote - Digital Citizenship: Underpinning Open Education

 

 

 

Notes from my recent Cetis keynote:

I'm very happy to have been invited here to speak today, on this important anniversary - the 10th annual Cetis conference. JISC and Cetis  - the UK Centre For Educational Technology and Interoperability Standards, are organisations many countries in the world are rightly envious of. Cetis, with it's focus on establishing interoperability specifications, standards and application, and on the implementation, effective use and adoption of open learning technology specifications and standards is just as relevant, and even more vital a national resource today than it was 10 years ago.

It's also great to be speaking in and supporting Open Education Week, and to be part of a worldwide community who are committed to promoting and creating open education opportunities for all, through free and open education networks, learning materials, open data, open standards, and open source, to making the most of technology to increase access to education globally, and to supporting those who need and want to learn to be able, across a range of circumstances.

While the numbers of high quality open learning resources and opportunities online are increasing, we shouldn't take for granted that this will always be the case or underestimate the significant barriers that exist exist in terms of access. There are many, many issues around access. Infrastructure, connectivity, devices, skills, confidence.

Today I'm going to focus on digital literacy and in particular, digital citizenship, as critical agendas in terms of supporting access and protecting gains in open education, and enabling participation in society.

I'm also going to be talking to you from the future :) Cetis's remit focuses on the post 16, Further & Higher Education sectors, but I'm going to be specifically looking at school level education - young people under 17 year old who we want to support in continuing their engagement with education successfully.

Some of you will have children, and many of you will have been to school. Some people here today may have even been young people at one point- so hopefully there will be something of interest to you.

 

The image above comes from Seattle's 5 Point Café, who recently issued a ban on Google Glass, in anticipation of the products mooted market release at the end of 2013. 

Mark Hurst recently posted on the spectacle the development of Google Glass technology raises of an electronic Stasiland - an invasive surveillance state freed up of the need to employ spies on mass by the wonder of technology.  Always on, undetected recordings that are live streamed, stored and synced across services, and can be trawled by facial recognition programmes. Mark Zuckerberg, a big fan of variable definitions of both privacy and openness, is apparently enthusiastic about developing Facebook Glass apps.

However plausible you think Hurst's concerns are,  web-based, mobile and gaming technologies are already integrated into mainstream social life, and represent mainstream culture.  From being in utero to dying, and even after death - our lives in all their varieties, shades and complexities are already mediated, shared, constructed and lived out online. Rather than the internet representing a 'virtual' world, or virtual space outside of 'real life', in post-industrial countries lack of connectivity, devices and online presence is in many ways already a marker of social exclusion.

I also think we already have significant, pressing problems now around the issues Hurst raises - rights and laws relating to privacy, identity, reputation, surveillance, consent and ownership in digital environments. The integration of web-based, mobile, and gaming technologies into everyday life means that new social norms are emerging and being fought over now. Rather than being problems we can look forward to, we already have a weight of issues to deal with around information people put online about us, the information we are putting online about ourselves, the information that services collect about us and the ways in which that information is being used.

 

This is a picture of Matt Britten tempting delegates at the UK's 2010 National Digital Inclusion Conference with the kinds of savings that might be made by moving services online. Leaving aside historic Government adventures in technologies for economies of scale - one of the key issues with online only or predominantly online services is also a key issue for open education - that is, that the people who are most dependent on those services - in the case of Government services, and the people who could potentially most benefit from access - in the case of online education - are typically people facing the biggest barriers to access.  Infrastructure, connectivity and device ownership aside (and that is a pretty big aside), one of the biggest barriers to being able to engage with, take advantage of and be an active citizen in online environments is digital literacy, and lack of digital literacy education for all.

How do we ensure every learner has access to the  knowledge and skills necessary to make to most of technology in terms of educational, social and economic opportunities? While they are at school, and when they go on to employment, training or further education? This is a key issue I'm trying to address in practical terms in the work I'm currently doing in Leicester right now. One of the key ways is by ensuring all school staff - leadership, teachers, learner support and library staff - have the skills and confidence to support learners.

As part of Leicester City Council's Building Schools for the Future (BSF) Programme ICT strand,  I'm working with schools across the city, and framework lead Lucy Atkins (our Digital Literacies Research Associate)  in partnership with De Montfort University, supported by Richard Hall (Head of DMU's Centre for Enhancing Learning through Technology (CELT)).

