|Technology||How long used for educational purposes|
|by my organisation||by me|
|Social media||My organisation has had a website for at least 7 years where information about learning can be found through the link to Education Services.
My Local Authority uses Facebook and Twitter. Information is posted about Education and it is used to share good practice and highlight student achievements.
Our Workforce and CPD unit has had a Blog – Learning is the Works – which is linked to our CPD Manager for nearly 3 years.
|My school website is now on version 2. The first version which I created was set up 5 years ago and the second version created through Google Sites last year. The first was a platform to inform stakeholders about all aspects of school life. It also provided links to websites which would help their children with homework and learning outside of school. The second is a work in progress and links in with class Blog pages. The Blog pages are used to inform parents of the learning that has taken place in class. Children are learning about how to add comments to photographs showing their learning.|
|Learning analytics||My school has being using e-based learning analytics over the past five years to monitor and evaluate attainment levels of learners.||I have had SmartResponse handsets which link through my Smartboard and provide opportunities to assess learning through interactive quizzes. This provides an analysis for each learner as well as for the whole class. I have used these for the last 5 years.|
|Flipped classroom||This is an area that is currently under development.||I am currently considering aspects of a Flipped classroom for using in school.|
|Online learning||Online learning opportunities have been available over the past 5 years. Mainly through links through the Workforce and CPD unit. More recently links are posted on the Blog about courses such as being run by FutureLearn. CBT units have been used to develop skills in technology/ICT.||I have been teaching children how to code through Scratch for the past 6 years in a variety of packages which include class based learning, after school clubs, supported study clubs which include parental involvement and allows opportunities for the students to learn further at home.
Students have had access during ICT to extend or develop new skills while e-learning individually or with a partner through Education City and Grid Club.
Over the last 3 years I have completed online learning courses offered by FutureLearn, Khan Academy and learned to code through Code Academy website.
|Data-driven assessment||In school this could be linked to online learning that is now being used to support students with additional needs. Tracking of progress is built in and informs next steps in learning.||Experienced results of inbuilt assessments while undertaking online learning through FutureLearn.|
|Games and gamification||In school students learn through and consolidate their learning through the use of educational games which help develop their reasoning skills.||Testing and assessing appropriateness of electronic games and applications which meet the needs of my learners and enhance or extend learning.|
After reading Johnson et al. (2015), NMC Horizon Report: 2015 Higher Education Edition I have to decide upon three technologies not already used by my organisation that I would like my organisation to adopt and justify suggestions.
|FLIPPED CLASSROOM||We are living in the digital age where students bring with them many different learning styles some of which are removed from traditional educational methods. Curriculum for Excellence (2004) is based on creative and innovative learning which provides our learners with opportunities for personalisation and choice in their education. The Flipped Classroom approach is part of a pedagogical movement that overlaps with blended and inquiry based learning which makes learning flexible and engaging for learners.
Learning spaces or environments around school would need to be redesigned or rearranged to accommodate more flexible and active learning. Traditional classroom could be transformed into hubs such as Smart Rooms which support web conferencing and remote collaborative communication and where students can bring in their own devices thus reducing the amount of movement between devices around the learning environment. Environments could be created which resemble real-work and social environments which stimulate interaction and problem solving opportunities.
Students would manage their learning pathways through a mixture of blended and informal learning which includes the pace and style of learning and the way that they demonstrate their knowledge with teachers taking an instructional and collaborative approach to suit the learning needs and personal learning journey of their students. Class time would then be used to develop higher cognitive, active, project based learning where the students come together to solve challenges and gain deeper understanding. This would involve a change in mind-set for both students and teachers. The Flipped Learning Network could be a starting point for teachers and school policy makers to consider the transformation of learning spaces.
Opportunities could arise where the Flipped Classroom environment could develop into maker-space hubs promoting interdisciplinary learning across curricular areas such as sciences, technologies and engineering which are high priority areas for raising attainment and developing skills for the workforce of the future. Opportunities to learn from and with others from within different educational institutions and from out-with the school would engage the learners in meaningful learning. Flipped Classrooms foster experimentation, curiosity and creativity and encourages students to ‘tinker’ (Seely Brown).
|GAMES AND GAMIFICATION||The Hechinger Report informs that games and videos are the two main sources of learning outside of schooling and as educators we should be looking to tap into these resources to engage our learners through integrating role play and critical thinking games into our curriculum design which promote real world activities.
Younger students spend much of their time playing on hand held devices, mobile phones or PCs. Finding games or encouraging them to learn how to create games through programmes such as Scratch would provide a mixture of formal and informal learning where they control the pace of the game and develop the knowledge and skills to progress to the next level or create the finished product. Games design would also provide opportunities for students to work alone or in collaboration with their peers. Indeed, reflection and improvement could come through peer assessment. These are skills that they could transfer into their world of work. Developing this aspect of learning could be incorporated into a Flipped Classroom environment.
|SOCIAL MEDIA||Pinterest would provide opportunities for both students and teachers to engage in collaborative work through pinning projects and researched resources on shared pin boards. Teachers could pin project information for students to follow to create their own project board where they have autonomy in its creativity. Student pin boards can then be shared with other students who can contribute or comment on the work, thus encouraging peer assessment, evaluation of projects and opportunities to develop larger projects in combination with others.
Students could work collaboratively with students in other primary and secondary schools as part of transition. Teachers too, could work collaboratively with teachers in other primary and secondary schools as part of transition projects and on curriculum development.
This social network could enable the creation of learning teams across our learning community with a shared interest where they learn from and with each other.
Pinterest would allow for a blending of formal and informal learning which can be accessed at home, in the community and at home, making the learning environment mobile and flexible.
Knowledge and skills learned through accessing Pinterest would support the experiences and outcomes with our technology curriculum and cross over into other interdisciplinary curricular areas and provide key skills for work and life.
These three aspects of technology have been chosen to support feasible development of technologies within school. This includes issues that will arise to do with policy, teaching and learning, professional development and issues that will emerge with internet access, firewalls and bandwidths. Redesigning a school to create an inspiring modern learning environment will also raise issues with school estates and capital budgets.
Johnson, L., Adams Becker, s., Estrada, V. and Freeman, A. (2015) NMH Horizon Report: 2015 Higher Education Edition, Austin, TX, The New Media Consortium; also available online at http://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/ (last accessed 16 November 2015)
John Seely Brown: Tinkering as a Mode of Knowledge Production watched on YouTube https://www.youtube.com/watch?v=9u-MczVpkUA (last accessed on 8th March 2016)
http://www.pbs.org/mediashift/2014/07/the-nuts-and-bolts-of-maker-spaces-in-journalism-schools (last accessed on 8th March 2016)
http://harvardmagazine.com/2012/03/twilight-of-the-lecture (last accessed on 8th March 2016)
http://infed.org/mobi/informal-learning-theory-practice-and-experience (last accessed on 8th March 2016)