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(383) "... 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 ..."
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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). 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Leadership

Embracing Quality Media Usage

21 Mar 2019

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      string(3897) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.CIVIL LAW RULES ON ROBOTICSKeywordsCivil Law, rules,robotics, artificialintelligence,capabilities,regulation,educationmarket, digitalindustry, ICTSummaryThis advisory report from the Legal Affairs Committee on the ethics, development and futureof artificial intelligence capabilities, warns of a growing need for regulation to addressthe issue of increasingly autonomous robots and other forms of sophisticated artificialintelligence (AI).Artificial intelligence has the ability to truly revolutionise our lives. As advances in the technologydevelop rapidly it’s sensible to begin the discussion now about how to set an ethical framework toregulate robotics.The report addresses concerns the impact AI will have on the labour and education market. Whilethere are many benefits to AI, the increasing use of robotics will obviously impact the workforce. Thereport strongly urges the European Commission to monitor this situation as it develops.Main Points for Education:■ The Commission forecasts that by 2020 Europe might be facing a shortage of up to 825,000 ICTprofessionals and that 90% of jobs will require at least basic digital skills.■ The report welcomes the Commission’s initiative of proposing a roadmap for the possible use andrevision of a Digital Competence framework and descriptors of Digital Competences for all levelsof learners, and calls upon the Commission to provide significant support for the developmentof digital abilities in all age groups and irrespective of employment status, as a first step towardsbetter aligning labour market shortages and demand.■ The growth in robotics requires Member States to develop more flexible training and educationsystems so as to ensure that skill strategies match the needs of the robot economy.■ We need to consider getting more young women interested in a digital career and placingmore women in digital jobs would benefit the digital industry, women themselves and Europe’seconomy.■ The Commission and Member States should to launch initiatives in order to support women in ICTand to boost their e-skills.■ The Commission should start analysing and monitoring medium- and long-term job trends moreclosely, with a special focus on the creation, displacement and loss of jobs in the different fields/Week Commencing 20th February 2017http://www.europarl.europa.eu/sides/getDoc.do?pubRef=-//EP//NONSGML+REPORT+A8-2017-0005+0+DOC+PDF+V0//ENLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.areas of qualification in order to know in which fields jobs are being created and those in whichjobs are being lost as a result of the increased use of robots.■ The Commission highlights the importance of foreseeing changes to society, bearing in mind theeffect that the development and deployment of robotics and AI might have.■ The Commission should analyse different possible scenarios and their consequences on theviability of the social security systems of the Member States.■ The Commission emphasises the importance of the flexibility of skills and of social, creative anddigital skills in education.■ The Commission needs to be certain that, in addition to schools imparting academic knowledge,lifelong learning needs to be achieved through lifelong activity.WEB LINKCivil Law Rules on Roboticshttp://www.europarl.europa.eu/sides/getDoc.do?pubRef=-//EP//NONSGML+REPORT+A8-2017-0005+0+DOC+PDF+V0//EN"
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Leadership

