Canopy Education Magazine by Canopy Education

canopy ISSUE 1 | LAUNCH EDITION | SPRING 2022

E d u c a t i o n

M a g a z i n e

The magazine for teachers using

Google Workspace for Education

Come and see Canopy, north hall, bottom left corner (NA14)

Hello...

WELCOME TO THE CANOPY EDUCATION MAGAZINE

Andy Caffrey Google Certified Innovator & Trainer

CEO, Canopy Education CIC @MrCaffrey

Welcome to the first edition of the Canopy Education Magazine! The magazine for teachers using Google Workspace for Education. At Canopy, we are passionate about using digital technology to enhance teaching and learning. We love all things Google for Education and are a Google Partner with Education Specialisation (the highest technical designation a partner can earn).

Get in Touch

Canopy is a Community Interest Company, created to benefit the educational community. We are a team of Google Certified Trainers, Innovators, and Coaches, representing the Primary, Secondary, and FE Sectors. Share this magazine with colleagues and download specific articles from our website at canopy.education/magazine Come and say hello to us at Bett on Stand NA14 (in the corner of the North Hall) and pick up a free printed copy Sign up for updates on our website to receive each edition by email

hello@canopy.education

www.canopy.education

@CanopyCIC

020 3048 4350

We are always on the lookout for new articles. Please reach out to us at hello@canopy.education if you would like to contribute to our next edition. Chromebook, Chrome, Gmail, Chat, Google Chrome Extensions, Google Currents, Google Dashboard, Google Docs, Google Domains, Google Drive, Google Keep, Google Meet, Google Sheets, Google Slides, Google Web Search, Google Workspace, Google, Jamboard, Works With Chromebook, and YouTube are trademarks of Google LLC and the views in this magazine are not endorsed with Google in any way.

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Contents IN

THIS

ISSUE

SPRING

Tools for Reducing Primary Teacher Workload

Athy College Case Study: Google Workspace for Education

Accelerate Your Edtech Journey with 'Home Learning'

Designing a Dashboard: is it worthwhile?

Google for Education Updates

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Digital Enhancement of GCSE Mathematics

A Formula for Change

Why Primary Schools Should Consider Coaching Instead of CPD Days

Universal Design for Learning: Change the Lesson Not the Student

5 Tips for Asynchronous Learning

2022

Enhancing Digital Lessons on Chromebooks with One by Wacom

One by Wacom: Digital Creativity Made Easier

Google Meet

Developing Digital Skills at LEO Academy Trust

Ask Canopy

TOOLS FOR REDUCING PRIMARY

TEACHER WORKLOAD

Cat Lamin Google Certified Innovator, Trainer & Coach

EdTech Consultant @CatLamin

One of the few positives to come out of the last year has been the wealth of incredible new tools to support teaching and learning, but it’s hard to know where to start and which tools to try out. Some are better suited to Secondary Education or even Further Education, but there are a few extensions and websites out there that can really level up the primary classroom.

In this article, I’m going to talk about four tools that every primary school should be using, whether they’re teaching in-person or remotely. By making these tools available, schools can make life easier for teachers so that they can focus on what really matters - the children.

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TOP 4 TOOLS WORKLOAD REDUCTION

Edpuzzle

Workspace Skills

Make video content

Learn how to use

interactive by adding in questions & reflections and monitor pupil progress.

Google Workspace tools with interactive tutorials, earning badges as you go

Wri-Q

Mote

From the team behind Read&Write, WriQ uses AI to monitor progress in writing, vocabulary &

Record short voice feedback across Workspace tools to save time when marking.

grammar.

Edpuzzle Asynchronous learning is proving to be an effective way to deliver content, and teachers are becoming more and more skilled at recording and editing video content. The next logical checkpoint is that teachers want to know if pupils are actually watching and engaging with the video content. On top of that, in an attempt to mimic the schoolroom, teachers are recording videos with ‘pause here’ messages to encourage pupils to stop and reflect on the learning so far.

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Edpuzzle has been designed to make video content more interactive so that instead of asking pupils to pause, the teacher can ensure the video stops and asks a question or shows a note (either text, image, or voice note). Questions can either be open-ended or multiplechoice and pupils must answer them to move forward in the video. Even better, you can import videos from a range of sources including the BBC and YouTube, meaning that you can cut, edit and add

voiceovers to existing content and personalise it to better suit your class. By installing the Edpuzzle extension, you can even edit your videos straight from YouTube, without first opening up the Edpuzzle site. There is a huge range of exclusive Edpuzzle content and you can easily search (by age and subject) libraries of videos, some of which have been created by teachers and uploaded for public use. You can even look through existing

content from a range of platforms and see where other teachers have included questions, voiceovers, or other edits. Content is organised by American grades, so if you're in the UK, for example, you have to be aware that Grade 1 is equivalent to Year 2. From the teacher interface, you can easily see whether pupils have watched your

videos, how much of the video they have watched and whether they’ve repeated any sections, along with any responses to questions asked. It also integrates simply with your Google Classroom so videos can easily be assigned directly.

during times of school closure due to Covid19, EdPuzzle have offered their premium edition free to teachers. It's worth getting in touch with them should you find yourself in a situation where home learning becomes a necessity again.

Edpuzzle has a free version that limits the number of edited videos you can save on your account; however,

Wri-Q Texthelp has some incredible tools to support learning and I’m a big fan of EquatIO, but it’s WriQ that’s a real gamechanger for the primary classroom. One of the big expectations in KS2 is that we will monitor and report on the spelling, punctuation, and grammar of our pupils; we perform regular assessments and compare work to national standards. WriQ has been designed to take the pain out of grading by using an automated process to score vocabulary, SPaG, and pace of work to get a snapshot of progress compared to national standards. The system constantly monitors any pupil work that’s been written in a Google Doc and can be assessed on an

individual basis or to gain an overall idea of progress. WriQ is split into three parts the teacher interface, the pupil interface and the teacher dashboard. The first two run through an extension; however, pupils don’t need to use the extension if schools are worried about information overwhelm. What I like about it is that the data presented to students is customisable, so you can decide whether or not to show students their current vocabulary age (vocabulary ages range from 6-20) or WriQ score, etc. If you choose to use the pupil extension then there are some lovely gamification elements, including ‘Writing Bursts’

to improve writing fluency and character badges awarded for progress. The idea is to gamify writing more fluently, which certainly benefits some of the more reluctant writers. The downside to using it is that there is an expectation of a certain level of typing ability amongst your students, but digital literacy is still a core part of the computer science national curriculum and I’d encourage all schools to teach typing fluency early on in KS2 as it has huge cross-curriculum benefits.

