{"id":309,"date":"2025-03-07T09:22:54","date_gmt":"2025-03-07T09:22:54","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fi\/transforminglearning\/?p=309"},"modified":"2025-03-27T09:24:35","modified_gmt":"2025-03-27T09:24:35","slug":"our-journey-so-far","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/fi\/transforminglearning\/2025\/03\/07\/our-journey-so-far\/","title":{"rendered":"Our journey so far…"},"content":{"rendered":"\r\n

Fife Education Directorate have long aspired to provide digital device access and digital skills to equip staff and prepare learners for today\u2019s digital world with current and preceding Digital Roadmaps including preparatory work to ascertain the best route for our learners and staff in Fife.<\/h2>\r\n \r\n\r\nSince 2020, Fife\u2019s Digital Cultures Strategy has worked to support schools to embed digital technology. Transforming Learning is the next step for this.\r\n\r\n \r\n\r\n
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Cllr Kathleen Leslie, Education Convenor, Fife Council said:<\/strong> \u201cThis is a much needed and ambitious scheme. We need to give our young people tools that will help them learn in a form that suits them and provide better opportunities for them to develop necessary skills.”\r\n\r\n<\/blockquote>\r\n<\/div>\r\n
\"Pupils<\/figure>\r\n<\/div>\r\n \r\n
\u201cThere is evidence that 1:1 devices do have an impact on raising attainment. Research also shows that when educators are supported to use digital technology effectively, it can be an equalizer, bringing benefit to all but particularly young people who face barriers to their learning.\u201d\r\n\r\n \r\n\r\n
\r\n\r\n<\/blockquote>\r\n \r\n\r\nOur Transforming Learning stakeholder engagement with school leaders and teachers demonstrates an appetite for this change; their comments echo our vision to transform learning in our classrooms by allowing staff to use innovative teaching approaches, provide better digital access, prepare our learners for the future and bridge the gap for specific pupils.\r\n\r\n \r\n
\"Two<\/figure>\r\n \r\n
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Transforming Learning will enable:<\/h4>\r\n<\/div>\r\n \r\n
\u201cdigital literacy to enhance teaching, learning and assessment across the whole curriculum and stages of the school. <\/em>[It will] \u2026facilitate collaboration between teachers and pupils, allowing for a more robust approach to moderation.\u201d <\/em>\r\n\r\n<\/blockquote>\r\n \r\n
96% of staff respondents believe Transforming Learning will provide many benefits for staff and learners.\u00a0<\/strong><\/h6>\r\n \r\n\r\n
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\"Three<\/figure>\r\n
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Cllr Cara Hilton, Spokesperson\u00a0–\u00a0Education, Fife Council, said: <\/strong>\u201cThis is a major step towards in enabling more interactive and engaging experiences for our both students and teachers. It is bringing a broad range of benefits that are associated with digital inclusion and enabling access to digital tools and resources to\u00a0enhance the learning experience. It not only supports collaboration and personalised learning, but also equips pupils with critical digital literacy and the thinking skills essential for their future success.\u201d\r\n\r\n<\/blockquote>\r\n<\/div>\r\n<\/div>\r\n \r\n
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Cllr James Calder, Scottish Liberal Democrat Group Leader, said: <\/strong>\u201cI am pleased that Fife is stepping up to provide 1:1 devices for our young people. As part of a modern education system, this technology will ensure that all pupils will have the equipment they need to thrive in today\u2019s world. This will play an important role in improving attainment as well as developing digital skills required both in education settings and the wider workplace.\u201d\r\n\r\n<\/blockquote>\r\n<\/div>\r\n
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Fife Education Directorate have long aspired to provide digital device access and digital skills to equip staff and prepare learners for today\u2019s digital world with current and preceding Digital Roadmaps including preparatory work to ascertain the best route for our learners and staff in Fife. Since 2020, Fife\u2019s Digital Cultures Strategy has worked to support … <\/p>\n

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