Educational Technology

Beyond Gadgets: Edtech To Help Close The Opportunity Gap

Education technology can help transform outcomes for disadvantaged pupils but is being neglected, according to this report from the public services think-tank, Reform. The paper highlights the different areas where EdTech could support disadvantaged pupils and the mechanisms for enabling schools to embrace the opportunities offered by technology.

Reform analysis shows how using video tutoring apps instead of one-to-one tutoring could allow 300,000 additional pupils to make ‘significant progress’ at school. With the right input from schools and DfE, technology has the potential to narrow the opportunity gap.

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      string(5777) "n CONTENTSEvery Child UPDATE nwww.teachingtimes.com DocumentHighlights‹‹ PREVIOUS PAGE n  NEXT PAGE ››This research by the Nuffield Foundation investigates how participation in out-of-school activities varies for childrenfrom different backgrounds and how this relates to outcomes at age 11.The study includes analysis of the Millennium Cohort Study as well as case studies in primary schools to explore the relationshipbetween engagement in out-of-school activities and attainment. It highlights the importance of afterschool clubs for increasingdisadvantaged children’s access to activities and explores what it is about how these clubs are structured and delivered that helps toengage less affluent families.The aim of the project was to ascertain whether out-of-school activities have particular benefits for disadvantaged children. Oneaspect of this is the extent to which disadvantaged children access activities of this kind – findings show that they are less likely thanother children to access many out-of-school activities including sports clubs, extra tuition and music lessons. Afterschool clubs arethe exception to this, with MCS analysis showing that by age 11, there is no difference in take-up between disadvantaged and non-disadvantaged children. This finding suggests that schools have had some success in overcoming the barriers to participation thatThe value ofafterschoolclubs fordisadvantagedchildrenhttp://www.teachingtimes.comn CONTENTSEvery Child UPDATE nwww.teachingtimes.com DocumentHighlights‹‹ PREVIOUS PAGE n  NEXT PAGE ››prevent disadvantaged children taking up other out-of-schoolactivities.Teachers, parents and children identified a range of positiveoutcomes from participation in afterschool clubs, includingincreases in confidence, self-esteem and fitness, as well asproviding opportunities for new experiences, socialising andenjoyment. It is hoped that this analysis will shed further lighton the role out-of-school activities may have in narrowingthe attainment gap, and provide some indication of whetherschools should consider investing in afterschool clubs toimprove academic outcomes for disadvantaged children.Key findings n By age 11, participation in afterschool clubs did not vary byeconomic disadvantage; 31 per cent of both disadvantagedand more affluent children attended afterschool clubs at least weekly. n In comparison, disadvantaged children were less likely to participate in other activities outside school – sports activities (61 per centto 78 per cent among more affluent children) extra tuition (18 per cent to 24 per cent) and music lessons (7 per cent compared to 29per cent). n Facilitators to take-up of afterschool clubs included low cost, ease of access, flexibility, familiarity with the environment, choice andvariety of activities, and positive relationships with club staff. n Barriers to take-up included limited availability, provision that did not meet the needs of children with SEN and a perception thatsome parents’ own negative experiences of school may discourage them from engaging with afterschool clubs or perceiving thereto be any value in participating. n Taking part in afterschool clubs was thought to have a range of positive benefits. These included providing access to enrichingnew experiences, providing opportunities for children to succeed, fostering self-esteem and confidence, supporting the academiccurriculum, improving fitness, providing opportunities to socialise, as well as opportunities for relaxation and enjoyment.More information › Read the full report: ‘The value of afterschool clubs for disadvantaged children’.http://www.teachingtimes.comhttp://www.nuffieldfoundation.org/sites/default/files/files/resbr3-final.pdfPlease return to: Subscriptions, Imaginative Minds,309 Scott House, Gibb Street, Digbeth, BirminghamB9 4DTVat Reg No: 781 6719 94NameJob TitleDelivery addressPost codeTel. no.Email address(Mandatory for emailed bulletins)■ Official Order No.I enclose:■ Cheque £                 payable to Imaginative Minds.■ Credit Card  (Please give card address if different to deliveryaddress)Card nameCard addressCard No.Start date                                            Expiry dateIsuue No                                             Security NoSignaturePrint nameFor Libraries, Universities & Trade orders, pleasetelephone 0121 224 7599 as different prices apply.Call the Subscriptions Orderline0121 224 7599Fax back this form 0121 224 7598School prices include whole school site licence Every Child Journal & Every Child Update Service(12 months online access)Every Child Journal is a publication that uniquely providessolutions to help professionals across the education, healthand care sectors improve the life chances of vulnerablechildren.Plus, Every Child Update is an emailed newsletterfor practitioners to help keep up-to-date with issuessurrounding vulnerable children. 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Inclusion