The two-year project will produce and review the results of a self-evaluation city-wide survey  of secondary school staff. Fundamentally, the project seeks to do three things:

• Drill down on what digital literacy looks like, and what the key knowledge, skills and practices are  in terms of secondary staff classroom and school based practice

• Identify what current the strengths and gaps are across city schools in relation to this

• Support staff in developing their digital literacy skills and confidence levels, in the context of their practice, wherever they currently might be

We are being explicit about the important role open education plays within the context of what digital literacy looks like in a school setting - particularly in terms of the ability to find, create, build on and use open educational resources, and in connecting to, participating in and creating open learning networks. And the framework itself is going to be available under open licence for others to make use of, build on, or adjust for their own settings.   

Since we know young people routinely make effective use of mobile and web based tools and technologies   - particularly Google, Wikipedia and Facebook - for learning, why do we need to worry about digital literacy? 

Ofcom's Children and Parents Media Use and Attitudes Report, released in October 2012 draws on a range of large scale quantitative and qualitative surveys carried out across the UK. Some of the headline findings include that nine in ten 5-15 year olds (91%) live in a household with access to the internet through a PC, laptop or netbook - with internet access at home in financially better off families being close to universal (98% for AB households, and 97% for C1 households), and with internet access for children in poorer households (DE) continuing to be lower than the levels across all other socio-economic groups at 81%.

Half of all 5-15 year olds surveyed had mobile phones, and 3 in 5 of all 12-15 year olds had smart phones.

46% of parents surveyed agreed with the statement "My child knows more about the Internet than I do", which increases to 67% for parents of 12-15 year olds.  

While some young people might have great access to mobile and web-based technologies, and high confidence levels when it comes to navigating sites and using services, the report highlights some of the gaps that exist in terms of critical engagement - rather than passive consumption - with digital environments, services and information. The slide above, for example, looks at 12-15 year olds understanding of results listed by search engines.

Less than half (45%) of the 12-15 year olds in the 2012 survey evidenced a basic critical approach to evaluation of online content, agreeing that “I think that some of the websites in the list will show truthful information and some will show untruthful information.” was the statement closest to their opinion. This represents a slight (4%) decrease since 2009.

A third (31%) of 12-15 year olds most closely agreed with the statement “I think that if they have been listed by the search engine the information on the website must be truthful.” 17% of 12-15 year olds agreed most with the statement “I don’t really think about whether or not they have truthful information, I just use the sites I like the look of.”

Being aware that some website content might be misinformed, misleading, or biased is pretty fundamental to developing skills to evaluate web content, to verify information, or to identify how information might be factual but still presented in support of particular points of view. The ability to judge the validity of information, or to at least not just uncritically accept it, is an important skill for everyone.

 

The Ofcom Adults media use and attitudes report (March 2012)  looks similarly at 16-65+ year olds who use search engines about their attitudes towards the accuracy or bias of the websites returned by search. More than half (57%) agreed most closely with the statement "I think that some of the websites in the list will be accurate or unbiased and some won’t be."  With just over a third (38%) saying that the uncritical statements ('it's online so it must be OK', or 'I just like the look of it') were closest to their opinion on search returns. 

 

So how are we addressing basic digital literacy issues for all learners?

In February 2013, Michael Gove, the UK Government's Secretary of State for Education, announced the public consultation on the reform of the national curriculum for school children in England, which closes in April.

In one of the few references to young people as active social agents, the draft Computing Programme of Study (PoS) purpose of study statement opens with "A high-quality computing education equips pupils to understand and change the world through computational thinking"

Digital literacy and e-safety make an appearance in the National Curriculum, with self expression and use of ICT for employment and civic participation explicitly linked to and framed within the context of a computing education. I've previously written about the limitations of this approach, although I am happy that some elements of digital literacy and e-safety are included somewhere as important components of school level education. 

 

The draft computing PoS for Key Stage 2 (7-11 year olds) includes learning about how search engines work, how to to use them effectively, how to evaluate information online. They are also going to be taught about intellectual property, and how to keep themselves safe in their use of technology. 

There's some further development of knowledge of the technical aspects of search engines at Key Stage 3 (11-14 year olds), and some continuation of digital literacy, in terms of "create, reuse, revise and repurpose digital information and content with attention to design, intellectual property and audience." Given that both that digital literacy and e-safety are linked to practice - to how young people engage with, learn and socialise within digital environments, and given that these practices are very different for young people at 7 than they are at 11, or 14, or 16, the expectation to ensure they are "responsible, competent, confident and creative users of information communications technology" seems insufficiently supported within the draft PoS. 

