Tag Archives: Vision

Computers Do Not Improve Pupils’ Results – and what the OECD report actually said…

This post was originally published in the September edition of #TheFeedUK, a monthly online publication of blogs and stories about technology in education from schools.

And so another school year is underway, bringing an autumnal mix of both fresh and well-trodden challenges to schools.   Assessment. Curriculum. Technology. Behaviour. OFSTED. Safeguarding – just a few of the many challenges that will be occupying the thoughts of teachers and school leaders this September.   Another week, another headline around the use of technology in schools, this time not calling for more industry-ready skills or computing in the classroom, but announcing that ‘Computers do not improve Pupil Results’ – a loose interpretation of the recent OECD report, ‘Students, Computers and Learning’ which is well worth a read in its entirety at http://www.oecd.org/publications/students-computers-and-learning-9789264239555-en.htm

Well no, on their own and without the right approach, they don’t. And neither do pencils, uniforms, books, assemblies, paintbrushes, letters home, furniture and other vital threads of a school’s rich tapestry. Technology as a tool for learning, is only as effective as the quality of teaching that accompanies it (I’ve been banging this drum for a while now). So before we all gather up the devices and ask the digital leaders to list them on eBay to raise funds for textbooks or Latin teachers, it’s worth digging behind the headline a little further to understand the real messages.

WHAT DOES THE REPORT ACTUALLY SAY?

In short, the report highlights that education systems that have invested heavily in technology, have not yet seen a noticeable improvement in academic attainment as a result.  Whilst this may provide a concern for some, these findings are consistent with previous research such as that by the Sutton Trust and John Hattie which indicate only a ‘moderate effect size’ where technology is used. This comes as no surprise to those of us who see schools grappling with the implementation of technology in the classroom, still searching for the right route in this still relatively new labyrinth.

OECD findings were no surprise and reflected several other reports and research projects...
OECD findings were no surprise and reflected several other reports and projects…

A key message from the report is that teaching approaches (not devices and software) must change to make effective use of technology. I believe this is essential, but not just for the sake of leveraging the potential of technology; traditional instruction remains the default pedagogy in classes across the world and this is another indicator of how many miles there are still to tread on the march to develop more widespread contemporary practice in order to develop a generation of learners, fit for the modern world. As Andreas Schleicher (OECD Education Diectoriate and author of the report) says:   ‘We have not yet become good enough at the kind of pedagogies that make the most of technology; that adding 21st century technologies to 20th century teaching practices will just dilute the effectiveness of teaching.”

Changing practice is the crux of the issue; for a variety of reasons, there still remains the misconception that the ‘magic bullet’ of technology can be dropped into a school and will solve problems and raise standards. The 2013 paper ‘New Pedagogies for Deep Learning’ (Fullan & Langworthy) cuts eloquently to the heart of this issue:

“In much of the language and thinking on technology in education, there has been a quest for a “holy grail” that would transform education through technology. By now, it is clear that no holy grail exists; rather, technologies used to enable and accelerate specific processes can dramatically improve learning, but its impact depends on how it is used.”

HELP OR HINDRANCE?

In a sense, it’s reports (and headlines) like this that contribute to the slow evolution of schools and education systems by awarding success or failure on the basis of the PISA tests and their narrow academic focus. Never has the case for developing a wider set of skills and competencies been more compelling, with leading academics, researchers and schools now all joining the clamour for 21st Century skills, competencies or habits to be the focus of children’s education. Studies such as the ITL Research (Innovative Teaching and Learning); the CBI report: First steps: A New Approach For Our Schools and the OECD’s own paper, ‘The Case for 21st Century Learning’ (authored by Andreas Schleicher), all tell us that employers and governments across the world need the next generation to be educated differently; to have more than the academic ‘basics’ which too many current school systems are entrenched in across the world. But still governments and the world’s media dances to the tune of achievement in the 3Rs. This too, must change if the world is to move beyond rhetoric.

21CLD is a great resource which we are using across the Northampton Primary Academy Trust to develop key competencies including an academic focus.
21CLD is a great resource which we are using across the Northampton Primary Academy Trust to develop key competencies including an academic focus.

