ASHFORD SCHOOL DIGITAL STRATEGY
ASHFORD SCHOOL DIGITAL STRATEGY
ASHFORD SCHOOL DIGITAL STRATEGY Like any whole school wide implementation, the digital strategy at Ashford School consists of the following framework, though not always linear in nature. This framework is now available to the wider community and has been presented and disseminated in conferences, interviews and articles.
DIGITAL LEADERSHIP
DIGITAL ECOSYSTEMS
DIGITAL CONTENT CURATION
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DIGITAL TEACHING & LEARNING
DIGITAL TRAINING PROGRAMME
ASHFORD SCHOOL DIGITAL STRATEGY
1) DIGITAL LEADERSHIP - VISION: The digital strategy started with the articulation of “Why”. Why we are doing what we are doing and what is the purpose of it for our stakeholders: students, teachers and parents. This has been illustrated in the school e-learning vision (see Appendix 1). Every school needs a vision to make change a reality. The link below is the school online brochure detailing the e-learning vision that is made available to parents and the public.
LINK
E-learning brochure for parents
2) DIGITAL ECOSYSTEMS – STREAMLINING OF SYSTEMS: Our ecosystem is the IT and MIS environment, applications, devices and tools that supports our edtech strategy. Ultimately all components need to work seamlessly with one another. Less is more, and an IT/ MIS vision was also put firmly in place (see Appendix 2). Inclusion of filtering, security, BYOD, Online and AUP policies are now also firmly embedded and the most important outcome within this area is to ensure that users have easy access to their systems and their learning workflows, without inhibition by the technology. Main Systems Windows
Windows (PC’s/Laptops) - Office 365 – iOS tablets – iSams
Teaching and Learning Workflows
0365/Firefly (SS), Showbie (PS) Seesaw (Pre-Prep) and 2Simple (EY)
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ASHFORD SCHOOL DIGITAL STRATEGY
3) DIGITAL TEACHING AND LEARNING WORKFLOWS – PEDAGOGICAL INTEGRATION: Teachers are inducted in the concept of digital pedagogy theory using the TPACK (MattKoehler) and SAMR (Reuben) models in which after having understood the functional and operational methods of the device, they have come to understand how technology can serve them best in the classroom in areas of content delivery, to providing significant and real time feedback, marking and assessment for the students and the creation of flipped learning lessons. This is supported by videos and theory-based documents for teachers created by Ashford School and United Learning: Technology for Learning (TFL) Skills Accreditation Course. Over half of the teachers (57%) have completed level 1 and are now progressing towards level 2 and 3. Through the TFL accreditation course and teacher collaboration, an outcome-based toolkit, bespoke for Ashford School, was created to build the foundation of generic skills across the school (see below). Enabling the teachers with an outcome-based toolkit – Ashford School To facilitate Marking, Feedback and Assessment Socrative: Socrative.com Kahoot: Getkahoot.com Forms: Microsoft 365 Forms
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To facilitate Content Creation and Delivery SeeSaw: Web.Seesaw.me Showbie: Showbie.com VLE: Firefly One Note: Microsoft 365 One Note/Class Notebook - Teams
To facilitate Flipped Learning and Video Casting Explain Everything: Explain Everything.com Nearpod: Nearpod.com Showme: Showme.com Powerpoint: Microsoft Office 365
ASHFORD SCHOOL DIGITAL STRATEGY
4) DIGITAL CONTENT CURATION – IN THE CURRICULUM: With knowledge of the available ecosystems within School and how best to pedagogically integrate technology into the classroom, a final step for effective use of technology is for teachers to create maximum impact within the curriculum. This is ongoing. Binding the SAMR model and Bloom’s Taxonomy together has helped teachers understand how to seamlessly bring the technology into curriculum and create for more sustainable use of it within lessons (see enclosed image below).
