Leadership

Preparing for the Digital Competence Framework (DCF)

This Estyn report focuses on how schools are beginning to ensure that pupils develop their digital competence as set out in Successful Futures. The report identifies examples of innovative and interesting practice in how schools are preparing for the digital competence framework (DCF).

The report shares practice and approaches that other schools may consider emulating as part of preparing for the DCF. The report will help schools to understand their current strengths and areas for improvement, as well as understanding possible changes that need to be made within leadership or provision to realise the full potential of the DCF. The report contains self-evaluation questions that can be used by schools to monitor and review their digital competence provision.

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      string(5649) "keyboards).19 When spending time with family or friends, users can turn off their phones and put them away so neither a sound or vibration nor even the sight of a silent phone can distract them. These boundaries might have to be cultivated over time, gradually increasing so as not to overwhelm the user with anxiety or fear of missing out (FOMO).20 One way to build this boundary is to take ‘tech breaks,’ or short recesses, occurring at regular intervals, during which time people can engage with their devices and networks. One study found that tech breaks (occurring for one minute followed by a 15-minute lesson or study period) boosted attention and focus and enhanced learning for participating college students, perhaps because it alleviated any distraction from disconnection-related anxiety.21 Again, these choices can challenge people to exercise their self-regulation and carve out spaces for lengthier or deeper interactions with others. Cumulatively, this can play a beneficial role in keeping media use healthy. Carving out Times and Places to Disconnect Unplugging for any quantity of time is rare for many people. Users can establish media-free times (e.g., mealtimes, one hour before bedtime) and/or zones (e.g., bedrooms, cars) to restore some balance as well as support face-to-face conversation, healthy sleep and safe driving. Some users also benefit from extended periods of unplugging, sometimes called a ‘digital detox’. These might occur regularly and for relatively modest periods of time—for example, a digital Sabbath, consisting of one weekend day that limits or eliminates media use. These also might happen less frequently—for example, during vacations. Selective, cyclical, and/or reversible (dis)engagements with media can help users to keep their usage in tune with their needs and desires. Nurturing Relationships and Face-to-Face Conversation Engagement with face-to-face conversation is also a feature of balanced media use. This not only ensures that screen time is less than 24/7 but also supports the cultivation and maintenance of meaningful relationships, as well as opportunities for conversation. Uhls and colleagues found that study participants benefited from unplugging and engaging in physical activities (e.g., hiking) in nature.22 Whether the lack of devices, the physical activity, or nature was responsible for the benefit—or whether it was a dynamic interaction affect between/among the variables—remains an open question. It has been suggested by Uhls and colleagues that the increased opportunities for face-to-face interactions in the absence of devices were most important. Other research from the Netherlands identified low social competence and loneliness as predictors of pathological media use; loneliness also was an effect of pathological media use.23 In fact, loneliness has emerged as a risk factor across the literature.24 This suggests that helping young people to deepen their social skills and to connect with rich social support might also prevent or mitigate problematic media use.Tips for EducatorsMedia-literate students have the capacity to explore aspects of digital life such as privacy, safety, communication, and information literacy and learn how to better understand who made their media and why. Collectively, this can empower students to consciously choose which media they engage with and on what terms they engage with it.25 Therefore, formal media-literacy education may be a valuable tool for encouraging healthy media habits. Additionally, since laptop multitasking can hinder classroom learning for both users and nearby peers and most students can’t help themselves from texting during class, it’s important to create and enforce norms around device use.26 Prohibiting texting during class and encouraging responsible laptop use are two steps that may be beneficial in the classroom. Finally, educators can consider applying the design principles of connected learning,27 participatory learning,28 or game-based learning.29 All three of these frameworks offer practical strategies for increasing students’ senses of engagement and community (which tend to improve learning outcomes) and preparing them for the challenges of the 21st century. Laurel Felt is the Project Curriculum & Learning Designer at Mattel and a lecturer in business communication at the University of Southern California. Michael Robb is senior director of research at Common Sense where he oversees the research program, evaluation of organisational impact and program development research.This is an excerpted version of Technology Addiction: Concern, Controversy, and Finding Balance. The full report can be downloaded at https://www.commonsensemedia.org/research/technology-addiction-concern-controversy-and-finding-balanceCommon Sense is the leading independent non-profit organisation dedicated to helping kids thrive in a world of media and technology. They empower parents, teachers, and policymakers by providing unbiased information, trusted advice, and innovative tools to help them harness the power of media and technology as a positive force in all kids’ lives. www.commonsense.orgNotes1	Common Sense Media. (2015). The Common Sense census: Media use by tweens and teens. San Francisco, CA: Common Sense Media.2	Fernandes, M. A., & Moscovitch, M. (2000). Divided attention and memory: Evidence of substantial interference effects at retrieval and encoding. Journal of Experimental Psychology, 129(2), 155–176. 3	 Konrath, S. (2012). The"
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Digital Learning