Helpfully though, the report also highlights some areas where the potential impact of technology is now clear. It also provides us with the following call to action:

“School systems need to find more effective ways to integrate technology into teaching and learning  to provide educators with learning environments that support 21st century pedagogies and provide children with the 21st century skills they need to succeed in tomorrow’s world,” said Andreas Schleicher, OECD Director for Education and Skills. “Technology is the only way to dramatically expand access to knowledge. To deliver on the promises technology holds, countries need to invest more effectively and ensure that teachers are at the forefront of designing and implementing this change.”

WHAT DO WE DO?

Having been fortunate to work with many teachers and schools where technology IS making the difference to learning, I’ve pulled together some ideas and suggestions that might be useful when planning how to develop technology further in your school this year…

 

      1. Create a Digital Strategy that is understood by everyone and sets out why and where technology is used in your school and what the plan is for further adoption (I’ve written about how we did this at Simon de Senlis earlier this year).
      2. Stay up to Date with school technology so that it is current and remains appealing for the school community to use. It costs money and time-heavy to implement and maintain but as soon as it becomes dated, usage stops in school. In too many situations, it just doesn’t compete with what’s at home (or in pockets).
      3. Think Learning not Tech. An infinite number of shiny possibilities present themselves as we start to use technology more in the classroom.       Continually asking ‘What makes Learning Better?’ is important to avoid waste time and energies into things which are cute or clever but don’t make learning richer or deeper. As John Hattie tells us, ‘Know Thy Impact’.
      4. 21st Century Learners need 21st Century pedagogies – This point is already made heavily above but researching this area or using approached such as Building Learning Power (by Guy Claxton) or 21st Century Learning Design provides a framework that helps develops the ‘stuff that matters’ in children
      5. Switch it Off and Put it Down – Whilst an essential and powerful learning tool, knowing when not to use technology is a critical 21st Century skill. The OECD report also tells us that a high percent of the school day spent in front of a screen is counter-productive.
      6. Empower leading teachers to champion the use of technology to make learning better.       It’s the best teachers (not techies) who will see where the impact on learning really is. Invest in developing expertise and make sure that things work and are effective in these classrooms before transforming these ‘islands of excellence’ into common practice across the school.
      7. Embed non-negotiables about the use of technology into daily routines. Many schools have this in place for administration such as online registers, email and logging behaviour; do the same for learning as long as it’s the stuff that makes a difference (see points 3 & 4).
      8. Manage expectations amongst staff around new hardware, systems or upgrades – it won’t change their life in the flick of a button; it will almost certainly require troubleshooting and snagging before it runs smoothly; it might make learning deeper, more relevant and more engaging.
      9. Nurture a growth mindset amongst staff around the introduction of new technologies in school. New hardware or systems are a great place for us to develop more of the resilience and problem solving that the Carol Dweck posters in our staffrooms promote.
      10. Share your successes and failures with others through platforms such as educational blogs, twitter or other social networks. Only a wider network of educators prepared to innovate and share in this way will help us gather momentum and establish the reformed and contemporary approach to learning that the 21st Century is so deeply in need of.

 

I’ll be using the column in #TheFeedUK column to write more about how schools I’m fortunate enough to work with in the UK are facing up to these challenges throughout the academic year. We’re also hosting a series of #RedefineLearn events at Simon de Senlis to continue the debate and create opportunities to support schools through this transformational time in education.

The next #RedefineLearn conference is free and will take place at Simon de Senlis Primary School on 9th December. You can sign up at https://www.eventbrite.com/e/redefining-learning-free-9th-december-2015-tickets-18989441932

Change is afoot: Assessment, New Beginnings & 21st Century Learning…

And so September comes again with its fresh autumnal winds and shortening evenings reminding us that change is afoot. Each new school year brings us new challenges but this one does so in spades. After several years of discussion, consultation and piloting, the rubber is about to hit the road in the world of life beyond levels and, for the first time in many years, children’s achievements in Year 2 and 6 will be reported in a new (as yet undefined) currency. Anyone who still belongs to the ostrich camp must now remove their heads from the sand, at least long enough to read the new sample papers, and appreciate the difference in challenge that children will face in their end of Key Stage tests and the significant implications this has for classroom practice. The goalposts have moved; the game has changed, and rightly so. Repeating what has worked in the past will not bring success in the future.