 

 

The future of citizenship education as an entitlement for English secondary school pupils looked uncertain during the period of review,  but it's inclusion was confirmed in the draft curriculum. The draft curriculum defines the purpose of study as helping "to provide pupils with knowledge, skills and understanding to prepare them to play a full and active part in society." I'll leave aside the fact that children and young people do already, and can't really avoid already playing a full and active role in society - as citizens, as family members, as members of school and local communities, sometimes as carers themselves, as consumers. The scope of draft aims are to ensure young people have an understanding of UK governance and how citizens engage in democracies, the role, production and implementation of law, understand the importance of and develop a commitment to volunteering, and personal financial management.

 

The table above is taken from David Kerr's guide for the Citizenship Foundation on the implications for citizenship of the draft curriculum. 

Politics, democracy, and government have been retained from the previous PoS, as have the justice system, law making and elections. The role of the Monarchy, personal finance and volunteering have been added. There is more emphasis on Britishness, less emphasis on rights and freedoms. Topics that have been removed include the media, actions to impact community or environmental change, local/national conflict resolution, public services/third sector, Human rights & freedoms and the struggle for these, employee/employer/consumer rights & responsibilities.

Teachers will address the final programme of study as they've always done - flexibly, framing their teaching and their exploration of topics around their learners. Even given this, I'm not sure why learning about key critical human rights issues - for example the UN Declaration on the Rights of the Child, to which the UK is a signatory, isn't embedded.

What's also missing is the role of digital. If "Citizenship education is about enabling people to make their own decisions and to take responsibility for their own lives and their communities," and if we acknowledge that digital tools and environments play a critical role in how lives are lived, in how communities engagement takes place, in legal and political process and protest - that the internet is a site of active political life, it's very difficult to see how issues relating to young peoples use of technologies can be left out.

Many of the issues addressed through citizenship education are inseparable from the use of technology and digital environments, and I’d like to see citizenship within the curriculum reflect the realities of learners lives. Although it depends on the teacher delivering the curriculum, typically citizenship schemes of work and lessons don’t address rights and responsibilities in digital environments, or political and  legal  issues online, or identity, conflict, and communities in online environments.

The draft computing PoS at Key stage 3  (11-14) proposes one of the things pupils should be taught to be able to do is to "create, reuse, revise and repurpose digital information and content with attention to design, intellectual property, and audience"

Young Rewired State (YRS), a network of software developers and designers aged 18 and under, is an organisation that models how this can be done, very effectively, in the context of solving real-world challenges.

YRS runs an annual Festival of Code,  that introduces Junior and Secondary school aged children and young people to open data sources and helps them develop real world applications for the use of open data, working in teams to design and produce prototype web services and apps that use open data over the course of a week. The young people involved are a mix of ages and experience - some had never coded before, most hadn't been through the kind of rapid scoping, design, development and pitch process.

The Festival of Code 2012 winning projects made use of open data about house prices, crime rates, employment and education statistics.

My favorite prototype project from those that won awards - and there were many brilliant projects that didn't make it to the finals - is Way to go which provides local accessibility information for people in wheelchairs and with limited mobility. The design team ensured users could also contribute to the project by rating the accessibility of locations and by this feedback being available to other users. The project was explicitly designed to increase options and access - "hopefully this will help people get around and find new places instead of going to the same places because they know it's accessible", as well as ensuring the people who are the experts on accessibility can share their knowledge to help continually develop the tool.

These projects combine a huge range of skills with coding- working with data, identifying, defining and addressing real world issues, identifying work goals and sharing these within coordinated teams. YRS demonstrates what well supported young people are capable of learning and achieving, and enjoy learning and achieving, in an extremely short period of time.