Civil Law Rules on Robotics

17 Feb 2017

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(KS1-2): Tim Coulson, National StrategyA preview of new materials being produced by thePrimary Strategy.■ T8 12:30pm BUILT: Building understanding inliteracy and teaching (All KS): Bradley ShrimptonUsing video of exemplary teaching to examinespoken language in the classroom.■ T9 12:30pm Good practice using ICT in earlyyears and the foundation stage (Foundation/EY):Rachel AgerDefining good practice in the use of ICT in the EarlyYears and the Foundation Stage.■ T10 2:00pm How teachers change theirpractice to change the world (TES Keynote, all KS):Tim Brighouse, John Davitt■ T11 2:00pm The concept of self review andaccreditation – a practical guide (Becta seminar,all KS): Philippa LeeHow Becta’s ICT Self Review Framework will helpleaders assess where they are and how to improve.■ T12 2:00pm On the move: mobile technologiesfor learning (All KS): Martin Owen, Dan SutchThe issues of PDAs, mobile phones and similartechnologies for learning.■ T13 2:00pm Making the best of broadband (AllKS): Mel PhilipsonHow to access the broadband projects developed byNorthern Grid and its partners.■ T14 2:00pm ePD – A professional developmentframework for e-learning (Post-16, FE): Markos TirisExploring a CPD framework created from the LLUKe-learning standards.■ T15 2:45pm Good practice session (All KS, SEN): Becta/TES■ T16 3:15pm The pedagogic quality of e-learning – developing a shared framework (Bectaseminar, all KS): Bernie Zakary, John Anderson■ T17 3:15pm Create a borderless and dynamiclearning environment using simple digital tools:preparing teachers for the classroom of thefuture today (KS3-5): Baldev SinghInnovative ways ICT has transformed teaching andlearning, showcasing digital video work.■ T18 3:15pm Thinking outside the box – usingopen source software to improve ICT provisionwithout Increasing the cost (KS3-5): John OsborneOne school’s experience moving from Windows PCsto thin clients running open source software.■ T19 3:15pm Q for effective practice – yournational database of effective practice in e-learning (Post-16, FE): Geoff FootHow a national database of effective practice isdeveloping through the contributions of practitioners.■ T20 3:30pm Good practice session (All KS, SEN):Becta/TES■ T21 4:15pm Good practice session (All KS, SEN): Becta/TES■ T22 4:15pm The development of a national ICTarchitecture – broadband services and contentvia the National Education Network (NEN) (Bectaseminar, all KS): Paul Shoesmith, John HuntThe work to date of the National Education Network(NEN) and future developments.■ T23 4:15pm The best method for teaching ICTin secondary schools: as a separate subject oracross the curriculum? (KS3-5): Margaret CoxHow the approach used to teach ICT as a subjectinfluences the successes and failures of pupils.■ T24 4:15pm Practical advice for educatorslooking to upgrade their technology departments(KS2-4): Dennis BrunoEngaging with technology, improving test scores andmaking a positive impact in schools and communities.■ T25 4:15pm Making computer games: developingcreativity and understanding through mediaproduction (KS3): David Buckingham, Diana LaurillardEnabling young people to become makers ofcomputer games, not just players.Seminars at BETT 2006: Thursday 12 JanuaryAll seminars are free on the day subject to availability, but seats can be reserved on receipt of advance booking payment.For further information, see www.bettshow.co.ukBETT 2006SEMINARS AT BETT40InteracTive January 2006■ F1 11:00am It’s personal but is it mine? (TargetTracker Keynote, KS3-4): Angela McFarlaneWhat can the use of technologies in schools bring tothe personalisation agenda?■ F2 11:00am The development of a nationaldigital infrastructure – delivering thepersonalised online learning space (BectaSeminar, all KS): Barry KrugerWhat should we need do now to deliver the promiseof the e-strategy by 2007-8?■ F3 11:00am Getting connected to creativity (AllKS): Chris KastelCollaborating as a region to develop tools andactivities to allow pupils to be producers andconsumers.■ F4 11:00am New technologies helpingpersonalised learning in your school (KS3-4):David CrossleyNew technology can have a powerful impact, but anappropriate ethos is also needed.■ F5 11:00am Using ICT to promote discussionand problem solving in mathematics (KS2-3):Barbara BallWhole-class discussion to challenge KS2-3 pupils tosolve mathematical problems.■ F6 12:30pm Using ICT to support children’slearning in the foundation stage (Early years): RuthPimentalLatest policy developments for a single qualityframework for children from birth to age 5.■ F7 12:30pm Leadership and vision – puttingstrategic leadership with ICT into practice (BectaSeminar, all KS): Claire GillThe factors required for ensuring successfulorganisational adoption and utilisation of ICT.■ F8 12:30pm Using ICT to inspire! Raising levelsof creativity using computer generated worlds(KS2-3): Tim RylandsExploring inspiring, accessible tools for raisingchildren’s levels of writing, speaking and listening.■ F9 12:30pm Platforms in the air – opportunitiesfor the delivery of personalised learning (KS3-4):Tony Parkin, Margaret WilsonProviding personalised learning through web-basedlearning platforms.■ F10 12:30pm How the"
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Digital Learning