A brief (and over-simplified) examination of ‘success’ within that retro age of levels gives us two contrasting possibilities. Were schools sitting pretty in the league tables because their children had acquired deep and meaningful knowledge, skills and understanding through a rich curriculum which meant that they were able to sail through formal assessments with ease? Or were ‘successful’ outcomes bought at a price of intense test preparation, coaching and booster groups which had children jumping nicely through the hoops of Year 6 assessment, only for this shallow and quickly acquired knowledge to be lost without trace by the time they arrived at secondary schools four months later? And were OFSTED astute enough to see the difference between these realities or brave enough to report on it? This dilemma, of course, is part of Tim Oates and co.’s compelling case for removing levels that was argued for so eloquently last year which has led us to this new dawn.

Either way, the removal of National Curriculum Levels provides us with a chance to think differently about what, how and why we teach and assess in our schools.   I believe this is an important opportunity for us to fundamentally reform and evolve our approach to classroom practice to ensure that we are teaching children the right things in the right way so that they are equipped with the relevant knowledge, skills and attributes to succeed in the turbulent waters of the 21st Century; it is one that we should grasp with both hands.

But our window of opportunity is likely to be brief so seize it quickly, as the OFSTED wheels are about to start turning again and will quickly reveal the inevitable (and probably preventable) problems with inconsistency on inspection that declaring a free-for-all on measuring pupil progress will bring. Odds are surely now very short on the re-introduction of a common ‘in-school’ measure by either OFSTED or the DFE which may then return the debate to annual percentage gains and KPIs rather than learning and children.

But September is no time for scepticism or pessimism; it’s a time for us to be inspired by the latest leg of adventure in making learning more irresistible for children in our schools and to be optimistic about what the year might bring. I believe it’s the time for us to find the conviction and courage to evolve our schools away from the narrow academic focus that our paymasters demand, legacy of a bygone era. Rather than simply finding a new way to measure the 3 Rs, surely this is now the time to establish a progression around the wider range of skills, competencies and habits that young people need to succeed in the modern world.

Never has the case for taking such an approach been more compelling, with leading academics, researchers and schools now all talking this common language. Studies such as the ITL Research (Innovative Teaching and Learning) and the CBI report: First steps: A New Approach For Our Schools all tell us that employers and governments across the world need the next generation to be educated differently; to have more than the ‘basics’ which too many current school systems are entrenched in across the world. But what are these skills? Hasn’t everyone been talking about 21st Century skills for so long it feels out of date? And now we’ve been in the 21st Century for 15 years, isn’t it about time we got this one nailed down?

There are several models that schools can reach for when looking for a starting point. The Campaign for Learning has championed the ‘Learning to Learn’ approach for many years and the ‘5 Rs of Lifelong Learning’; Guy Claxton’s ‘Building Learning Power’ is used by thousands of schools and the recently formed ‘Expansive Education Network’ offers resources and CPD/networking opportunities for schools. School Leaders within our Multi-Academy Trust have spent a great deal of time over the last 12 months researching, exploring and discussing which strategy to take and have adopted 21CLD (21st Century Learning Design) as a model to drive this broader approach to education. 21CLD is an approach built on the ITL Research Project and authored by Maria Langworthy which offers the following six dimensions of global learning. Helpfully, this model has also developed a series of rubrics and resources for teachers which unpick progression through these areas to support planning and assessment. This resource is also a product of the must-read ‘New Pedagogies for Deeper Learning’ paper, authored in 2013 (Fullan & Langworthy) which is a wake-up call to anyone who thinks the status quo in education system is OK as it is.

 

21CLD
The 21 CLD app available in the Windows store is a great resource for helping teachers explore the different dimensions of 21CLD.

My teaching staff at Simon de Senlis have all read ‘Educating Ruby’ over the summer, by the inspiring Guy Claxton and Bill Lucas, which provides a robust and well-informed argument that there is a bigger picture to education than just chasing the numbers in academic subjects and is a call to action for us all to do more in this area. We spent part of our September training day talking about the implications for this and how we will use 21CLD to drive our planning, teaching and assessment in the future. This is a big change for teachers and school leaders who will, over the course of this year, plan, teach and assess these dimensions of learning more explicitly. The professional conversations were rich and we consolidated our collective belief that each of these areas of child-development should be viewed as equally important, with ‘Knowledge Construction’ encompassing the academic focus but encouraging the deeper approach to learning and greater cognitive challenge that is now explicitly required within the National Curriculum and demanded of children within end of Key Stage testing.