Countering the Dark Side of Tech: Encouraging Healthy Media Habits

6 Nov 2018

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      string(5648) "paraphrase with paper and transcribe with keyboards).19 When spending time with family or friends, users can turn off their phones and put them away so neither a sound or vibration nor even the sight of a silent phone can distract them. These boundaries might have to be cultivated over time, gradually increasing so as not to overwhelm the user with anxiety or fear of missing out (FOMO).20 One way to build this boundary is to take ‘tech breaks,’ or short recesses, occurring at regular intervals, during which time people can engage with their devices and networks. One study found that tech breaks (occurring for one minute followed by a 15-minute lesson or study period) boosted attention and focus and enhanced learning for participating college students, perhaps because it alleviated any distraction from disconnection-related anxiety.21 Again, these choices can challenge people to exercise their self-regulation and carve out spaces for lengthier or deeper interactions with others. Cumulatively, this can play a beneficial role in keeping media use healthy. Carving out Times and Places to Disconnect Unplugging for any quantity of time is rare for many people. Users can establish media-free times (e.g., mealtimes, one hour before bedtime) and/or zones (e.g., bedrooms, cars) to restore some balance as well as support face-to-face conversation, healthy sleep and safe driving. Some users also benefit from extended periods of unplugging, sometimes called a ‘digital detox’. These might occur regularly and for relatively modest periods of time—for example, a digital Sabbath, consisting of one weekend day that limits or eliminates media use. These also might happen less frequently—for example, during vacations. Selective, cyclical, and/or reversible (dis)engagements with media can help users to keep their usage in tune with their needs and desires. Nurturing Relationships and Face-to-Face Conversation Engagement with face-to-face conversation is also a feature of balanced media use. This not only ensures that screen time is less than 24/7 but also supports the cultivation and maintenance of meaningful relationships, as well as opportunities for conversation. Uhls and colleagues found that study participants benefited from unplugging and engaging in physical activities (e.g., hiking) in nature.22 Whether the lack of devices, the physical activity, or nature was responsible for the benefit—or whether it was a dynamic interaction affect between/among the variables—remains an open question. It has been suggested by Uhls and colleagues that the increased opportunities for face-to-face interactions in the absence of devices were most important. Other research from the Netherlands identified low social competence and loneliness as predictors of pathological media use; loneliness also was an effect of pathological media use.23 In fact, loneliness has emerged as a risk factor across the literature.24 This suggests that helping young people to deepen their social skills and to connect with rich social support might also prevent or mitigate problematic media use.Tips for EducatorsMedia-literate students have the capacity to explore aspects of digital life such as privacy, safety, communication, and information literacy and learn how to better understand who made their media and why. Collectively, this can empower students to consciously choose which media they engage with and on what terms they engage with it.25 Therefore, formal media-literacy education may be a valuable tool for encouraging healthy media habits. Additionally, since laptop multitasking can hinder classroom learning for both users and nearby peers and most students can’t help themselves from texting during class, it’s important to create and enforce norms around device use.26 Prohibiting texting during class and encouraging responsible laptop use are two steps that may be beneficial in the classroom. Finally, educators can consider applying the design principles of connected learning,27 participatory learning,28 or game-based learning.29 All three of these frameworks offer practical strategies for increasing students’ senses of engagement and community (which tend to improve learning outcomes) and preparing them for the challenges of the 21st century. Laurel Felt is the Project Curriculum & Learning Designer at Mattel and a lecturer in business communication at the University of Southern California. Michael Robb is senior director of research at Common Sense where he oversees the research program, evaluation of organisational impact and program development research.This is an excerpted version of Technology Addiction: Concern, Controversy, and Finding Balance. The full report can be downloaded at https://www.commonsensemedia.org/research/technology-addiction-concern-controversy-and-finding-balanceCommon Sense is the leading independent non-profit organisation dedicated to helping kids thrive in a world of media and technology. They empower parents, teachers, and policymakers by providing unbiased information, trusted advice, and innovative tools to help them harness the power of media and technology as a positive force in all kids’ lives. www.commonsense.orgNOTES1	Common Sense Media. (2015). The Common Sense census: Media use by tweens and teens. San Francisco, CA: Common Sense Media.2	Fernandes, M. A., & Moscovitch, M. (2000). Divided attention and memory: Evidence of substantial interference effects at retrieval and encoding. Journal of Experimental Psychology, 129(2),"
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Leadership