 

If digital literacy is "those capacities that equip an individual for living, learning and working in a digital society", what is digital citizenship? I see digital citizenship as a distinct but overlapping area in relation to digital literacy. Digital literacy is the ability to use, critically engage with and make use of digital tools and environments - it's not just about supporting learners to understand and engage with the world, but about enabling learners to challenge, shape and change their worlds. Digital Citizenship for me addresses  social,  political, economic and legal participation in relation to the use of technologies and online environments. It isn’t an ‘add on’ to the area of citizenship as a whole, but a recognition that technologies and digital environments are a part of the real world, and they mediate all aspects of UK life: from meeting partners, finding jobs, contacting the local council, protesting, organising, developing our social and professional networks - the list goes on. Some of the areas I'd specifically draw attention to as relevant include digital access, inclusion and exclusion; legal and illegal economics relating to data, digital services and goods; the use of technologies for mainstream and grassroots political organisation and representation; the use and abuse of technologies and data for governance and decision making; freedom of speech and censorship in relation to digital communications;  digital copyright laws, privacy and data protection; data ownership, management and security.

These are all issues that impact on young people's lives in the UK and their everyday use of technology that we aren’t addressing.

The world is facing  extremely difficult social, economic, and sustainability issues - and it's unlikely that these will be addressed through the power of computational thinking alone. In terms of citizenship, restricting our ambition to teaching people how to"behave well" in digital environments is a dangerous proposition, particularly if we aren't addressing the context of the societies we live in. The point of citizenship is not just to understand and do what you are expected to do by your community and by law, but about equipping young people to actively and critically engage in the local and national agendas and decision making that affect their, and their communities, lives. The Citizenship foundation defines citizenship education as "enabling people to make their own decisions and to take responsibility for their own lives and their communities." and quotes  Bernard Crick on the critical role citizenship plays "Citizenship is more than a subject. If taught well and tailored to local needs, its skills and values will enhance democratic life for all of us, both rights and responsibilities, beginning in school and radiating out."

Openness and diversity aren't merely pleasant things to have access too, or easy principles to support or work with. A commitment to the principles of openness and to right of access to education is about ensuring that we make the most of the talent and contribution of all. A commitment to making information, discussion and participation available to as many people as possible, regardless of their personal or social circumstances

Democracies need active, informed and responsible citizens; citizens who are willing and able to take responsibility for themselves and their communities and contribute to the political process.

"Democracies depend upon citizens who, among other things, are:

• aware of their rights and responsibilities as citizens;
• informed about the social and political world;
• concerned about the welfare of others;
• articulate in their opinions and arguments;
• capable of having an influence on the world;
• active in their communities;
• responsible in how they act as citizens.

These capacities do not develop unaided." - What is citizenship education? - The Citizenship Foundation

Children and young people grow up and develop their identities in both physical and digital environments. While they might be confident users of mobile and gaming technologies, and online sites like Facebook, YouTube, Wikipedia and Google, it doesn’t follow that they are socially and politically aware and engaged citizens in these spaces - just as simply being in the physical world doesn’t guarantee they have the tools and self confidence to understand their rights and responsibilities, and to take an active part in their communities and in governance.

 

Thank you!

 

 

Digital Citizenship

My notes from a  recent interview on Digital Citizenship for TES:

I see digital citizenship as a distinct but overlapping area in relation to digital literacy. Digital literacy is the ability to use, critically engage with and make use of digital tools and environments - it’s not just about supporting learners to understand and engage with the world, but about enabling learners to challenge, shape and change their worlds. Digital Citizenship for me addresses  social,  political, economic and legal participation in relation to the use of technologies and online environments. It isn’t an ‘add on’ to the area of citizenship as a whole, but a recognition that technologies and digital environments are a part of the real world, and they mediate all aspects of UK life: from meeting partners, finding jobs, contacting the local council, protesting, organising, developing our social and professional networks - the list goes on.

Children and young people grow up and develop their identities in both physical and digital environments. While they might be confident users of mobile and gaming technologies, and online sites like Facebook, YouTube, Wikipedia and Google, it doesn’t follow that they are socially and politically aware and engaged citizens in these spaces - just as simply being in the physical world doesn’t guarantee they have the tools and self confidence to understand their rights and responsibilities, and to take an active part in their communities and in governance.

Formal Citizenship education is a well articulated and understood area in England, which has been a part of the curriculum for over two decades. It’s defined by the Citizenship Foundation as “enabling people to make their own decisions and to take responsibility for their own lives and their communities.”

Many of the issues addressed through Citizenship education are inseparable from the use of technology and digital environments, and I’d like to see Citizenship within the curriculum reflect the realities of learners lives. Although it obviously depends on the teacher delivering the curriculum, typically schemes of work and lessons don’t address rights and responsibilities in digital environments, or political and  legal  issues online, or identity, conflict, and communities in online environments. The internet is still broadly framed as a place to get resources from, rather than as an active site of political life.