Twitterdeb26c1
We had some great discussion as a staff who are committed to ensuring we develop the right skills in children for their futures.
Questions to staff on the training day for discussion around our summer reading...
Questions to staff on the training day for discussion around our summer reading…

Times of great change can cause unrest and uncertainty in schools but also offer a time for our staff to grow professionally as we develop new practices, learning from our mistakes along the way. A wise man once told me that complex problems are rarely solved with simple solutions and so beware the quick fixes and neatly packaged solutions that are being offered off the shelves. I’ll be writing more each month to talk more about how this approach evolves throughout the academic year and how the schools that I’m fortunate to work with  are meeting the same challenge.

TR

Simon de Senlis Primary are hosting an event on the 15th October to look more deeply at aspects of the 21CLD approach as part of the Microsoft Showcase Schools UK tour.

This is free and you can sign up online at https://www.eventbrite.com/e/developing-a-schools-digital-strategy-free-15th-october-2015-tickets-18532702813

The Architects of Tomorrow are in the Sandpits of Today…

‘The architects of tomorrow are in the sandpits of today’

A colleague Headteacher once shared this quote with me as he walked me around the early years setting at his school. He was passionate about children learning through exploratory, first-hand experiences – as are many of us. Too often, he argued, this approach to learning is one which is limited to the Early Years setting and children soon lose the opportunity to learn independently and through enquiry once they make the transition into more ‘formal’ instruction in Years 1 and 2.  More time in the sandpits perhaps?

In November, I travelled to London for the launch of the Microsoft Showcase Schools programme. I’ve written previously about how this experience contributed to our revised digital strategy at Simon de Senlis; it was also the catalyst for a project to develop a new learning environment at the school which we were pleased to open last week.

Microsoft have worked closely with ISIS Concepts to create a stunning ‘Showcase Classroom’ at their London offices. It’s a really interesting space – hi-tech and hi-spec whilst remaining thoughtful and playful.  As you would expect, the room is packed full of technology and flexible furniture and this surely played its part in helping to inspire and open minds throughout our day there, where we got to grips with new devices and technology. It includes lots of different break-out spaces and we were able to work in different ways together at different times during the day, in different size groups, with and without technology – some of which is captured on this YouTube video.

Showcase Classroom
Microsoft Showcase Classroom – Cardinal Place, London.

Whether or not this type of design would ever be replicated in schools in scale is a great discussion, but not really the point. The point (as I see it) is for spaces such as these to challenge and provoke us to think differently about ‘what might be’ back in our own organisations. For me, it was a similar experience to visiting the RM ‘REAL centre’ 5-6 years ago or the Silverstone Study Centre, Northamptonshire which expanded my thinking and led (in part) to the classroom refurbishments that we have made at Simon de Senlis in Years 1-4 so far.  For further provocation around learning environments, read the excellent ‘Clicks & Bricks: When digital, learning and physical space meet’, by Ewan McIntosh (or listen to Ewan present it here).

The big question for me when reflecting on all this on the train home was simple: Why not have one of these resources in a school?

Yes – a school! This would mean that children and teachers would be able to use it every day and evaluate its worth, shape its future. Instead of a ‘showcase’ or ‘classroom of the future’, rather a perpetual prototype which we can tinker with, carry out research in and learn lessons from with real children. We could share it; invite other teachers and their children in; other people who have nothing to do with school and see how they learn?

The Sandpit
The Sandpit. Mark 1.

And so, with thanks to ISIS Concepts, BENQ and Microsoft Education UK, the concept of ‘The Sandpit’ was born – and without a grain of sand in sight.   As well as the flexible nature of the room – designed to allow different types of physical spaces dependent on the learning, it’s also equipped with a  one to one Windows 8 (soon to be 10) deployment and two moveable screens

We were delighted to launch the space in its first iteration last week, and look forward to the tinkering, the prototyping and the learning that will come in the future.

There will be opportunities for other schools and teachers to come and visit and more information including dates will be published shortly; follow the school’s twitter account to keep up to date.

TR

 

PS – For those interested, this next section is taken from our teaching handbook which sets out some of the vision and also the ‘nitty gritty’ around learning environments and display at Simon de Senlis.

Learning Environments

“Environment as the third teacher…”

Reggio Emilia

 We believe passionately that the learning environment plays a crucial role in enabling high quality learning.  To be happy, we need to have bright, welcoming spaces that promote community; to be creative, children need clean and collaborative spaces to get messy, explore and generate ideas; to achieve mastery, children need individual quiet spaces to consolidate, apply and reflect.

