Soul and Chips

Connecting the enlivening capabilities of computers to the spirit of schools rejuvenate the RE curriculum. Professor Julian Stern gives some tips for bringing the digital age to the religious sphere. e-Learning Update issue 63/64

Teacher teaching pupils how to use a computer

Because IT’s There

In the film Where the Money Is, a journalist asks an aging criminal: “Why do you rob banks?”, expecting a self-pitying list of childhood traumas, poverty and social exclusion. “Because that’s where the money is”, the robber answered.

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      string(5621) "According to leading analyst, Gartner, £19bn is expected to be spent globally on educational technology by 2019. But will our children be better prepared to succeed in the future? Will they possess the necessary skills to thrive in an even more digitalised world?At a glance, the answer is a definite ‘yes’. After all, more and more schools are promoting the importance of teaching children to code as a prerequisite to enabling them to develop logical and problem-solving mindsets.Are children developing greater problem-solving skills? And are the necessary resources on the ground to maintain and increase the momentum?In 2017, a report by the Royal Society pointed out that more than half of England’s schools are still not offering computer science as a GCSE subject. The proportion of children who actually sat the exam was a paltry 11 per cent. To make matters worse, only 20 per cent of that figure were girls.Furthermore, according to an article in the Guardian UK, over 67 per cent of primary and secondary school teachers believe they cannot teach coding because of a lack of ‘skills and teaching tools’. Indeed, we have experienced this particular problem on more than a few occasions. Aside from not possessing the necessary hardware, many schools simply don’t have the personnel with the required skills and understanding to teach pupils how to code. There is an urgent need for the government to invest more money in the education sector in order to significantly achieve the following;train teachers to code so that they can effectively teach their pupilsattract more individuals to learn and teach codingequip schools with the necessary hardwareHowever, it isn’t all about technology. Yes, we want our children to have good tech and digital skills, but we must not lose sight of what is most important – character, creativity and social skills.Indeed, the few schools that do have the necessary resources seem to be widely missing the mark, as they find, to their bewilderment, that simply giving all their pupils tablets to work with doesn’t necessarily produce the desired results.No matter how digitalised the world becomes, character, creativity and social skills are three attributes of success that cannot be compromised. Plying our children with tablets and other forms of tech hardware is most definitely not a sure-proof way to empower them with character, creativity and social skills.The components of character are courage, determination, the audacity to be different, focus and the ability to ask questions and make one’s own decisions. With creativity comes finding solutions to problems, innovation, critical thinking and the ability to think outside the box. Rapport and relationship building, the ability to effectively express oneself both orally and in writing, confidence and collaboration are key components of social skills.Can tablets and tech hardware achieve any of the above?I think you know the answer.Building our children’s education on a foundation of tablets and gadgets isn’t too dissimilar to giving a child a hammer without explaining how to use it. We would be paralysed by the fear of the destruction that child would most likely inflict on everything around her. But give that same child a hammer and explain how to construct with it and we would be filled with an excited anticipation of what she’ll most likely build.Psychologist and childhood learning campaigner, Richard House, aptly hit the nail on the head when he said, ‘the more that young children are exposed to technologies of learning which substitute for and short-circuit their sequential problem-solving and learning experiences, the more these latter abilities will be compromised, quite possibly in a damaging way. It’s qualities such as creativity that businesses want from their future employees – and these are the skills that should be most fiercely protected.’There is absolutely no doubt that tech skills such as keyboarding, coding and utilising the Internet to gather information are excellent data gathering, analysis and computational thinking skills. However, they must never ever be a substitute for character, creativity and social skills. If one were to analyse the key components of successful people throughout the ages, one would find that those three attributes – character, creativity and social skills loom large in all of them.Jim Taylor, author of Raising Generation Tech: Prepare Your Children for a Media Fueled World, puts it this way: ‘What will make children successful in their careers is their ability to think originally, creatively, and expansively.’Developing skills such as coding and keyboarding enables children to cultivate computational thinking and problem-solving mindsets, and, as such, it is vitally important that time and resources are invested into empowering more teachers with the knowledge and understanding to teach children how to code. Furthermore, there’s a need for a lot more hardware in schools across the country. However, for our children to acquire and develop the skills they need for the future – character, creativity and social skills – technology must play a ‘supportive’ and ‘enabling’ role as opposed to being the foundation.The style and delivery of education during the advent of the Education Act of 1880 is, unfortunately, way too similar to what we have today. And yet the world has moved on. It is imperative that the relevant bodies sit down in order to have a re-think about the nature of our education system – and chief amongst"
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Digital Learning