Document highlights: The value of afterschool clubs for disadvantaged children

15 Jun 2016

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      string(5724) "Between 2015/16 and 2016/17, the number of permanent exclusions dramatically increased across state-funded primary, secondary, and special schools by c.15% to 7,720 – around 40 permanent exclusions per day.Two years on, in 2018/19 the number of permanent exclusions remains just as high, with the number of fixed term exclusions increasing even further from 410,800 to 438,300 – an increase of 27,500.The most common reason for exclusions tends to be persistent disruptive behaviour, with speculation factors like improving league table performance or schools being ill equipped to deal with the most difficult students also playing a part. The impact of any form of exclusion, managed move or off rolling on a child’s education is profound, lowering attainment at 11 and 16, limiting life choices and chances (Education Data Lab, 2019)While the reasons for this jump in numbers are far from clear, COVID-19 has made tackling this issue critical as schools plan to return in September. This is especially true given reports (NFER, 2020) indicate that only one third of disadvantaged students have meaningfully participated in learning during partial school closures.We should not despair though. An Achievement for All (AfA) partner school, Lyng Hall School in Coventry, shows what can be done with the right support. 100 % of the 700+ children attending the 11-18 school have remained fully engaged during COVID-19. All the more remarkable given that the school population includes 47 first languages, withover 50% of pupils being eligible for Free School Meals. The staff, parents, and pupils are an inspiration.Too often, taking advantage of external support and expertise is too often the exception, rather than the rule, when it comes to our education system.Four pillars of the projectThe school’s response is based on the four pillars – improved family engagement; levelling up opportunity by closing the disadvantage attainment gap; building emotional strength and resilience in children; and improving digital literacy so online learning is more accessible and meaningful.These pillars not only acknowledge an anxious or angry mind simply will not learn, but they also recognise that a school cannot be an island. Engaging parents and bringing in external help from AfA’s expert coaches has been at the heart of navigating the toughest period in education for a generation. Indeed, improving digital skills elements has become especially important to allow as many pupils as possible to take advantage of the DfE-backed Oak National Academy.In practical terms, the AfA model is a partnership with schools, early years, and post-16 settings that brings together expert coaches, school leaders and teachers, parents and carers, children and young people, and other agencies when needed, to improve literacy, numeracy, attendance and behaviour for vulnerable and disadvantaged pupils. In this partnership, AfA brings an external perspective and decades of experience to make sure staff and school leaders feel both supported but also challenged to improve their school. Importantly, AfA ensures parents and carers feel valued and part of the process, with our expertise ensuring pupils feel that they belong, they can learn, and they can achieve their potential. The evidence for the impact is inspiring as it is profound.A proven modelThe AfA model doesn’t just work as a reaction to the pandemic, however. In 2018, the number children who had been the subject of a fixed-term exclusion decreased by 70% in just one year in the schools that were supported by AfA. We also do all we can to keep the cost per pupil for the programme as low as physically possible. On average, this is just £50 per student per term, while the savings of at least £15,000 per year per pupil putting this into stark contrast.If rolled out across England, this translates as a potential saving of at least £116 million pounds per year at the current rate of permanent exclusions. This of course doesn’t consider the immense social and educational benefits of fewer exclusions, especially in left behind areas across the country.Our belief therefore is that every child, irrespective of their background, challenge or need, deserves the right not to be anxious, to achieve their potential, and lead a fulfilling and happy life. The challenge remains, schools need more external support than ever, and parents and carers need to be better included in their child’s education.There are solutions, of which AfA is just one, but if these solutions are to reach as many pupils as possible, the government must include charities in plans for getting schools open in September.Case StudyI am Ashmal, I have never been excluded from Lyng Hall SchoolHi, I am Ashmal, I am 14 years old, attending Lyng Hall Academy in Coventry. My headteacher tells me that the school is a truly comprehensive academy. Teachers have also said that my friends and I are a delight to teach! 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Blogs