At Simon de Senlis, our learning environments are:

  1. Decluttered
  2. Flexible and Functional
  3. Designed to Make Learning Visible

Decluttered Spaces

  • Cluttered rooms clutter thinking.  Surfaces should be clear. Bookshelves should be neat and organised. Everything should have its place.
  • Walls should be clear and free from ‘wallpaper displays’.  Space around displays is as important as the content of them as it draws attention and avoids not seeing the wood for the trees.
  • Glass is glass – it was designed to let light through and shouldn’t have notices, posters or prompts covering it.  This applies to doors and both internal/external windows.

Flexible and Functional

  • Furniture should be minimal to allow as much space as possible for movement, creativity.
  • Furniture should be flexible in its layout to allow for different configurations at different times for different size groups/ways of walking.
  • All core learning resources should be clearly labelled and accessible to children inlcuding pencils, pens, rulers, paintbrushes, paint, maths equipment (including rulers, tracing papers, protractors etc.)

Making learning visible…

We have three types of learning based displays:  

  1. Celebration Displays
  2. Working Displays
  3. Virtual Displays

Celebration display are where high quality work is presented.  This is displayed using the following guidelines to ensure that it its the quality of work, not the frills of the display that draw the eye:

  • Muted colour backgrounds and clean crisp backing and borders ensure that the eye is drawn to the work.
  • Only work of the highest standard (in relation to the child’s current ability) should be displayed.  This is to model what good work looks like in our school.
  • Each final showcase display should be labelled with an engaging title and a brief insight into the process behind the finished piece.

Working displays are used to make learning visible.  The following displays should be evident in each room:

  • Maths working wall
  • English working wall
  • Project wall
  • Art display

Virtual Displays allow learning to be shared, presented and interacted around through online spaces which add another dimension to traditional display.  Use of blogs, social media and online tools can increase engagement, make learning more visible, give an authentic audience to final work and give parents opportunities to engage in learning where they otherwise may not.

Each class will keep a blog as a way of offering an insight into their working week as well as being a place where communications take place with parents. Each class blog should be updated at least once a week with post sharing some of the learning that has taken place in the class that week.

 

What I Think About: Shiny Things, The BETT Show and Buying Devices for Schools…

One of the most common questions I often get asked by colleagues in other schools is which devices should a school buy.  Laptops or Notebooks? iPads, Chromebooks or Windows 8?

My answer:  I’ll tell you what we’ve chosen at Simon de Senlis and why but I’ll also tell you why in almost all cases, I think it’s the wrong question to be asking.

The only example I can think where the choice of kit defines success is in Formula One, where the manufacturers seem to influence the eventual winners of the championship more so than the drivers.  In every other example I can think of, it’s the vision, commitment, mind set, execution and resilience of the individuals/team that makes the difference.  Cristiano Ronaldo would still be one of the word’s best ever footballers whether clad in Nike or Adidas, Ian Botham would still have taken the Australians apart in 1981 whether he was wielding a Duncan Fearnley, Gray Nicholls or Slazenger Bat and I’m willing to bet that outside of the sporting world, today’s most successful individuals and companies would have achieved equally highly, regardless of which car manufacturer, brand of clothing, deodorant, laptop or mailbox provider they chose to use. You get my point.

Moving this back into the educational world, my view is the same around a choice of phonics scheme, curriculum resource or data tracking package.  It’s never about what you choose; it’s always about how well you use it, how this supports the overall vision for learning and the leadership that follows.  With technology and in particular devices, this is critical as the stakes are high, both from a cost and time perspective with any new implementation.

I’ve written recently about the process that we have undertaken to create our vision for learners and digital strategy at Simon de Senlis and this has been crucial in supporting our implementation of Windows 8 devices and combination of Yammer/Office 365/LP+ SharePoint learning environment.

We have chosen Windows 8 ahead of other technologies because it offers us a combination of hardware and infrastructure, at a price that we can afford to implement with low ratios of student to device.  I believe that Microsoft offers the most manageable, cost effective solution to a school with  a (growing) range of quality educational tools that support our vision for learning.  Creating the environment for classes to be able to work 1:1 with mobile tablets and also the full functionality of office and an online/app environment gives us the platform and flexibility (we think) to support our vision of creating curious, industrious agile learners who make a positive dent in the universe.