Empowering Students with Improved Approaches to EdTech

6 Nov 2018

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      string(2968) "homeless shelter, making empathic understanding the focus on the visit. As children grow older, they may have the opportunity to travel abroad, building on language exchange programmes and allowing complete immersion in another culture.  For more activities and resources, visit: rootsofempathy.orgTime for a more overt approachEmpathy has, for some time now, been identified as a key component of an all-encompassing school education at a national level, and locally, we can begin to see how it has had a positive impact on pupil attitudes and behaviour through projects such as Roots of Empathy and SEAL. Thanks to these programmes, we now know that all children, no matter their home environment, can flourish given the opportunity and the support at school to nurture their empathic skills.In creating the kind of environment that nurtures empathy in its pupils, schools have the power to drastically alter a child’s perception of others and of himself, and can have a profound impact on every other measure of school success. A classroom environment where children demonstrate daily a capacity to work collaboratively, listen to others’ perspectives and resolve conflicts is an effective one.  If students are given the opportunity to engage in real conversations and experiences, that will shift not only how they look at others, but how they look at themselves. They will benefit both the wider community and economy.Empathy has long been an intrinsic part of the classroom, but changing times call for a more explicit place for empathy in education. It needs a broader social vision. By taking empathy outside the classroom, students develop understanding across boundaries of people whose thoughts, emotions, values and beliefs might otherwise never be understood. Until a school grasps the concept of empathic education, then its internal environment will remain weak despite academic success, its children lacking the more subtle tools that are needed to succeed in the 21st century economy.Louise Kinnaird is a freelance writer, specialising in child development and psychology.ReferencesPerry, B. And Szalavitz, M. (2011)  Born for Love: Why Empathy is Essential – and Endangered. New  York: William Morrow Paperbacks. Ó’hÉochaidh, R. (2013) Schooling Teachers on Social-Emotional Learning. Greater Good, [online] 9 July. Available at: http://greatergood.berkeley.edu/news_events/announcement/schooling_teachers_on_social_emotional_learning [Accessed 16 November 2015].Pink, D.H. (2006) A Whole New Mind: Why Right-Brainers Will Rule the Future. New York: Riverhead Books.Zeldin, T. (1999) The Future of Work. [online] Available at: www.oxfordmuse.com/?q=the-future-of-work [Accessed 16 November 2015].Krznaric, R. (n.d.) Empathy Education: Why it Matters and How to Do it. Oxfam [online]. Download available from webpage: www.oxfam.org.uk/education/teacher-support/thinkpieces [Accessed 16 November 2015]."
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Behaviour