There isn’t a transparent relationship between how we act, are acted on and represent ourselves in physical environments and how we act, are acted on and represent ourselves in digital environments.  While most of the key concepts of Citizenship education apply to activities in online environments, a range of digital-specific issues have been left largely under explored. I’d include issues around the use of technologies for mainstream and grassroots political organisation and representation, the use of technology for governance and decision making, freedom of speech and censorship, digital copyright laws, privacy and data protection, harassment and discrimination. These are all issues that impact on young people's lives and their everyday use of technology that we aren’t addressing at national level.

Citizenship is a social responsibility. Any citizenship agenda that stops at ‘behaving well’ is potentially a dangerous one - the point of citizenship is not just to understand and do what you are expected to do by your community and by law. Citizenship should be about equipping young people to actively and critically engage in the local and national agendas and decision making that affect their, and their communities, lives. There are specific social, economic and political differences, as well as significant similarities, when it comes to rights and responsibilities in physical and digital environments . The social and legal challenges that life online pose are substantial and changes in these areas are rapid. The integration of mobile, gaming and web based technologies into everyday life means that new social norms are emerging and being argued over now.  Privacy is one of the key examples of this. What is a reasonable expectation of privacy, at time when many people are publishing personal information about themselves online? How do laws that aim to regulate and monitor online and mobile activity in order to protect people impact on our individual rights to and expectation of privacy? How are companies whose income is based on the tracking and selling of user activity data regulated?  

I’d very much like to see parents, as citizens themselves, supporting and engaging with Digital Citizenship. I also believe schools have a critical role to play and would like to see Citizenship education really get to grips with digital issues. I think there is also a huge role to play for parents and schools supporting young people in using and understanding the ways in which technology can help them organise - school councils have a vested interest in active engagement in the digital citizenship agenda. Young people are already using Facebook, Twitter and mobile technologies to effectively organise campaigns, protests and establish their own interest groups. How are we supporting them in this? What can we learn from them?

I'd identify three priorities in taking forward Digital Citizenship education. Firstly, schools need to understand the importance of Digital Literacy for all staff members, as well as for all learners. If a school doesn’t have an appreciation of the critical role technology can play for learning and that it already does play in social life of its community, and isn’t developing a culture of digital literacy, it’s missing out on key opportunities to support all learners. Secondly, national and local Citizenship education needs to more effectively integrate Digital Citizenship into curriculum design, resources and delivery. Thirdly, students need to be supported in their use and understanding of mobile and web based technologies, tools and environments for organising, collaborating and for governance.

Developing digital literacies in practice

Picture Credit: Scaffolding by Victoria Pickering

Last week I took part in The Guardian Higher Education Network's Developing Digital Literacy in HE live chat. How we defining digital literacy obviously shapes how we take work in this area forward, and I added the definition I use to the conversation:

Currently, my favourite definition is the one Sarah Knight uses here and in the recent Guardian article:

digital literacy defines those capabilities which fit an individual for living, learning and working in a digital society

The definition I use most frequently is based on the version introduced by the wonderful Tabitha Newman in her still pertinent 2009 presentation Digital Literacy literature review: from terminology to action:

The 'short hand' definition I most frequently use is this one:

Digital Literacy =
digital tool knowledge +
critical thinking +
social engagement

My version only changes Tabitha's in the last point - she uses the term 'social awareness' whereas I'd always use the term 'social engagement' or even 'social activism', to highlight the importance of real world practice and activity as critical to socially situated digital literacy. Digital literacy is not just about supporting learners to understand and engage with the world, but about enabling learners to challenge, shape and change their worlds.

JISC adviser Helen Beetham replied to my definition post with a great link and a summery of how we can go about translating our aspirations for digital literacy into practice:

 Hello Josie, thanks for the chance to come out in public and admit to coining that definition - along with my colleagues Allison Littlejohn and Lou McGill, in our report Thriving in the C21st.

More important than our definition, I stick by what we concluded about actually developing digital literacies in practice, that it requires:

- providing authentic contexts for practice, including digitally-mediated contexts
- individual scaffolding and support
- making practices of meaning-making explicit
- anticipating and helping learners manage conflict between different practice contexts
recognising and helping learners integrate their prior conceptions and practices

Anyone doing all that? I thought not. But it's very important to me that the Developing Digital Literacies programme involves groups of staff that have always taken this person-centred, culturally-situated approach to student development i.e. careers/employability staff, and learning development/learning skills staff. As well as student-facing staff in libraries of course.