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Workspace Skills Digital literacy is essential both for working remotely during lockdown and for the future workplace, so it is important that both staff and students are confident in navigating a digital landscape. Often we use digital tools at a basic level but fail to maximise their potential because we don’t have time to sit and learn everything that tool can do. This is particularly true when it comes to using Google Workspace; we know the basics and either switch to a different tool or leave it out if we don’t know how to do something.

By installing the Workspace Skills extension, teachers can assign Howdous directly through Google Classroom. Each Google tool has three skill levels: Bronze, Silver & Gold, with matching badges. You can choose whether to assign all of the skills in one go or automate them to assign weekly or on a specific day(s).

Canopy in partnership with Howdou have developed a set of simple interactive tutorials aimed at supporting both staff and students to improve their use of Google Workspace apps.

Pupils can work through the courses at their own pace and are awarded points based on competency and efficiency. After a certain level of competency has been achieved, users are

awarded a digital badge, which sits in their personal digital passport and is easily accessible. Through Classroom, teachers can import competency scores straight into their gradebook to look at progress. I would also recommend getting staff to work through all of the skills too as it can really improve their use of Google Workspace. It can also be a great way to identify whether staff are ready to take their Google Certified Educator exams to demonstrate their understanding of the tools. As an added bonus, they might discover some hidden features or simpler ways of doing regular tasks (I know I did).

Mote Mote has taken the edu world by storm over the last year by providing the ability to add voice notes to documents, meaning that teachers can record quick feedback for pupils instead of typing out formal responses. For many in the

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primary sector, this has made a huge difference to both staff and student mental health. It has provided a much-needed personal connection that is harder to achieve through typed feedback, especially for younger pupils.

To use Mote, teachers need to install the Mote extension, which then allows you to easily add recordings to Docs, Slides, Sheets and Classroom. Within Docs, voice notes are recorded as comments that are then available to anyone who has access to the document.

02 09

Depending on whether or not your students also have the extension installed, they will either see a link to listen to the voice note or a play icon embedded into the comment.

schools need to make a decision about whether to install the extension just for staff, or for pupils too.

Mote’s free version includes 30 seconds long voice notes which are limited to 20 mote recordings per month, however, once you start moving into paid versions, not only can you record longer notes but you can also include transcription and translation as well as STEM notation integration.

WITH EXTENSION WITHOUT EXTENSION

Of course, if students have the Mote extension installed, they can also record their own voice comments. Thus

From the teacher dashboard, you can also see interactions with your recordings, to see whether or not students have engaged with your feedback.

CLASS IN THE BOX

The solution to hybrid learning Plug and Play With voice control

Wireless Microphone For movement in the classroom

2nd Camera Ideal for showing students' work

canopy.education/class-in-the-box

ATHY COLLEGE

CASE STUDY - GOOGLE WORKSPACE FOR EDUCATION

Athy College creates a more inclusive teaching and learning environment with Chromebooks and Google Workspace For more than 10 years, Athy College in Ireland has strived to enhance teaching and learning using technology. In 2010, this saw the Kildare post-primary roll out Chromebooks and Google Workspace for Education. This initiative led to improved student engagement, boosted classroom motivation, increased sustainability, and a more inclusive

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learning environment for everyone. “Google is making new things possible,” says former Athy pupil and now teacher Olivia Daly. “We’re not just finding new ways of doing what we’re already doing, we’re exploring whole new approaches to teaching and learning.”

The eureka moment When Principal Richard Daly saw the success of other Irish schools introducing computers as a specialist subject or to support specific technical skills, he wanted to go one step further and integrate digital tools throughout the school

“Until that point, the school also struggled to support teachers as their previous devices were bogged down with unnecessary features, didn’t maintain their charge, or were too slow to boot up. Everything changed with Chromebooks."

“I wanted to introduce computers as a way of enriching all areas of learning, not just as a specialist subject, even if that meant going in a different direction to other schools at the time,” he says.

“As soon as I put Chromebooks in the teachers’ hands, they became their chosen devices. The security, the simplicity, everything just worked, and they’ve just run with it,” says Richard.

When trialling a move from desktops to personal devices in 2010, the school discovered Google Workspace for Education and Chromebooks. Realising the potential of this combination, Richard set about creating a Google account for all staff and students, and purchased the school’s first batch of Chromebooks. “Using Google for email and admin was a massive leap forward. We now had one system we could all use. Even if you weren’t ‘techy’, you could set up users, you could create groups, you could share files. You had control. And everything was in simple language.”

When we started, we didn’t know where the journey would take us. But we’re learning something new every day, and we harness this learning to support our students’ growth – both inside and outside the classroom.” - Richard Daly, Principal

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Making new things possible This technology now allows teachers to act more like facilitators in the classroom, give students a voice, and cater to their needs. “Learners don’t just want to sit and read things online, they want learning to be purposeful, engaging, and fun,” says Olivia. “Google makes this possible. We can create interactive infographics together with the students. We can fill in Venn diagrams together as a class to highlight the themes in poems.” New tools and apps have also allowed teachers to bring more creativity to learning by exploring different themes and subjects through graphic novels, match-up exercises, story mountains, and mind maps. The portability of Chromebooks makes group tasks easier too. “It’s about using tech for a purpose – to enhance learning – which means they don’t get bored and are more engaged.” says Olivia.

"I remember a principal telling me about the computer room he was building at his school, and I told him we had just gotten rid of ours, because Chromebooks enable us to work anywhere. People still come up to us and ask, ‘What about the servers? Where are all the big hard drives?’ And we just say we no longer need them! - Richard Daly, Principal

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The move to 1:1 The school’s transition to one device per student was accelerated by COVID-19 and the school closures, hygiene restrictions, and social distancing requirements that ruled out device sharing. We were apprehensive about the move, fearing students may become bored with the devices, but the opposite is true,” says Olivia. “We see them engaging more than ever. It’s strengthened their sense of responsibility, as they need to look after their own device, and it’s made doing homework so much easier.” Having one Chromebook per student and staff member has also boosted learner motivation, as students are now eager to work on exercises in their own time or start their next task or assignment.

“I’ve been shocked many times,” says Richard. “When I come into school in the morning and see students sitting around before class with their Chromebooks, I assume they are catching up on Netflix from the previous night. But no – they are doing work and going through class material in groups. They are loving having their own input and the creativity of tasks.” The move to 1:1 also means time no longer needs to be allocated for distributing devices or charging them at the end of the day. “Class time is precious, so the more you can get from it the better. With their own devices, students are now ready to go, so we can plan our time more effectively,” says Olivia.

Boosting sustainability Prioritising digital learning has enabled Athy to drastically reduce paper usage across the school, including an 87% reduction in photocopying and an almost 100% reduction in printing. Meanwhile, being able to access resources online has resulted in an 80% reduction in textbook costs. Richard has also found a home for the school’s outof-circulation Chromebooks, using them to power digital signage around the corridors.

