eLearning and eTraining report
Minister Norma Foley TD: Digital teaching, learning and assessment There has been great progress in recent weeks with the return of our entire school community to in-school learning. Minister for Education Norma Foley TD writes. The phased approach to returning to inschool learning has been made possible with the support and work of everyone in school communities, and by the progress made in curbing the levels of Covid-19 in the community. In early 2020, education systems around the world were faced with an unprecedented challenge following mass school closures as part of public health efforts to contain the spread of Covid-19. More than 100 million learners, educators, education and training staff globally were affected. To ensure the continuity of teaching, learning and assessment, digital technologies were used on a large and unprecedented scale particularly in the remote environment.
Challenges I want to acknowledge the challenges faced by teachers and school leaders
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with the sudden move to a remote learning environment. You delivered a balanced and manageable programme, ensured that learners were not overwhelmed by information and supported the most vulnerable children and young people and for this I thank you. The use of digital technologies in teaching and learning is not a new concept in the Irish education system. A number of government strategies and initiatives over the last two decades have encouraged and promoted the effective use of digital technologies in teaching and learning. Significant progress has been made under the current Digital Strategy for Schools 2015-2020 – Enhancing Teaching, Learning and Assessment. The focus of this strategy is on the effective use of digital technologies in teaching and learning, assessment and
in leadership and management. The strategy has been underpinned by a €210 million investment through an infrastructure grant for schools. The implementation of the strategy in schools is supported by a Digital Learning Framework and comprehensive digital learning planning guidelines. This is backed up by extensive continuous professional development (CPD), resources and supports for teachers and school leaders. Initial research and surveys conducted on the experiences during the pandemic indicate that some schools found the transition to online learning somewhat easier. Many of those schools were familiar with online learning platforms and adapted quickly to providing learner feedback on work submitted digitally. For others, their capacity to provide continuity of