Rescuing A Generation At Risk From Covid and Exclusions

11 Aug 2020

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      string(5860) "way to bring about learning: which teaching techniques such as lecturing, explaining, modelling, exploring and which resources such as textbook, worksheets, internet, technology and games will bring about the desired learning. The teacher’s expertise in questioning underpins all of this. The central premise remains the teacher’s skills in being familiar with a range of pedagogical tools and knowing when and how to apply each one. This leads to the issue of teacher training.Our most effective programmes in the GEC are showing that for teacher training to work, it has to be ongoing and in the classroom, alongside the teacher. Projects found that coaching a teacher, observing and providing constructive feedback on how they engage meaningfully with students to promote learning, leads to much more impactful teacher development. Projects that encouraged teachers to reflect, on their own and with their peers, on practices that emphasised the inclusion of girls and girls with disability in lessons were more successful in improving learning outcomes. This, combined with a focus on AfL with the emphasis on checking girls’ understanding, led to better learning (GEC forthcoming paper). The projects that were the most successful were explicit in developing teachers’ subject specific pedagogy in literacy and numeracy. A strong feature of the best projects was the involvement of government officials in being part of the training and monitoring system, developing ownership of the process. Another aspect of AfL which projects are finding works in improving learning outcomes is catch up classes, where outside of their normal lessons, girls can either catch up on missed work or consolidate their understanding of work covered in class. These, often girls-only settings, enable them to work at their own pace, to ask questions to deepen understanding and to support each other in their learning. Furthermore, these classes and clubs provide an opportunity for girls to actively shape their school experience, developing leadership skills through articulating their needs, exerting their rights and being part of the decision-making process. Some projects applied the AfL lens to their own training programmes, seeking teachers’ feedback and using it to develop their programmes further. However, the link between the precise gaps in students’ learning and teacher training to address these particular gaps was not always explicit enough.ConclusionInitial findings from the first phase of the GEC shows that features of effective teaching and teacher development are similar in developing and developed country contexts. To improve learning, teachers’ ability to teach the subject needs to be developed, not just generic teaching approaches. Developing teachers’ skills is a human-centred endeavour with the greatest payoff achieved from working alongside teachers in their classrooms and facilitating them to learn from each other. AfL plays a strong role in improving learning outcomes, and while data is being used in creative ways there is a need to do more in order to adapt teaching to the gaps that students’ exhibit in their learning. In the second phase of the GEC, we are evaluating the quality of teaching in addition to the quality of learning. This will provide information on where learning has improved and which particular teaching practices led to this improvement and where gaps remain. This in turn should help us to find more effective ways of helping students to learn effectively and fulfill their potential. This is a goal common to educators across the world, despite the barriers students face, and sometimes because of the barriers they face.Asyia Kazmi is the Programme Director for the Girls’ Education Challenge in PwC. References        Black, P. & Wiliam, D. (1998). Assessment and classroom learning: Principles, policy & practice. Assessment in Education 5(1): 7-74.        Black, P. & Wiliam, D. (2001). Inside the black box: Raising standards through classroom assessment. s.l.:Bera.        Black, P. (2015). Formative assessment – an optimistic but incomplete vision. Assessment in Education: Principles, Policy & Practice 22(1): 161-177.        Coffey. (2017). Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/676532/GEC-EM-SCW-Endline-Evaluation-Report-final.pdf        Coleman, M. & Earley, P. (2005). Leadership and management in education: Cultures, change and context. Oxford, New York: Oxford University Press.         DFID (2013). Education position paper: Improving learning, expanding opportunities, London: DFID.        Nag, S., Chiat, S., Torgerson, C. & Snowling, M. J. (2014) Literacy, Foundation Learning and Assessment in Developing Countries. London: Department for International Development.        Pritchett, L. & Banerji, R. (2013). Schooling is not eEducation: Using assessment to change the politics of non-learning. Washington DC: Centre for Global Development.        Pritchett, L. & Beatty, A. (2012). The negative aspect of over ambitious curricula in developing countries. Washington DC: Centre for Global Development.         Singh, R. & Sarkar, S. (2012). Teaching quality counts: How student outcomes relate to quality of teaching in private and public schools in India. London: Young Lives.        Watkins, K. (2012). Holding out for the super voucher: Kevin Watkins responds to Justin Sandefur on private versus public education. Available at:"
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Inclusion