Moving on to the BETT Show, this week thousands of teachers will descend on the Excel centre in London for the biggest educational technology show in the world.  Going to BETT always reminds me of this scene from Red Dwarf.  For those who didn’t watch it, the Cat is a humanoid who has mutated from the ship’s cat over several million years.  In this clip, he gets completely besotted by ‘shiny things’, like kittens do with balls of string.  Similar uncontrollable excitement will be available at BETT – but will we be able to articulate what it is that the shiny things will do to make better learning and teaching?  Or will our kitten-like enthusiasm forget to watch out for the vision, strategy and pedagogy that will inevitably sit behind any genuine school success story?

code>

My goal this year is to look for the learning not the technology; look for questions not answers and enjoy the shiny things!

TR

PS – One of the markers of aging in a school is when the NQTs start and declare their Dates of Birth.  Mr Prosser’s admission that he was born in 1991 was a cat amongst the pigeons last year and brought both hilarity and sheer panic to the staffroom.  The other arbitrary measure is how many people remember the comedy programmes that are referred to within conversation.  It used to be me who smugly shook my head and made jokes about UK Gold when well-respected staffroom elders talked about Monty Python; now it’s me that gets a bewildered smile and nod when quoting Blackadder, Ferris Bueller or The Fast Show.

Last week when we were planning our visit to the BETT show this year and I showed this video of ‘Cat’ from Red Dwarf, several teachers revealed that they were far too young to have ever seen it.

#gettingold

 

 

Our School’s Digital Vision: Colleagues, Mentors and Books for inspiration…

Recently, I’ve spent some time revisiting our school’s vision statement, looking in particular at the digital vision and strategy for Simon de Senlis.  Around 18 months ago, in my first year as Headteacher, we engaged in a process with all stakeholders called ‘Simon de Senlis Reimagined’ where we redefined the vision for the school, setting our sights on developing ‘curious, industrious, agile learners who make a positive dent in the universe’.  This helped give our school a real sense of character and belonging and has been the cornerstone of the improvements that the staff, children and parents have worked so hard to achieve in this time.  Now, with many good things embedded and the useful stamp of approval from OFSTED under our belt, it’s time to set our sights on how we make the jump from ‘really good’, to ‘really special’.

The image which our vision is built around is 'Dent' by Gaping Void and has helped to cement the vision for everyone at the school.
The image which our vision is built around is ‘Dent’ by Gaping Void and has helped to cement the vision for everyone at the school.

A key driver in our school vision is technology  and we have enjoyed some great projects such as the ‘Our World; My Future’ presentations at Northampton and work using Windows 8 and cloud technology which have resulted in our participation in the Microsoft Global Showcase Schools Project in 2015.  I reference these achivements not as bragging rights or to create an impression of us being the finished article with regards to the use of technology; more because I want to illustrate that however well developed a digital vision may be in a school, it is always the time to keep renewing our sense of purpose around WHY and HOW we use technology.  In a ferociously busy school world of conflicting priorities, implementing any new initiative, process or technology must be thought through carefully with a clear rationale and continually pitched well to staff in order for it to become part of common practice.

In November, I was privileged to sit round a table with Headteachers from the five other UK Microsoft Showcase Schools and get a taste for what goes in their organisations.  Their commitment to technology and high achievement was outstanding and  obvious but more powerful, was their sense of moral purpose: a commitment to sharing their journeys and ideas with other schools for the benefit of schools and teachers in the UK and further afield.   I came back from this meeting inspired to be a better Headteacher and to give children at Simon de Senlis even better opportunities to become digitally fluent – an essential competency for their future success.

In order to help this process, I called upon my friend and mentor, Peter Ford, who had worked with us (alongside his Notosh colleagues) through the reimagined process and has an incredible craft for transforming  these painful ‘can’t quite see the wood for the trees’ moments into (no less painful)  creative processes which help us to generate meaning into the inevitable actions that follow.  Peter has been instrumental in the Design Thinking influences which now run through our school, both in the curriculum model and as specific practices and tools which have made our creative processes more disciplined and effective.  Returning back to the vision statement was in order to unpick what it was about technology that would enable us to develop curious, industrious and agile learners and empower them to make a dent in the universe.

Below is a SlideShare of the Digital Vision which will develop further in the next few months as we talk, test and prototype our thinking .  I share this in the spirit of co-operation or collaboration so that others can have an insight into the process and ask that, should you choose to do something similar, you borrow the process but make the words specific to your school’s unique challenges, vision and community.

  Continue reading Our School’s Digital Vision: Colleagues, Mentors and Books for inspiration…