“Everyone is accountable. We’re now thinking twice before printing or photocopying, and have eradicated the use of flip charts completely. And these savings are reinvested in purchasing extra equipment, so we’re putting money back into teaching and learning, rather than spending more on paper.”

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Creating a more inclusive learning environment Athy uses Chromebooks to ensure a fair learning experience for everyone. The devices allow teachers to use simple techniques such as colour-coding to create adapted tasks in mixed-ability classes without drawing attention to the differences. “This builds the confidence of the more challenged students to participate,” Olivia says. “They are no longer shy to answer questions. And it gives them a choice – to complete the adapted task or try the standard version – so they have ownership over their learning.”

Learners with special educational needs also benefit from Chromebook tools and features. For example, the built-in-speech recognition software supports those unable to type without them having to purchase a separate program. “Many of our Special Education Needs (SEN) learners find typing more effective than writing, and prior to the introduction of Chromebooks, someone typing in class really stood out,” says Olivia. “But now everyone is typing, it’s a more inclusive learning environment.”

Today’s students are tech-savvy and have high digital literacy; they can operate phones and touch screens. But what’s missing are the additional skills, such as creating content or finding sources online. Yes, they can learn to type, but they could also be developing a host of other skills at the same time. This is our big motivation – to nurture these skills in our learners.” - Richard Daly, Principal

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ACCELERATE YOUR EDTECH JOURNEY WITH

'HOME LEARNING'

Digital Integration Lead,

Cubitt Town Primary School Rhodri T Smith Google Certified Trainer

Digital Integration Lead, Cubitt Town Primary School @TechwithRhodri

There can be no doubt that the use of technology is now expected and demanded within classrooms across the country, hence its availability and consistency have become a tool that has been supported by the global tech companies as they invest in their educational software products. We still, as an educational community have a long way to go, but with the DofE’s funding for equipment, LGfL’s offer of less expensive equipment for the ‘Bridge the Divide’ initiative, and the EdTech Demonstrator Programme all working together, the appetite for technology in education is increasing exponentially.

When you place those initiatives alongside Canopy’s Workspace Skills training for staff and students, each plays a key role in ensuring technology is accessible for all students and has the best opportunity of succeeding by encouraging senior leadership teams to embrace technology. It is clear that the digital support offered to schools is beginning to have a positive impact on children’s learning which has become very noticeable on a daily basis at Cubitt Town. Harnessing this has been vital for us to begin integrating technology into the classroom to support learning. I would encourage schools to look into the support which is on offer and give examples of the journey our school is taking using EdTech.

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HOME L EARNI NG I believe that Home learning, or ‘homework’ as it is commonly known, could offer teachers and senior leaders a vital first step to beginning their EdTech journey. Providing access to online home learning offers teachers and students an opportunity to gain confidence using technology in the classroom without

compromising on learning. At Cubitt Town, we have decided to capture our student’s knowledge of Google Classroom which was acquired during the lockdown period to provide them with an online home learning offer.

Why have we begun the transition to online home learning?

Fostering independence We have a firm belief that students should begin developing independence from an early age. Giving our students the opportunity to access home learning remotely starts them on their learning journey and begins fostering independence.

Introducing new apps Introducing new apps is easier than teachers believe. Giving students an opportunity to explore new apps at home will provide them with a chance to explore the technology and offer feedback on its suitability for certain lessons across the curriculum.

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Pre-teaching (blended learning model)

Introducing a blended learning approach is possible with the influx of technology in the classroom and the introduction of Google Classroom and Microsoft Teams. Sending links and resources home via these learning platforms is straightforward especially now teachers are more familiar with these websites. Pre-teaching vocabulary or providing text to read around a topic is one example of how this could be implemented. This will provide students with the knowledge needed to support their learning as they enter the classroom for their next lesson.

Less printing consumption Offering resources online reduces printing consumption with potentially an average of 30 fewer sheets of paper being printed per class per week. Annually this change in printing culture will result in a huge saving for schools while also benefiting the environment.

Familiarisation of apps used in the classroom This may not only be for new apps but it can also give students an opportunity to familiarise themselves with apps already used in the classroom. A whole school or class project would be a simple solution to begin this process and one we have considered using for the Book Creator app.

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THE BARRIERS OF HOME LEARNING

There have been many teething problems as we have begun the process of moving to home learning online. Here are just a few we faced and overcame… Logging in difficulties

Student participation

There will be countless questions about logging in from students and parents. Perseverance is key to this barrier and understanding that it will eventually stop once students and parents understand the process involved. This will become easier if students log in daily to devices in school. Tutorial videos on our school website are also a clear way of demonstrating to students and parents the login process.

It will take time to develop student participation to reach the levels we believe are necessary to achieve our goal, but this should not be a barrier to trying. Moving to online home learning is a shift in culture for a school and there will be teething problems that we still continue to experience. However, we understand that it is for the future development of our students and it will support their learning in the classroom as they progress through their education in school and then beyond.

Technology and WiFi not available at home There will be families who do not have access to technology at home. This is understandable at the beginning of this process and being flexible and realistic is key. Paper copies of home learning questions are offered to students who are unable to access the online resources during the initial transformational process.

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HOW TO ACHIEVE ONLINE HOME LEARNING

At Cubitt Town, we have begun the process of moving our home learning online by following these few simple steps: All students and parents know their login details.

Use one online learning platform for all home learning whether it is Google Classroom, Microsoft Teams, Showbie, or Seesaw. Use Canopy’s Workspace Skills training to provide students with the skills necessary to use Google tools effectively. Having a flexible approach to families’ needs. Not all families will engage to begin with, but persistence will be key to implementing a change in the culture of online home learning. Use Canopy’s online tutorials to provide training to teachers on using the Google Workspace tools.

IMPACT OF MOVING HOME LEARNING ONLINE I accept that while there were a few potential barriers at the beginning of this process, we have seen a positive impact with our students adapting to use technology at home and in the classroom. This positive impact far outweighs the barriers and develops the skills necessary for our students to use technology effectively to support their learning in the classroom. We live in a technological age and we must give our students the tools

they will rely on for their futures. This could well be the answer to senior leadership teams wanting to begin their EdTech journey. Implementing online home learning will help teachers with their EdTech journey and provide their students with the skills necessary to become the digital citizens of tomorrow and begin their digital journey.

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DESIGNING A DASHBOARD IS IT WORTHWHILE?