Embracing Quality Media Usage

21 Mar 2019

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Leadership

Civil Law Rules on Robotics

17 Feb 2017

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      string(5726) "staff to access the resources and infrastructure available and appropriate levels of support through CLPL in digital learning and teaching to ensure they are able to include technology at their level within their teaching and learning.’Digital technologies are used across all subject areas to enhance teaching and learning, from physical education using annotated filming to give feedback on performance to modern languages recording examples of pronunciation videos.According to Auld, a top priority for the school is to develop the ability of students to create, evaluate, analyse and apply at all times in their education. ‘Our main focus is on closing the attainment gap’, he adds. ‘And feedback is the biggest contributor to improving attainment.’Teachers can now provide students with detailed feedback on progress and next steps quickly and easily at any point during and after lessons when required. ‘Tracking pupil work remotely allows students the opportunity to have ownership of their learning’, says Auld. ‘Staff are able to facilitate more variety in learning experiences and ultimately enhance pupil experience.’ The teacher’s role has remained much the same, however. ‘They engage, inspire and motivate all students. But within their classes they now have the benefit of being able to engage students in a number of new, exciting and different ways through technology.’Auld says the teachers at Larbert have been exceptionally motivated and dedicated to providing all students with the best possible learning experiences and opportunities through the use of digital learning environments. ‘The culture shift within Larbert High School has been a process that has been evolving over the last number of years to ensure we are preparing all students who leave with the skills, qualities, knowledge and experiences to be successful in the future world.’Creatively improving technology in the classroomThe Digital Awards team has seen a lot of tech innovation appearing in schools, which they are happy to be supporting. In many schools the traditional ICT Suite has been replaced by a central Hub (usually the school calls it a STEM Hub but others have different names) which enable pupils to access a range of technologies, including programmable devices and greenscreens, as well as laptop and desktop computers. This enables cross-curricular working with the STEM topics and a focus on these subjects as opposed to just technology itself.Many schools have had great success engaging parents through digital technology through some creative approaches. These include drop-in digital sessions run by the pupils themselves where parents can come and learn alongside their children. Others offer ‘Brekkie and Bytes’ sessions where parents can have a breakfast roll and find out more about the digital technologies in the school. This is also an excellent way of ensuring that parents are also educated in eSafety for their children as well.Other schools have moved away from the staff being responsible for the teaching of technology and Digital Leaders/Champions, pupils who have been given this role, teach classes and in some cases run Professional Development sessions for the staff. In these schools the pupils get an excellent learning experience through their peers and the staff become more confident in their own ability with the support of the young teachers. In a couple of schools the pupils have visited the local university and taught the student teachers how to use technology effectively when they are out on their placements.Finally, some schools use technology to reach out to the community and they visit residential homes for the elderly and show them new technologies while the residents can share their own stories of the ‘olden days’. This initiative is just so inspiring and is working to develop the pupils’ confidence and digital citizenship.Other examples of innovative practices implemented by Digital Awards schools include: Connecting the learning of British Sign Language to technology via a green screen, where they have created videos that they share via online media and use social media to connect with the local deaf community.Creating films in iMovie about their community which they have then been able to share with the public on an open evening. Using QR codes to guide younger pupils to specific games/activities without the need to type in URLs.QR Codes used in Treasure Hunts around the school.Use of HP Reveal to help at transition for pupils moving from primary to secondary school.Use of Spy Quest for collaborative working – one pupil had their Quest added nationally to the provision of existing missions.Using a green screen to create a video that appeared to show that a dinosaur had been in their Primary 1 classroom that morning for part of a dinosaur introductory lesson.Although nearly 1 in 4 schools were involved with the Digital Awards scheme this year, we are looking forward to a much expanded level of participation in the upcoming year. In addition to supporting schools with improving their digital framework, it’s a great way of recognising the value of the creative practices of teachers and the impact it is having on student learning. The validation visit that is part of the award process seeks opportunities to affirm and articulate the good work that teachers do and to act as a catalyst for innovation by sharing examples of excellence they have seen elsewhere. Schools that have been involved have felt that their participation in the program was valuable"
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Digital Learning

Encouraging Excellence with Digital Schools Awards

6 Nov 2018