BETT 2005 Seminar Programme

1 Jan 2005

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      string(5649) "e-Strategy aims to revolutionise use oftechnology in assessment and learning.■ T6 12:30pm The development of a national ICTarchitecture – school management informationsystems and value for money (Becta seminar):Stephen Lucey■ T7 12:30pm Does ICT improve learning as wellas teaching? (KS1-2): Tim Coulson, National StrategyA preview of new materials being produced by thePrimary Strategy.■ T8 12:30pm BUILT: Building understanding inliteracy and teaching (All KS): Bradley ShrimptonUsing video of exemplary teaching to examinespoken language in the classroom.■ T9 12:30pm Good practice using ICT in earlyyears and the foundation stage (Foundation/EY):Rachel AgerDefining good practice in the use of ICT in the EarlyYears and the Foundation Stage.■ T10 2:00pm How teachers change theirpractice to change the world (TES Keynote, all KS):Tim Brighouse, John Davitt■ T11 2:00pm The concept of self review andaccreditation – a practical guide (Becta seminar,all KS): Philippa LeeHow Becta’s ICT Self Review Framework will helpleaders assess where they are and how to improve.■ T12 2:00pm On the move: mobile technologiesfor learning (All KS): Martin Owen, Dan SutchThe issues of PDAs, mobile phones and similartechnologies for learning.■ T13 2:00pm Making the best of broadband (AllKS): Mel PhilipsonHow to access the broadband projects developed byNorthern Grid and its partners.■ T14 2:00pm ePD – A professional developmentframework for e-learning (Post-16, FE): Markos TirisExploring a CPD framework created from the LLUKe-learning standards.■ T15 2:45pm Good practice session (All KS, SEN): Becta/TES■ T16 3:15pm The pedagogic quality of e-learning – developing a shared framework (Bectaseminar, all KS): Bernie Zakary, John Anderson■ T17 3:15pm Create a borderless and dynamiclearning environment using simple digital tools:preparing teachers for the classroom of thefuture today (KS3-5): Baldev SinghInnovative ways ICT has transformed teaching andlearning, showcasing digital video work.■ T18 3:15pm Thinking outside the box – usingopen source software to improve ICT provisionwithout Increasing the cost (KS3-5): John OsborneOne school’s experience moving from Windows PCsto thin clients running open source software.■ T19 3:15pm Q for effective practice – yournational database of effective practice in e-learning (Post-16, FE): Geoff FootHow a national database of effective practice isdeveloping through the contributions of practitioners.■ T20 3:30pm Good practice session (All KS, SEN):Becta/TES■ T21 4:15pm Good practice session (All KS, SEN): Becta/TES■ T22 4:15pm The development of a national ICTarchitecture – broadband services and contentvia the National Education Network (NEN) (Bectaseminar, all KS): Paul Shoesmith, John HuntThe work to date of the National Education Network(NEN) and future developments.■ T23 4:15pm The best method for teaching ICTin secondary schools: as a separate subject oracross the curriculum? (KS3-5): Margaret CoxHow the approach used to teach ICT as a subjectinfluences the successes and failures of pupils.■ T24 4:15pm Practical advice for educatorslooking to upgrade their technology departments(KS2-4): Dennis BrunoEngaging with technology, improving test scores andmaking a positive impact in schools and communities.■ T25 4:15pm Making computer games: developingcreativity and understanding through mediaproduction (KS3): David Buckingham, Diana LaurillardEnabling young people to become makers ofcomputer games, not just players.Seminars at BETT 2006: Thursday 12 JanuaryAll seminars are free on the day subject to availability, but seats can be reserved on receipt of advance booking payment.For further information, see www.bettshow.co.ukBETT 2006SEMINARS AT BETT40InteracTive January 2006■ F1 11:00am It’s personal but is it mine? (TargetTracker Keynote, KS3-4): Angela McFarlaneWhat can the use of technologies in schools bring tothe personalisation agenda?■ F2 11:00am The development of a nationaldigital infrastructure – delivering thepersonalised online learning space (BectaSeminar, all KS): Barry KrugerWhat should we need do now to deliver the promiseof the e-strategy by 2007-8?■ F3 11:00am Getting connected to creativity (AllKS): Chris KastelCollaborating as a region to develop tools andactivities to allow pupils to be producers andconsumers.■ F4 11:00am New technologies helpingpersonalised learning in your school (KS3-4):David CrossleyNew technology can have a powerful impact, but anappropriate ethos is also needed.■ F5 11:00am Using ICT to promote discussionand problem solving in mathematics (KS2-3):Barbara BallWhole-class discussion to challenge KS2-3 pupils tosolve mathematical problems.■ F6 12:30pm Using ICT to support children’slearning in the foundation stage (Early years): RuthPimentalLatest policy developments for a single qualityframework for children from birth to age 5.■ F7 12:30pm Leadership and vision – puttingstrategic leadership with ICT into practice (BectaSeminar, all KS): Claire GillThe factors required for ensuring successfulorganisational adoption and utilisation of ICT.■ F8 12:30pm Using ICT to inspire! Raising levelsof creativity using computer generated worlds(KS2-3): Tim RylandsExploring inspiring, accessible tools for raisingchildren’s levels of writing, speaking and listening.■ F9 12:30pm Platforms in the air – opportunitiesfor the delivery of personalised learning (KS3-4):Tony Parkin, Margaret WilsonProviding personalised learning through web-basedlearning platforms.■ F10 12:30pm How the"
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Digital Learning

BETT 2005 Seminar Programme

1 Nov 2006

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