Darren Simons Google Certified Innovator & Coach

Head of TEL Innovation, Suffolk New College @Simons_Darren

Since the 2021 Learning with Google event, you might have seen people talking about BigQuery and reports that monitor a Google Workspace for Education domain. These types of reports are known collectively as dashboards and they give you a way of visually analysing large sets of data. However, dashboards can be used for a wide range of purposes and not just to monitor how many Google Meets have happened during a week (handy as that is). As teachers, we collect and hold loads of information and data about our students. A dashboard has the power to unlock all of that data and we can quickly analyse that data to inform our decisions. Being able to clearly see meaningful information about our students is vital for knowing how they are progressing.

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Therefore, designing and creating a dashboard could be one solution to unlocking the complex data we hold on students and the domains we run. I have been using Google Data Studio to create dashboards for my college for a number of years. The one thing I have found the most helpful with Data Studio is that you can create your own data analysis charts or tables without having to code. The drag and drop features within Data Studio make it easy to get started. Also, the product is free with Google Workspace For Education, however, you might need to turn on access to the tool in your Google Admin console. Data Studio allows you to connect to a range of data sources to build a dashboard. For example, you can link a simple Google Sheet or to a BigQuery data warehouse. There is also a wide range of options for designing your dashboard, from various tables and charts to templates and graphics.

WHAT YOU CAN DO WI T H DAS HBOARDS Creating a dashboard for Google Form responses of a student questionnaire You could add charts to show student satisfaction for the different questions in your Form. Data Studio allows you to filter the information you are seeing on a dashboard by using a customisable filter. For example, you might want to just see the satisfaction scores for students in one particular department/year, or perhaps the results for all students that receive free school meals. This can make your dashboard interactive and would allow a user to see the responses most relevant to them.

Monitoring a Google Workspace for Education domain Within the admin console, there are a number of audits that you could run to monitor your domain. However many of these audit logs are text-based and difficult to visually represent. You could export the audit logs as a Google Sheet or to BigQuery and connect them to Data Studio. You will then have the power to create a dashboard with a number of charts that demonstrate the number of logins in your domain, or the number of Google Meets that have happened, or the number of assignments posted every day across your domain.

Designing a dashboard that shows student assessment grades and progress When creating dashboard, you can add a link to a Google Sheet or a database that holds your student assessment data. You could add a bar chart showing formative grades for all students at your school or college and display the results by course or subject. Data Studio also has the feature to drill down to additional information within a chart. This means if you click on an assessment grade of 3 for your English course, you could drill down to see the student names of those that score a 3 in the formative assessment. This would give you a quick way of targeting students that need additional support before a summative assessment.

If this article has inspired you to build your own dashboard, here are a few resources to help you with your next steps; Try it out by using any one of the template Data Studio examples you can find here @datastudio.google Get in touch to ask more questions via @Simons_Darren on Twitter.

canopy.education/monday

Updates

GOOGLE FOR EDUCATION UPDATES

NEW GMAIL INTERFACE A new, integrated view for Gmail is coming, making it easy to move between Gmail, Chat and Meet.

ORIGINALITY REPORTS FOR GOOGLE SLIDES Originality Reports is a plagiarism checker, that lets you check your work (or a student's work) against the internet. This is now available to check Google Slides (previously it only worked with Google Docs).

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GOOGLE UPDATES 02/2022

GOOGLE CURRENTS Using Google Currents? In 2023 it will be winding down and moving into Spaces (which also means Spaces is getting more features larger communities and leadership communication, advanced search and tools for content moderation).

COMPANION MODE GOOGLE MEET Companion mode lets you join a Google Meet call without adding video and sound (from your device). It allows you to access interactive features and controls such as chat, screen sharing, hand raising, polls, host controls. and more.

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DIGITAL ENHANCEMENT OF

GCSE MATHEMATICS Sammy White

Jon Swain and Malcolm Swan developed some key principles for effective teaching of mathematics in their Thinking Through Mathematics Report. Although focused on adult numeracy, the principles work for all ages studying GCSE maths.

Educator, Harrogate College @WhatTheTrigMath Sammy has recently been appointed teaching and learning specialist at Texthelp

Google Certified Innovator, Trainer & Coach

All courses have a duty to prepare students for the digital world that they are to navigate. How can we build more digital teaching into our GCSE maths lessons? Furthermore, GCSE mathematics is still a paperbased linear exam... With this restriction in our minds, how do we bend this rigidity to suit the digital learning needs of our students?

KEY PRINCIPLES FOR EFFECTIVE TEACHING - JON SWAIN AND MALCOM SWAN

01. BUILD

03. QUESTIONING

Build on the knowledge your learners bring to sessions.

Develop effective questioning

02. EXPOSE

04. GROUP WORK

Expose and discuss common misconceptions

Use cooperative small group work

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TECHNOLOGY IN THE CLASSROOM Technology in the GCSE maths classroom should enhance what is being taught. It might not be appropriate for every lesson to use digital tools, yet there are many other appropriate ways to use technology across other areas of GCSE maths. Thinking about principle 7, creating connections between mathematical topics, teachers can begin to link topics with the use of digital notes. Graphic organisers in Google Drawings allow students to note down connections

important to them as they progress through their maths GCSE. Digital notes allow students to refresh and revisit ideas over time. A Google Slides notebook for revision throughout the course can be adapted and modified to meet the individual student's needs, a feature that paper-based notes don’t easily have. When students develop their knowledge of averages to mean from a table, they may now have secure knowledge of calculating the mean for simple data sets and no longer need to hold that revision note. If graphic

organisers are digitally held, students can evidence their development of knowledge as topics connect and their knowledge grows. Progress over time can be celebrated with students via version history in Google Slides. One topic that relies on connecting previous learning is plotting linear functions. All the principles of algebra that have gone before, up to rearranging formulae, combined with plotting coordinates (which may have last been seen when studying a statistics scheme of work) come together in this topic.

05. METHODS

07. CONNECTIONS

Emphasise methods rather than answers

Create connections between mathematical topics

06. COLLABORATIVE

08. TECHNOLOGY

Use rich collaborative tasks

Use technology in appropriate ways

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MATH WHITEBOARD It is no surprise then that misconceptions can easily arise. Principle 5 is key here to address the misconceptions, we often focus on the method of plotting linear functions rather than the answers. Paper-based sketching of functions can take significant periods of time. This reduces the time students can spend exploring variables and visually seeing relationships between lines. If we move from paper-based activities to the digital platform of Math Whiteboard, we can visually see plotting functions with a swoosh of the mouse.

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Math Whiteboard allows students to plot multiple functions on axes easily and investigate the relationship between the variables. The lines are interactive and the axes can be adjusted to show how lines go on forever beyond the plotted segment. From simply writing the equation it only takes one swoosh to plot the function and one click to open up a completed table of values. Math Whiteboard is also collaborative, supporting principle 6: allowing rich collaborative tasks to be created. By sharing the webbased link, students can collaborate on the same

Math Whiteboard. As it is web-based with no sign-in required, Math Whiteboard is mobile-friendly and suitable for the bring-your-owndevice (BYOD) classroom. Math Whiteboard also creatively supports principle 5 of emphasising methods rather than answers in its highlight equivalence feature. Terms that are of equal value are highlighted in the same colour. This can be particularly useful for fraction simplification and algebra tasks.