Meaningful Assessment at the Margins

10 Sep 2018

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      string(5794) "reconcile the need to provide students with high quality ‘innovative’ teaching and learningexperiences with the drive to increase student numbers. In this presentation we will outline the journey from conception to completionof an experimental space that enables collaborative learning using innovative technologies with large groups of students (126). We willidentify the processes and activities developed to enhance communication and collaboration between project stakeholders and theimpact that these had on creating a space that demands pedagogic innovation and is highly sought after by staff and students.• Understanding the biggest challenges associated with effective communication through the planning, design and construction of alearning space• Utilising experience and acquiring feedback from the user groups• Stakeholder engagement and early involvement from the entire project team: Vision setting, planning and decision making• Collaboration tools for improving communication between educators, technology specialists, designers and buildersUlrike Thomas Dr Pamela WoolnerResearch Associate, Newcastle University Senior Lecturer in Education, Newcastle University10:00 Morning Coffee and Networking Break10:30 New Arenas for LearningE-LEARNINGThe internet is where the whole university meets, regardless of campus sites. The university is less dependent on physical location and anincreasing number of the student population do not fit into the traditional model of the 18-22 year-old student who lives on campus for4 years. We need to invest in our digital spaces and create an arena where staff and students can meet and collaborate with the worldaround us: other universities, companies, communities of practice etc.• How can we build attractive and engaging digital arenas for learning that both complement and enhance the physical environment?DAY ONERECAP SESSION30 Learning Spaces Volume Special IssueShowcasewww.teachingtimes.comCONFERENCE DAY TWO – THURSDAY 30th MARCH 201710Web www.learningspacesuk.com l Tel +44 (0) 207 036 1300 l Email enquire@iqpc.co.uk• How can we develop virtual mobility and allow all staff and students the opportunity to work in an international environment on a daily basis?• How do we adapt our universities to the growing number of older/lifelong learners who need professional development and retrainingand who do not fit into the traditional student role?Alastair CreelmanE-Learning Specialist, Linnaeus University11:00 Informal Learning Grows Up: A User-centred Approach to Campus DesignSTUDENTCENTRED DESIGNHigher education spaces are changing to reflect student-centred and online learning as well as informal peer-to-peer interaction. Thispresentation will share recent examples from around the world, and speculate on the next iteration of informal learning on campus:• Hassell’s four types of informal learning activities: Social, Interactive, Creative and Reflective• Exploring the space, furniture and amenities that each of these four types of informal learning spaces need• Ensuring spaces and experiences are developed to ensure student desires and achieve the very best learning outcomesJulian GitshamPrincipal, HassellMINING FOR GOLD INTERACTIVE DISCUSSION: CHECKPOINT THREE11:30 In your final instalment of Mining for Gold, you will have specific themes and challenges assigned to your groups, consistingof a mix of new problems, as well as the challenges you have found solutions for. The purpose of this session is to findalternative solutions for the same challenges and ensure you have multiple approaches to achieve your desired outcomes.Facilitated by: Jeremy LewisProgramme Manager – Physical Learning Spaces, Portfolio Management & IT Services,Cardiff University12:00 Lunch and Networking Break13:00 The Whole is Greater than the Sum of the Individual PartsECOLOGY OFLEARNING SPACES• Ensuring an ecological perspective is taken when thinking about learning spaces• Managing the complex eco-system and dynamic interactions and tensions• Strategic alignment and short and long-term plans to drive effective transformation• Encouraging feedback and engagement from all stakeholders: Everyone must have their say• Developing a clear vision and constantly evolving as required: Remaining true to objectivesProf Mark BrownDirector of the National Institute for Digital Learning, Dublin City University13:30 Implementing Lecture Theatre Refurbishments: The Good, the Bad and the UglyCHANGEMANAGEMENTCardiff University are undertaking a 5 year £38m programme to upgrade its existing teaching facilities. The University’s ambition is tocreate start of the art, high specification spaces that will deliver a step change in the student experience. This presentation will focus onthe challenges of implementing large scale summer refurbishments on a busy campus, from room selection to in-use.• Outlining the methods used to ensure spaces are upgraded and re-shaped• Developing design principles and standards• Consultation strategy and aligning spaces to changing learning and teaching strategies• Disruption Management tools and techniques• Managing the commissioning and handover processAlun JonesBusiness Change Manager, Cardiff UniversityINTERACTIVEDISCUSSION31 Volume Special Issue Learning SpacesShowcasewww.teachingtimes.comCONFERENCE DAY TWO – THURSDAY 30th MARCH 201710Web www.learningspacesuk.com l Tel +44 (0) 207 036 1300 l Email enquire@iqpc.co.uk• How can we develop virtual mobility and allow all staff and students the opportunity to work in an"
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Learning Spaces

The Seven Point Checklist For Successful Learning Spaces

13 Mar 2017

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