I'm currently developing and rolling out a city-wide digital literacy programme across Leicester's Secondary Schools, as part of my role with Leicester City Council as ICT Strategy Lead for Children's Capital. One of the approaches I am taking is to work with the schools to talk about and to design a range of activities that support the development of digital literacy in the context of meeting challenges and solving problems faced by school communities. I'll write more about these and the process of supporting them as we get further along - there are some really exciting projects - but in this post I'm going to focus on the framework I'm using with schools to structure conversation around the ways in which developing skills, and reviewing or introducing new policies and processes can meet current needs and support learner outcomes.

The topics have been identified and developed in discussion with schools and with a range of individuals, governing bodies and working groups. They act as development framework markers to frame discussion, activity and research, and to structure the ongoing review of projects and commissioning taking place at individual school and estate-wide level.

The bullet points are indicative of areas that actions might be agreed and developed with schools to address. The majority of the 25 secondary (supporting students between 11 and 16 years old) have completed their first draft of actions and from these a range of activities and projects - either at individual schools, or where shared interests and issues have been identified, across clusters of schools, subject areas, or role.

Space & Place

• Ensuring the best possible use is made of digital environments in relation to the physical environment of the school buildings and grounds in supporting learning and teaching.

• Ensuring access and active participation as appropriate for all members of the school community from any location via both school and user owned internet connected devices; recognising that the function and role of the school is not confined to the school grounds and restricted by the school day.

• Increasing the numbers of parents and carers actively engaging with and contributing to school activities.

• Ensuring schools’ digital presence supports whole school community development, takes full advantage of engagement opportunities and keeps it’s community well informed of activities.

Continuing Professional Development (CPD) and Innovation

• Identifying and addressing ICT training strengths and weaknesses at estate-wide and local school level.

• Raising the level of skills and confidence across the estate to ensure schools and individual staff are equipped to recognise and take advantage of opportunities for technology to support and enhance learning, teaching and school management.

• Promoting and supporting learner-centred and learner-led practice and pedagogy.

• Supporting staff in modelling effective and positive uses of technology for both learners and peers.

• Targeting the development of staff skills, competencies and confidence to support innovative and effective use of technology by learners.

Network Learning and Communities

• Supporting staff and learners to participate within, develop, create and manage collaborative web and mobile based networks.

• Ensuring staff and learners are equipped with the skills to support their own developmental personal learning networks.

• Supporting and developing collaborative working practices and activities between learners across schools, the city, nationally and internationally, including learner-organised activity.

• Supporting learners to utilise mobile and social technologies and practices for learning.

• Embedding a whole community approach to school practice and engagement in decision making.

• Ensure digital environments are safe and inclusive, support and promote equality of access for all members.

Information Management

• Supporting a city wide, robust approach to information management school policy and practices which address the management, handling, storage and disposal of data legally, effectively and safety.

• Managing the move to cloud based services and storage.

• Planning and support for the management of User Owned Devices and Bring Your Own Device (BYOD) across the school estate.

• Promoting the creation and use of Open Education Resources.

Green ICT

• Ensuring a robust and accessible approach to Green ICT issues in schools, focusing on reducing unnecessary energy consumption and using technology to support schools in developing a culture of practical engagement with energy reduction.

• Ensuring that energy consumption data can be easily and effectively used to support the curriculum and evidence the schools commitment to ensuring energy consumption is kept to a minimum.

• Supporting effective user engagement programmes which allow learners and staff to manage their school environment.

e-Safety and Cyberbullying

• Ensure robust internal education, policy and processes are in place to effectively address e-safety and cyberbullying with regard to awareness, prevention, reporting, incident reporting, response and sanctions.

• Ensure that issues are addressed through whole community education and discussion, and responsible and safe use of technologies is addressed across the curriculum, wherever appropriate.

• Ensure that discussion, planning and accounts for the schools wider responsibility to learners and employees, and activity taking place outside of the school day, premises and networks are recognised and action taken where the school has responsibility/liability.

• Ensure that e-safety and cyberbullying guidance and activity accounts for the ways in which learners are using technologies, and that information, policy and planning remains up to date and relevant, and that learners are actively involved in shaping and supporting the schools approach.

• Ensure that the needs of vulnerable learners are identified and met.