In this example, as we have progressed to solving for k we have made an error and the coloured pink highlight has changed to alert us to where our error lies. Principle 2 comes alive here with the coloured highlight of Math Whiteboard exposing misconceptions. Ahead of lessons, these misconceptions could be created by the teacher and in the lesson students can make use of the text feature in Math Whiteboard to explain what errors have arisen and how to correct them. By effectively exposing and discussing misconceptions, teachers can embed principle 3 of effective questioning. Teachers can ask students to explain why the incorrect work has errors

and what misconception has been applied.

and begin to devise solutions together.

Students can show their level of understanding by being able to diagnose the errors made. In Google Jamboard, teachers can upload incorrect work as a background. By choosing Google Jamboard, students can annotate over the incorrect answers highlighting the errors. Here the student has highlighted the errors and explained what steps should have been taken in the sticky note.

Paper-based GCSE’s are here for the foreseeable future, but that doesn’t mean we can’t add in digital elements. Thinking back to Granny’s Garden on the BBC computer in maths that we saw once or twice a year. There was no room for collaboration - in fact, we fought to take turns! Technology has advanced rapidly since then, as have our digital skills; thus, we should look to build in more digital elements into our GCSE lessons. As teachers, we are educating the whole student, not just the GCSE maths student sitting in front of us. A little bit of digital in a GCSE maths lesson never did anyone any harm.

Google Jamboard is also useful for creating collaborative tasks for students. Teachers can upload key questions as the backgrounds of frames and assign students into small groups to research, explore

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A FORMULA FOR

CHANGE C = D X V X F > R

Ben Whitaker Google Certified Innovator, Trainer & Coach

CEO, Round Peg Square Holes @itsbenwhitaker

Digital Transformation is definitely a buzz phrase in the modern education world. Every school and college is looking at their digital or EdTech strategy. Many of the intentions behind these kind of strategies are brilliant - having digital skills as a core thread through every educational organisation is something I can wholeheartedly get behind. However, much of what I have seen discussed focuses on the 'what’ of change, rather than the ‘why’ or indeed the ‘how’. In the 1980s, Kathie Dannemiller refined a formula for change that had been initially proposed by David Gleicher and Richard Beckhard some twenty years prior. Dannemiller’s formula is often proposed as a mathematical equation as follows: C=DxVxF>R

C IS ABOUT CHANGE Organisational change was Dannemiller’s focus, particularly in the context of business development. I would argue that this formula and focus on change is as relevant to the wider education sector as it is to the business domain. Change is both necessary and inevitable; the world is not standing still and maintaining the status quo in terms of economics, healthcare, politics or leisure. When we discuss change, we are not just talking about papering over cracks; there are more important elements at play here. We cannot simply

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CHANGE

VISION

tick along because every year, term, day, lesson holds weight for each student’s future. There is no time to wait - our young people need real and lasting change that will set them up for a world which they will build. That being said, this cannot be offthe-hoof change; it needs grounding in authentic, informed evidence-based research. Too often the dichotomy is between the research-heavy ‘trads’ and the fad-driven ‘progs’ - we need both elements, almost in a centrist educational position that values research and innovation. Perhaps we need to stop with the bashing of mastery curricula and behavioural systems, or the fetishisation of the enquirybased learning and choice boards.

way to help us come to an informed perspective. In my work with Edufuturists, we pride ourselves on working with and listening to voices outside of our traditional educational setting - business people, voices of colour, influencers in politics and leadership, as well as hearing from a range of educators from across the globe who are shaking things up.

D IS ABOUT THE DISSATISFACTION WITH THE STATUS QUO Unless we accept that what we have is not fit for purpose, then the foundation for change is missing. Ultimately, we need to call out and tackle the ‘bears in the rooms’ that Lindsay Herbert acknowledges, and say that enough is enough. “The truth is that digital transformation is actually not about adapting to new technology at all — it's about directing an organisation to be more adaptive to change itself.”

V IS ABOUT A VISION OF WHAT IS POSSIBLE ‘V’ is a vision of what is possible, characterised by working models of evidence that suggest that an alternative is genuinely available. To look around the world, often outside of our own spheres of influence and into systems where we haven’t looked before, is probably the

F IS THE FUTURE ‘F’ always seems to be the hardest word (not sorry). ‘F’ requires first concrete steps towards a perceived reality. The oft-quoted sentiment of Lau Tzu, “A journey of a thousand miles begins with a single step” is very true, even if a little trite. We need to make moves and we believe it is as a collective that we must move forward into a vision of what is possible. To that end, systems, leaders, educators and learners all have a responsibility to take concrete steps.

R IS THE RESISTANCE AROUND CHANGE Unless we accept that what we have is not fit for purpose, then the foundation for change is missing. Ultimately, we need to call out and tackle the ‘bears in the rooms’ that Lindsay Herbert acknowledges, and say that enough is enough. “The truth is that digital transformation is actually not about adapting to new technology at all — it's about directing an organisation to be more adaptive to change itself.”

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CONTINUED I once heard someone say, “If you always do what you’ve always done, you’ll always get what you’ve always got” and if I am honest, I think this is true to an extent. Unless we are brave enough to change, we will perpetuate a system of inequality and social divide, much like we have had for many years. However, the harsh reality is that in a fastpaced world where young people are unlikely to work in a job for life, and far less likely to go into the family trade, standing still and doing what we have always done - a perpetuation of the present - will not lead to positive outcomes. Indeed, it is likely that what put food on the table thirty years ago will no longer do so when our children grow up. The oft-mentioned Blockbuster debacle where the video rental chain that was once worth $3 billion missed the chance to merge with an upstart company by the name of Netflix, is a tale of failing to adapt in a market that waits for no one. The story of Kodak is even more tragic, as told by Avi Dan in Forbes, "Kodak did not fail because it missed the digital age. It actually invented the first digital camera in 1975. However, instead of marketing the new technology, the company held back for fear of hurting its lucrative film business, even after digital products were reshaping the market. Unfortunately, the company had the nearsighted view that it was in the film business instead of the storytelling business, and it believed that it could protect its massive share of the market

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with its marketing. Kodak thought that its new digital technology would cannibalise its film business." It is so tragic not because a company lost its way; it is because the innovation was in its hands but it feared a different future. An education system that fails to embrace opportunities because of resistance - or a clinging to the current - is not fit for purpose. Teachers become teachers to make a difference not churn off a production line. The nature of resistance too is everchanging. Where once the resistance was Compost Corner, the well-worn seats of the old guard at the back of the staff room, it is now to be found at every juncture and newsfeed where people can offer an unsolicited and often misinformed critique of a system. Once upon a time, the critic was a person with a name and usually a few years of teaching experience under their belt; now, every Tom, Dick & Harry with a Twitter account knows how to run a school! If dissatisfaction with the status quo, partnered with a vision of what is possible and underpinned by concrete first steps is greater than the resistance that it faces, change is possible and likely. Therefore, the tipping of the balance towards dissatisfaction, vision and action is necessary. Winning over naysayers is not always an easy battle. The focus is not on doing this. Instead, we must define the problems we are experiencing (and could potentially in light of real evidence), believe for better and then plan, plan, plan!

