Charging Hub for Successful 1:1 Device Use

“Our students are 100% responsible for their devices, just like they would be in any work setting. We provide the tools, but it is on them to be responsible and use them effectively,” says Damon Norris of A+ Charter Schools.

As a Director of Operations helping to build a brand new school, Damon Norris understands the importance of efficiency. When he started thinking about managing 1:1 deployment and Chromebook storage, he knew the solution would need to use space well, be cost effective, and allow students to be responsible for devices without wasting class time. After wading his way through countless cart options and hours of research, the answer literally fell into his lap.

“I was sitting down at my desk, a catalog fell onto my lap. I looked at the page and it happened to have fallen open to the Tower 20. After all the research I had already done, I couldn’t believe that the solution had been there all along. The more I looked into the towers, the more I realized just how well they would work for our school—even down to where they fit. We ended up buying 5 Towers, and they fit perfectly in the space we initially blocked off to be a trophy case.”

Primary pain points with previous cart setup:

•Inefficient use of space

•Devices left uncharged

•Cord management

•Responsibility placed on teacher or staff

Towers benefits for Teachers:

•Split deployment keeps students and staff safer from the spread of germs

•Built-in cable management makes for less mess and better organization

•Students are able to independently manage their devices +44

Read the Case Study:

The Perfect Fit for Chromebook Storage

“I am excited about the way these Towers will grow and evolve with our school. PowerGistics is aligned with the future of education.”

Damon Norris — Director of Operations, A+ Charter School

LEARN MORE ABOUT THEIR 1:1

F children of key workers and still plan in person lessons successfully. Such systems may need to be developed and formalised but they demonstrate the importance of blended learning and the increasing influence of technology within education. But, the role of technology goes beyond how we learn and teaching this as a subject is more important than ever. According to a survey of more than 8,000 UK teachers conducted by Bett earlier this year, a third (32 per cent) of schools have already invested in new technology this academic year, compared to just one in five (19 per cent) in the previous school year. Furthermore, 87 per cent of teachers said they now use EdTech in their classrooms every day.

Evolving the subject

Education in technology must adapt to help students to navigate the real world. It is essential that young people feel empowered enough to apply their learnings into practical situations they face. Nearly ten years since the shift from Information and Communication Technology (ICT) to Computing, EdTech has expanded to teach new skills. While the ICT curriculum equipped students with practical desktop skills, the computing curriculum has gone a step further by empowering teachers and students with a computational approach to computing. In recent years, there has been an explosion in tech and software development, owing to the rapid pace of digital transformation and the pivotal role that technology plays in our daily lives. As a result, the public perception of tech has significantly changed, with many families encouraging their children to learn tech skills, considering them to be essential in the future. However, there is a common misconception that proficiency with a computer or mobile phone equates to tech savviness, when in reality, it merely denotes being a consumer of tech. With technology heavily influencing our day to day interactions and programming being the cornerstone of our thinking and decision making, as experts, our role is to enlighten students about how algorithms operate and how they affect our daily lives. E

F The great debate in computing education revolves around the most effective way to teach programming – block-based programming or text-based programming and whether there is a need to shift from theoretical learning to practical application. Additionally, with ChatGPT – the TikTok for coding – providing quick coding solutions within seconds, how do we keep up with the evolution of programming and teach students the technical side while emphasising the importance of soft skills, which are often overlooked in computing?

Getting students interested

Computing education can empower students with “powerful knowledge,” making them informed and active participants in our increasingly digital society. To this end, schools have made tremendous efforts to provide the computing curriculum, coding clubs, and industry engagement to help students explore tech-related careers and academic pathways. However, getting students interested in programming has been a significant challenge. Many programming lessons for students are like flash pan activities which lack in-depth practice. Instead, these lessons should be properly integrated into the curriculum to have a lasting impact on young people. Schools and companies are starting to think about how EdTech can resonate with young people and have more of an impact on student learning. If we approach programming education in this way, technology will be the catalyst for real change in education, where young people discover how to apply programming to their everyday lives. The idea should be to take this education beyond the classroom.

Practice, and more practice

Similar to music, coding is like playing an instrument which requires practice, practice, and more practice. In secondary schools, the GCSE computer science syllabus lacks a practical programming element, and both exam papers are theoretical. While many students begin the courses with enthusiasm, retention rates decline when they realise that they have to write more than they code. Exam boards, such as OCR, have urged schools to commit to practical programming activities during the course, starting in the summer of 2022. Another pressing issue is that many teachers lack the confidence to teach the subject. This is because of complexity of the programming syllabus as well as the pressure for teachers to deliver it within a limited timeframe.

The computing curriculum has received massive support from organisations like BCS Education, Computing at School, National Centre for Computing Education, and others. However, we are now at a crossroads

Many

with programming in schools. How do we support students who are passionate about programming and possess tech skills beyond the curriculum? Moreover, how do we motivate them to apply what they have learned to solve real-world problems, develop professional portfolios, and be ready to enter the industry with tangible outputs from these courses?

As discussions around AI increase, we have recently seen a drive to discuss human intelligence and what makes us innately human. Speaking to our sense of social purpose is becoming more prominent in educational developments. The computing curriculum should not not work in silo to this. When combined with the soft skills that programming education provides, such as brainstorming, creative thinking and decision making, we can teach young people, not only to solve real life problems, but also how to apply this to their own backgrounds, cultures, communities, and identities. In this way, students can connect with the meaning behind programming and better their understanding of applying their knowledge sustainably.

Representative is key

Lastly, on the topic of getting more girls and under-represented groups into programming, representation is key! Representation in computing education is about getting students to express themselves, bringing their identity and voice into the subject. It’s about bringing their hidden talents to the forefront without being shut down or overlooked. When students feel seen and heard in the classroom, they are more engaged and motivated to learn. This is especially important in computing education, where diversity and inclusion are essential to creating a workforce that can develop solutions that meet the needs of all people. By encouraging students to bring their whole selves to the subject, we can create a more inclusive and equitable learning environment that benefits everyone.

As educators, it’s all our responsibility to provide opportunities for students to learn about the contributions of women and underrepresented groups in tech and to challenge the stereotypes and biases that exist in the sector. By doing so, we can help students see the potential they have to make a positive impact in the world through computing. L

About the author

Mark Martin MBE is an assistant professor in computer science and education practice. Mark is a thought leader in EdTech and a hugely popular speaker, sharing his expertise and insights to educators around the world. He is a teacher/advisor for the major global tech brands and continues to advocate for home-grown talent, digital skills and education equity. In May 2022, Mark was recognised as one of the top 50 most influential people in UK IT by computer weekly. In 2019, he was awarded an MBE for services to education, technology, and diversity in UK technology.

Mark hosted a panel at Bett Academy

Live discussing ‘Careers In tech: The visible and invisible tech roles’ with Dr Claire Thorne, Co-CEO of Tech She Can, Julian Hall, CEO of Ultra Education CIC and Tina Gotschi, Principal of Ada, the National College for Digital skills. Follow Mark at @Urban_Teacher urbanteacher.co.uk