Digital Content Curation within the Curriculum Pedagogy – SAMR Model
Substitution
Augumentation
Modification
Transformation
Bloom’s Pedagogy
Remember and Understand
Apply
Analyse and Evaluate
Create
Curriculum Actions:
Curriculum Activities:
Name, Identify, Recognise, Describe, Summarise, Explain, List, Classify, Locate, Match, Compare, Revise
Show, Record, Operate, Share, Illustrate, Use, Draw, Demonstrate, Present
Compare and contrast, Outline, Differentiate, Determine, Distinguish, Examine, Categorise, Classify, Outline
Produce, Innovate, Create, Imagine, Transform, Compose
Write up a document, Create a presentation, write up a blog, Search using the internet, Recall some facts
Taking a photograph and add narrative, Create a poster / blog, Draw a picture, Present the information, Record the data, Create a story
Produce a report or spreadsheet, Summaries, Create a chart, Conduct Survey, Build a Questionnaire, Self-Evaluate
Create your story, Produce a song, TV, Radio Programme, iBook, Storytelling, New game, Comic Animation, Video, Mulitmedia, presentation
School Ecosystem
Office 365: Sway, Excel, Word, Powerpoint, Forms, One Note Class Notebook, SharePoint, Firefly, Showbie and Seesaw
Toolkit
Kahoots, Nearpod, Socrative, Showbie, iMovie, Book Creator, Doink, Padlet, Flipgrid, Menimeter, Quizlet, Garageband, Explain Everything, Word Press, Skype, Notepad, EdPuzzle, Showbie, YouTube
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ASHFORD SCHOOL DIGITAL STRATEGY
5) DIGITAL TRAINING PROGRAMME – CONTINUOUS PROFESSIONAL DEVELOPMENT: Within each function above, prep school teachers have followed an intensive CPD programme; initially starting with weekly edtech training to now fortnightly sessions, as they have become more competent and confident users of technology. At the senior site, training programmes are slightly different, again initially starting with weekly session to now more focused department training, with intensive workshops or one to ones made available when required. The digital training programme consists of a 4-stage programme based on the work of Mandinache and Cline. The four stages include teacher growth and development starting from “Building teacher confidence in use of technology”, to “Teacher Empowerment”, progressing to stage 3 into “Modification of Pedagogical Integration” and finally into stage 4 where teachers reach a level of “Teacher Mastery in Use of Technology”. Pre-test survey (2016/7) showed only 56% of staff have any confidence in use of technology. One year later with training included, the number rose to 94% of staff who are competent and confident in using technology in their classrooms. “Ashford School are at the cutting edge of technology for education. Not because it’s shiny, not because it’s impressive to visitors, not because it’s exciting…but because it works. Works for the staff. Works for the pupils. Works for the parents. Works for the teaching and learning. No fads. No fancy gadgets for the same of it. No top end gear for bragging rights. Just the right tool at the right time in the right lesson or for the right staff communication. Technology with purpose.” –
Jodie Lopez, LoveEdTech
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ASHFORD SCHOOL DIGITAL STRATEGY
APPENDIX 1: E-LEARNING VISION AT ASHFORD SCHOOL Vision Statement: To use technology efficiently in delivering teaching and learning effectively. Aims: To implement the technology in delivering appropriate classroom based pedagogical
practices, particularly in areas of: content delivery (2015-2016), quality of feedback (2016-2017), marking and assessment (2016 – 2017), personalisation and differentiation (2016 – 2017), Project based tasks/homework (2017 – 2018) Expected Outcomes: Through the Ashford School E-Learning vision and implementation,
the following will be achieved:
• Ashford School will have teachers teaching the way pupils effectively learn. • Ashford School teachers will all work towards the same teaching and learning outcomes, by following each student’s preferred route. • Ashford School will have technology to offer which can afford and create nontraditional teaching and learning practices for all students.
APPENDIX 2: IT/MIS VISION AT ASHFORD SCHOOL Vision Statement: To streamline the various uses of technologies, systems and processes
for delivering teaching, learning and administrative tasks effectively across the School.
Aims: To operate within a group of systems without reduplication of data, and functionality
where possible. To be able to reuse system processes in order to meet school-based requirements and workflows.
Expected Outcomes: Through the Ashford School MIS/IT vision and implementation,
the following will be achieved:
• Ashford School teachers will work seamlessly and easily within all school systems to drive forward teaching and learning outcomes, following each student’s preferred route. • Ashford School students will be afforded opportunities to work and interact with new and relevant technologies in which non-traditional teaching and learning practices are made available.
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