WHY PRIMARY SCHOOLS SHOULD CONSIDER

COACHING INSTEAD OF CPD DAYS

Cat Lamin EdTech Consultant @CatLamin Google Certified Innovator, Trainer & Coach

How many times have you sat in a whole school training session, wondering whether you’ll learn anything useful this time, while thinking longingly of your displays that need sorting, or that pile of marking on your desk? In my experience of English schools, it’s common to

have ‘whole school’ training several times a year, which will somehow help the teachers to become masters of something regardless of whether they teach fouryear-olds or eleven-yearolds. Too frequently, this involves the trainer selecting a topic from somewhere in

the middle and hoping it will help everyone, but realistically, the skills and subject knowledge needed for teaching year 6 are wildly different to those needed down in year 1. So why do we insist on training everyone at the same time?

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KAPOW PRIMARY A few years ago, a school I was working with asked me to come in to do some computing subject training. They had just bought Kapow Primary, a scheme that I helped to author and thought it would be useful to support staff with using it, which is a great idea in theory. The thing about Kapow is that following the scheme is relatively simple, it’s just that for each topic you need some subject knowledge, usually found in helpful videos. After some initial discussion where it was suggested that I could ‘demonstrate something for Year 4’, we realised that a whole school training was not really what was needed and the team from the school tentatively asked if maybe I could come in and teach one lesson with each year group for a teacher to observe.

As a four-form entry school, they felt that the teacher could then take back what they learned to their colleagues and ensure that everyone felt comfortable teaching the topic. Of course, I jumped at the chance to work with individual teachers, and it was agreed that they would take a look and ask me which topic and lesson they’d like me to look at. Unfortunately for both me and the school, the training was booked in for March 9th, 2020; so, while it was a great day, and my last in-school teaching experience for quite a while, the staff had a few pandemicrelated things on their mind while I was there.

CERTIFIED COACH PROGRAM In the meantime, Google launched the Certified Coach program globally, and I have been fortunate to be involved in supporting teachers in the UK to become certified coaches, as well as becoming one myself. I find myself surprised that more schools aren’t using the coaching model for training staff. I was also amazed to learn that in the US, many districts employ a fulltime tech coach whose role is to support staff to use technology more effectively with teaching and learning. Generally, these coaches are qualified teachers with a specialism in tech, who work with teaching staff for several weeks at a time; having meetings, observing lessons, delivering lessons or co-teaching where necessary. The key thing about coaching is that it is meant to be non-judgemental and supportive, rather than operating on target setting and critiquing.

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Of course, in the UK, it is much harder to carve out a full-time role as a coach; however, it is possible for schools to allow some time for a potential coach to support staff on a one-to-one basis for half a term at a time, and this can be exceptionally valuable for all staff members, whether they are relatively new to using technology in the classroom or full-time tech-whizzes. With technology constantly changing, there is always room for improvements.

I was fortunate to support Chynel McCrink (@cmccrink567), a wonderful P1 teacher in Northern Ireland, in becoming a Certified Coach. As we have kept in touch, I love hearing about how positively the staff in her school have taken to coaching and how much of an improvement there has been in the use of technology across the school. It’s well worth speaking to Chynel if you are interested in learning about how coaching might work in your school, as she has a real passion for coaching and lots of experience of using the curriculum in practice.

But how does coaching relate to my earlier experience of whole school training? Last week I was invited back to Grange Park Primary School in Enfield to spend another day training staff on teaching computing. Once again, we targeted individual teachers for support; they were asked to choose one topic in which they felt least confident teaching the content and I delivered the first lesson for them while they observed. However, this time we also booked in a 45-minute coaching session afterwards. This meant that I only worked with three teachers, but those teachers were able to ask me questions about specific computing teaching, and also about ideas for using technology more effectively (I introduced all three to the wonderful Toy Theater Virtual Manipulatives page as well as some other great tools as mentioned in an online blog post earlier in the year). We also included the new computing

coordinator, who is now going to speak to the senior leadership team about becoming a coach herself, as she immediately recognised the value of the role. Meanwhile, I’m booked in to go back to work with different year groups to support their computing teaching too, and I can’t wait to have the opportunity to work with more teachers. So, what I’m trying to say is that the next time you’re thinking about whole school CPD training, why not consider doing some targeted coaching instead, either with an external subject specialist or with a skilled staff member. It can be far more effective than generic training, and it means that teachers can get the help they need without stressing about whether the time could be used more effectively elsewhere.

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Universal Design for Learning Change the lesson, not the student

Patrick McGrath Head of Education Strategy, Texthelp @TH_PatrickM

Every teacher understands that children approach learning in different ways. Celebrating that difference rather than ignoring it is absolutely essential to creating impactful lessons that engage every student. Based on scientific insights into how people learn, Universal Design for Learning is a framework which can be used to redesign learning at its very core - meaning it is inclusive for every individual child. This set of guidelines can be applied to any discipline or domain so that all learners can access and join engaging, meaningful and challenging learning opportunities. UDL aims to remove barriers to learning, not simply make exceptions.

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Shifting away from a ‘one size fits all’ approach towards this more transformative method gives children more choice about the way they learn. This allows them to play to their strengths and have the support they need to face any trials that arise. Should UK schools choose to adopt this approach when designing their digital strategies and curriculum, they would be able to deliver teaching and learning that supports diversity of culture and experiences as well as interests and language. Individual needs would be placed at the core of this approach.

Inclusion by design The UDL framework revolves around three key principles of learning: engagement, representation and expression. Addressing these areas can improve and optimise teaching and learning for all, creating a more inclusive and efficient environment. In these three areas, flexibility and opportunity are key considerations. When it comes to engagement, there are myriads of sources that can influence each student. These include neurology and background knowledge, as well as a variety of other factors. There is no such thing as one size fits all when motivating and engaging learners. Teachers must consider the context, interests and needs of their students as individuals to support multiple means of engagement. Learners also differ in the ways that they perceive and understand information that is presented to them. Those with sensory challenges or learning differences; language or cultural perspectives, may need different ways of approaching content. For example, just 5.1% of pupils in the UK are identified as dyslexic but it is estimated this could be as high as 17% - well over one million pupils. As a result, some students grasp information quicker or more efficiently through means other than printed text. Text-to-speech features in tools such as Read&Write are effective in letting students learn more independently - helping provide different routes to learning and increasing key skills such as comprehension.