Teaching empathy

13 Mar 2017

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      string(321) "accommodate or create such a sensory room – Three Ways School funds its room through sustained fundraising and sponsorship – but it is enlightening to see how this model of technology use can provide extra stimulation to children with special educational needs.The use of technology in early years can provide new ..."
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      string(2119) "accommodate or create such a sensory room – Three Ways School funds its room through sustained fundraising and sponsorship – but it is enlightening to see how this model of technology use can provide extra stimulation to children with special educational needs.The use of technology in early years can provide new scope and opportunities for work across the board – from giving children with SEN and disabilities a new way of engaging, through to assisting staff with the day-to-day administrative tasks. While some settings will continue to find it difficult to access full funding for technology updates, it is clear that the paper-and-picture approaches that staff have been creating for years will be gradually replaced with adaptable apps that appeal to each child’s individual preferences. Some children will, of course, continue to prefer real boards to the on-screen options, finding them easier to understand or preferring the tactile sensations of laminates. Technology, however, is now firmly embedded in SEND policy and practice – the genie is well and truly out of the bottle – and the exciting new innovations will play an increasing role in the complex picture of providing excellent support to children with SEN and disabilities.Karensa LeithReferencesBritto et al. (2016) Nurturing care: promoting early childhood development’ The Lancet, OctoberDART (2013) Getting the most out of technology: advice from, and for, parents, The University of EdinburghDepartment for Education/ Department of Health (2015) Special educational needs and disability Code of Practice: 0-25, London: DfE/DoH Department for Education (2014) Early Years: Guide to the 0 to 25 SEND Code of PracticeFormby, S. (2014) Practitioner perspectives: Children’s use of technology in the Early Years, Pearson & the National Literacy Trust,  MarchJary, S. (2016) ‘How much screen time is healthy for children?’, Tech Advisor, September Ofsted (2015) Early Years Report, London: OfstedThe National Autistic Society (2016) Using technology – guidance for parents, www.autism.org.ukwww.ofcom.org.uk"
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Assistive Technology

Technology in the Early Years: enhancing SEND policy and practice

13 Mar 2017

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Child File 1: Case Study: An alternative view
Child File 2: Building resilience in children and young people"
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      string(3404) "In practice, it is important not only to recognise a child or young person’s specific pedagogical needs, but also to respond constructively to those needs. This regular section will provide a summary of common problems or difficulties with which children or young people may present in an educational setting and show how, through reflection (individually or in teams), appropriate interventions can minimise or even remove children or young people’s barriers to learning.This Child File looks at Bullying: go through each of the bullet points and reflect on what you would do for each.CHILD FILE 1: Case Study: An alternative view“I can remember when I was in a mainstream school in London, after we’d moved from Nigeria. I used to get called peg leg and the kids would take the mickey out of the way I spoke. I was the only child with a disability in the school (my sister, who has Down’s Syndrome, went to a special school), and one of the few black children there. My parents were big on equality and respect, and we’d been taught to treat people how we wanted to be treated and to stand up for others. That gave me confidence, and a sense of purpose. When you have that confidence, you don’t want to bully, you don’t want to stand by and see others bullied. That has stayed with me.We know a lot of bullying comes from insecurity and ignorance. From a lack of understanding about differences. That goes beyond colour or disability. There are so many people who are marginalised and isolated and hurt because they are different. The biggest weakness of human beings is a lack of respect for difference, a lack of empathy for others. The best thing we can do for children is to tackle that. Then we can make a real change to the world they’re growing up in.” Source: Ade Adepitan, MBE, Paralympic Champion, TV presenter and ambassador for the NSPCC Reflect on the above case studyWhat would you have done if you had been the teacher?And what do you think of his view on bullies and the bullied?How could you help children to develop positive attitudes?CHILD FILE 2: Building resilience in children and young peopleSupporting children in becoming more resilient can be addressed both through the curriculum (for example, through problem solving skills developed through maths form the earliest years of education) and through provision of extra- curricular activities (e.g. focused clubs- sport, music, crafts, ICT, debating and more).Consider the following statements/questions in the context of your extra-curricular provision and the extent to which your provision is meeting the needs of all children and young people.Carry out an audit of your extra-curricular provision (how many ‘clubs’ do you run/ are they after school/ lunchtime etc.)Have you given children/young people a ‘voice’ in the types of clubs they want?Do the clubs meet the ‘needs’ of all children/young people? (have you considered the aims/ outcomes of each club? what do you want each child/young person to achieve through the club?)Do you monitor attendance? (this is particularly important- children and young people with SEND are less likely to attend extra-curricular activities)Can all children and young people ‘access’ the clubs? (what do you need to do to ensure all children and young people can access them?) Make a plan of how you could improve your extra-curricular clubs"
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Childfile

Child File: Responding to bullying

13 Mar 2017