Transforming learning through technology Technology can help students to understand and be understood, fasttracking their learning. Handwriting is a cause of stress for many younger students. Software programmes that help with writing prose can alleviate some of the pressure. This allows them to go back and check their work for spelling and grammar along the way. But this also extends to specific education technology that has transformed the way in which we learn. For all students, ‘speak to type’ software can help express words while learning online - or by using ‘text to speech’ to aid comprehension, or provide alternative ways to study, revise and learn. These ‘assistive’ technology tools can be used to scaffold and support learners at school and at home, providing the multiple routes outlined in the Universal Design for Learning framework. Finally, it is vital that these kinds of tools are provided to everyone, not just those with identified learning differences. Embedding the use of these tools into the culture of learning across the curriculum will optimise the learning experience. This empowers everyone to create their own unique roadmap through education. I’d love to get your thoughts on how we can design learning with inclusion in mind. Drop by Texthelp’s stand NF60 at Bett for a coffee and a conversation.

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Google Workspace for Education Editions Education Fundamentals Equip your school with free tools for collaborative learning on a secure platform

Education Standard Advanced security and analytic tools that give admins control, visibility and insights

Teaching and Learning Upgrade Advanced video communication, enriched class experiences and tools to drive academic integrity

Education Plus This comprehensive edition includes all the enhanced security features and tools from the Education Standard, the Teaching and Learning Upgrade, and more Upgrade with Canopy and receive free access to Workspace Skills for every user on your domain

www.canopy.education/workspace-for-education-editions

TIPS FOR

Asynchronous Learning

Mia Pledger Google Certified Trainer & Coach

Digital Innovation Lead, Greater Brighton MET @ItsMiasTweets

Delivering synchronous online learning can be a challenge as it requires everyone to be available at the same time and have a device with a reliable internet connection. Planning for some asynchronous activities throughout the week helps add some flexibility, can save you some time and still allows for a level of social interaction. Here are 5 tips for utilising Google for Education tools to support asynchronous online learning:

Make use of scheduling in Google Classroom

Add audio or video instruction to Google Slides

Utilise collaboration features

Connect with students by giving audio or video feedback

Self-marking quizzes in Google Forms

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5 TIPS FOR ASYNCHRONOUS LEARNING

Make use of scheduling in Google Classroom

Set aside some time at the beginning of the week to schedule all of your asynchronous activities in Google Classroom. This means you don’t have to worry about being available to set work at certain times but still gives you some control over the structure and order without overwhelming learners with lots of tasks at once.

Utilise collaboration features

There are lots of opportunities for students to communicate and collaborate asynchronously with Google tools: Create rooms in Google Chat for asynchronous text discussions or to communicate during group work Collaborate on group assignments using comments and Suggesting Mode

Add audio or video instruction to Google Slides

You can add pre-recorded audio or video from your Google Drive to individual slides in a presentation by going to the ‘Insert’ menu. This is useful if you want to add extra detail or instructions on a slide without them being too text-heavy. The benefits of this are:

Manage projects and to-do lists by creating shared Google Keep lists

Learners can navigate through the slides asynchronously, without the need for a live explanation Your students still feel connected to you through hearing your voice or seeing your face

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02 15

Connect with students by giving audio or video feedback

Learning asynchronously can feel isolating for learners so add a personal touch to feedback by leaving it in an audio or video format. There are some great Chrome extensions that can help ease this process: For audio feedback, Mote allows you to easily record and play audio notes directly within Google Docs comments.

Self-marking quizzes in Google Forms

Save yourself some time on marking by setting up self-marking Google Forms quizzes. Learners can complete the quizzes at a time that suits them and will get instant feedback on their answers. You can set this up as a Quiz Assignment in Google Classroom or by going to the Quiz Settings within Google Forms. 1. Give your quiz a title and add your questions using the options on the right. For automatic marking, you will need to use short-answer, multiple-choice, tickbox or drop-down questions. 1. kd iasd 2. Select ‘Answer key’ in the bottom left of each question. Select the correct answers, assign points and provide feedback for correct and incorrect answers.

Record video feedback using the Screencastify extension. These recordings are automatically saved in your Google Drive so you can copy and paste the shareable link into the comments for the student to view.

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ENHANCING DIGITAL LESSONS ON CHROMEBOOKS WITH ONE BY WACOM

More than two-thirds of learners look to Wacom for ease of use when digitising (traditional) handwriting centric learning activities such as Maths and Science. Across the globe, learning is still handwriting centric, especially in Mathematics and Science. This can make the shift to digital tasks challenging. Many schools are seeking effective apps and hardware to ensure a smoother transition for digital learning.

Schools across the UK are asking: “How might we create digital content with ease?” Enter the One by Wacom, an affordable pen-tablet solution with over 2048 pressure levels ensuring legible digital handwriting and high-quality digital illustration.

Many schools have legacy Chromebooks without touch screen technology.

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WI T T ON PARK ACADEMY Students and staff across a leading UK tech school, Witton Park, used the One by Wacom in STEAM subjects. At Witton Park of the students who used the tablets, 83% found One by Wacom made it easier to complete their work in that lesson. Witton Park Academy is a secondary school in Blackburn with approximately 1240 students. They are part of the Achievement

Through Collaboration Multi-Academy Trust. They are using Google Chromebooks 1:1 and Google Workspace for Education. Witton Park Academy is a Google for Education Reference School with more than 75% of teaching staff certified as Google Certified Educators (at least Level 1). Google Reference Schools are recognised by Google for their outstanding use of technology to drive positive learning outcomes.

I think it will really help in maths and science because annotating our work on our Chromebooks can be hard; with the tablet we can write and annotate as well. - Student, Witton Park Academy

Efficient Collaboration with Ease In Witton Park, the plug-in and play technology was first introduced with some exploratory free flow activity time. Students then completed equations in Google Jamboard and shared their work in Google Classroom. Jamboard is a digital interactive

whiteboard that allows students to collaborate and annotate images, add text and handwrite equations, plus more. Combining the One by Wacom pen tablet with the Chrome Extension Equatio, helped students and teachers enhance digital

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mathematics lessons. Equatio’s handwriting recognition converts handwritten math expressions to typed format and adds them to Google Docs, Forms, and Jamboard. During the lesson, students were

encouraged to create equations in Equatio and then send them to each other; providing extension activities for each other to complete.

Greater legibility for annotations In Science, the students worked with the One by Wacom to annotate exam questions, study graphs, produce visual representations of concepts, and practice equations. It was inspiring to see students annotate a graph as they would on paper. Using a One by Wacom to digitally complete the task

provided greater legibility than previous attempts with a mouse. The direct digital input saved students’ time. Previously students would have to photograph handwritten activities and submit photographs on Google Classroom. The One by Wacom virtually eliminated printing and documenting worksheets as classwork was completed digitally.

Easy deployment for students and staff Teachers at the school noted that the devices were easy to distribute and store, ensuring minimum learning disruption and maximum focus on teaching and learning. Students and teachers at Witton Park are

excited to integrate the One by Wacom tablets as a part of their standard tech stack across subjects, thus enhancing and extending the use of digital tools in all classrooms.

I really enjoyed the accuracy of the tablet; it enabled me to easily plan using Equatio on Google Slides Ms. Bury drawn by a student, using One by Wacom and Google Canvas during the free flow activity time

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- Ms. Francesca Bury, Teacher, Witton Park Academy

Benefits of the One by Wacom tablet Low cost - affordable tools for whole class use

Certified as Works with Chromebook Enhances student-centred digital learning in Maths and Science lessons More precise, smooth digital input method than a touchscreen Single USB connection - easy to plug and go

Pressure-sensitive pen for detailed digital illustration and legible writing

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D E S I G N Work is not affected by students' hands resting on the tablet. The tablet uses an electromagnetic resonance method so only the pen pressure on the tablet creates a digital annotation on the screen.

U S B USB connection for a plug and play user experience. This means no dependence on IT teams to install software or set up devices. Simply hand out the Wacom devices and plug them into the Chromebooks and the lesson is ready to start.

W R I T I N G Writing with a Wacom pen improves writing legibility for students and teachers. The 2048 pressure levels ensure precise stroke translation and clear digital handwriting.

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C O M F O R T Ergonomic design with easy grip for students. The pen is also built for right or left hand use.

S I M P L E No need to worry about charging a class bank of devices. The pen is cordless and battery-free.

C H R O M E One by Wacom pen tablets make handwriting on a Chromebook easier as the digital handwriting experience is similar to pen and paper.

C O M P A C T The tablets come in two convenient (A4 and A5) sizes and are a perfect fit for a school desk. Convenient pen storage tag on the side of the tablet.

S H O R T C U T D U R A B L E The devices are durable and easy to manage. Pen replacement nibs are included in the pack.

The pen buttons are a shortcut for right-click or other mouse functions. You can also hover the pen slightly above the tablet to move the cursor or setup click and tap. Using the pen as a mouse means one less device to navigate in the classroom.

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Google Meet

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DEVELOPING DIGITAL SKILLS LEO ACADEMY TRUST - WORKSPACE SKILLS

AIMS Prepare pupils and teachers to use devices effectively Ensure children are digitally literate

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EXPERIENCE Provide 1:1 Chromebooks for key stage 2 (ages 6-11) Create digital passports for pupils Used Workspace Skills to encourage students and teachers to up level their digital skills

ACHIEVEMENTS Trained teachers and students how to use software Empowered students of all ages to take charge of their digital literacy More than 2,000 children engaged with the programme, earning more than 9,389 Workspace Skills badges

WHO? The LEO Academy Trust consists of 6 schools across the London Borough of Sutton with 4,000 pupils and more than 400 staff members. They are a Department for Education Demonstrator School for their use of technology. Canopy’s Workspace Skills package includes 34 interactive tutorials to help pupils and teachers learn by doing as they earn badges for each Google tool.

BACKGROUND Canopy and LEO Academy Trust have been collaborating for more than 3 years, providing training, support, and online tools. This has been a mutually beneficial partnership with digital leaders from across the schools in LEO Academy Trust, beta testing and providing feedback on Workspace Skills.

CHALLENGE LEO Academy Trust initially issued Chromebooks to all pupils in Year 4 and later rolled them out to all pupils across the trust, having seen the huge impact that 1:1 devices can have on teaching and learning. They needed to ensure that teachers and pupils made the best possible use of this technology to enhance teaching and learning. When the challenges of Covid-19 caused schools to close, this emphasised the importance of children having strong digital literacy skills to access and engage with online learning.

The LEO Academy Trust developed a digital passport to run alongside their computing curriculum.

"We wanted digital skills to run parallel to the rest of the curriculum, not attached to one subject. Our digital passport starts with the basics such as understanding and knowing their device, knowing their keyboard... and then builds into those core Workspace Skills. The Canopy digital skills offer that short, sharp solution - to take what they already know about their device and extend that further. We have also used them to develop confidence and skills in our workforce too." Cheryl Shirley, Director of Computing and Digital Skills

SOLUTION Canopy provided training to staff, including helping them to become Google Certified Educators and Trainers. We offered consultancy to the Executive Leadership Team to help them develop their understanding of the potential uses of digital technology and hybrid learning. To enhance pupils’ digital literacy skills, we provided access to Workspace Skills, interactive tutorials, to pupils across the trust. The pupils earned micro badges for each tool in varying degrees of difficulty (bronze, silver, and gold levels) as well as overall badges.

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SUMMARY LEO Academy Trust is now recognised as a Department for Education (DfE) Demonstrator School for their exceptional and innovative use of Technology. In just the first few months of using Workspace Skills, pupils have earned thousands of badges for their Digital Passports. Pupils have learned by doing and can now transfer these digital skills to realworld applications.

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Ask Canopy Do you have a question about Google Workspace for Education? Drop us an email at hello@canopy.education to get your question answered in our next edition. What's happened to recording in Google Meet?

Recording a Meet has always been a premium feature in Google Meet. In the spring of 2020, Google offered premium Google Meet recordings free to help Google Workspace for Education schools during remote learning. The free premium recording promotional period ended on January 9, 2022, so recordings in Meet are only available to Teaching and Learning Upgrade and Education Plus users.

How can I keep up to date with new features in Google Workspace for Education?

For new features, you can sign up to the Google Workspace Updates Blog to receive email updates when new features launch.

I am trying to open a Google Form and it says it is “locked from this account”?

Some organisations prevent users from sharing files externally, outside of their organisation. If the Form contains an upload button (that requires you to share a file) and your account is not allowed to share, then the Form will be locked. To resolve this issue, you can either open the Form with a different account (such as a Gmail account) or ask your admin to alter the settings on your domain to allow you to share files externally.

Do you have to complete Google Certified Educator Level 1 before Level 2?

No, there is no requirement to complete Level 1 before Level 2, but some further certifications such as Certified Trainer and Coach require both levels to be completed.

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