This Is Data
You may have seen spreadsheet dashboards that react to user interactions, automatically filtering and updating charts and tables. Ever wondered how to do it? This short course will support you to develop your skills to store and process data using tools you already use.
These sessions will show you how to use tables, slicers, pivot tables and charts to bring your data to life. You will be able to use these skills to look at your own data and / or share these skills with pupils as part of their learning.
Sign up here for some or all of the sessions below
Session 1 – Monday 13th March 4pm
Preparing data for analysis – the importance of structuring data in tables, using slicers to filter data, conditional formatting, data validation, custom views and useful formulae
Session 2 – Monday 20th March 4pm
Creating Visual Interactive Dashboards – using your data to create pivot tables and visualisations then bring them together into a single user dashboard
Session 3 – Monday 27th March 4pm
Linking Data – how to link tables and visualise results that draw from more than one data source.
Join us for one or more computing science skill building sessions every Tuesday at 4pm for 6 weeks from 10th January.
This first set of sessions are designed to support teachers build their own knowledge and confidence in aspects of Computing Science at 3rd Level (CfE) including:
Each workshop will last 1 hour and include template resources and activities.
These workshops will suit those who are / would like to offer Computing Science experiences at 3rd Level of the BGE and would like support in developing their understanding of these topics. Sign up to all or some of the sessions using the button at the end of this post.
Tuesday 10th January
Tuesday 17th January
Tuesday 24th January
Tuesday 31st January
Tuesday 7th February
Tuesday 14th February
Practitioners should be able:
To engage in self and collaborative review to measure the impact of digital tools and technologies.
To produce and share practitioner enquiry into the use of digital tools and technologies.
Support and Examples
Explore Practitioner Enquiry from The General Teaching Council for Scotland
Find out more about the Educator Leadership Programme from Education Scotland
Practitioners should:
Engage with the main theoretical perspectives and research in the digital learning domain.
Be critically aware of the evidence and impact that digital tools, spaces and cultures can have on childhood and society and how digital learning and teaching can adapt to meet the needs of learners.
Support and Resources
Digital Education Research Articles from Imperial College
Over 60 collated articles on the topic of digital education, including: “How multimedia can improve learning and instruction”, “Using Cognitive Load Theory to improve slideshow presentations” and “Using technology to promote metacognition”
Digital learning research | Teaching and Learning and Leadership
This collection of research from the Australian Council for Educational Research includes recent papers such as “Rapid review of effective practice principles in the design and delivery of digital resources for teachers” (Syeda Kashfee Ahmed, Pru Mitchell, and Jenny Trevitt) amd “What sources of data did teachers use to inform remote teaching under Covid-19?” (Anne-Marie Chase, Kathryn Richardson, and Nathanael Reinertsen)
Using Digital Technology to Improve Learning
From 2019, the Educational Endowment Foundation set out 4 recommendations
1. Consider how technology will improve teaching and learning before introducing it
2. Technology can be used to improve the quality of explanations and modelling
3. Technology offers ways to improve the impact of pupil practice
4. Technology can play a role in improving assessment and feedback
Digital Learning and Teaching on the National Improvement Hub
This page from Education Scotland will support policy makers and practitioners from all sectors to embed digital learning and teaching across the curriculum.
Call Scotland
Call Scotland have been a Research and Development centre as well as a working Service unit since 1983, supporting teachers and learners overcome barriers to learning. This site provides access to support and resources to enable all learners access the curriculum using digital teachnology.
You may wish to look at digital learning theories and approaches, such as RAT, SAMR, TPACK, Digital Blooms, Connectivism, Design Thinking and Peeragogy
Other Interesting Links
Practitioners should be able:
To understand where one’s own digital competence needs to be improved or updated.
To be able to support others with their digital competence development and be able to advise how to improve.
To seek opportunities for self-development and to keep up-to-date with the digital evolution.
Support and Resources
Many vendors have professional learning programmes, specifically designed to support your understanding and skills of their technologies and services.
Explore the digilearn.scot site, in particular :
Useful Documents
Features of highly effective digital learning, teaching and assessment in schools is a self evaluation tool that you will find useful when reflecting on your digital practice
What Digital Learning might look like is a document exemplifying possible examples of digital learning in the BGE.
Other Links
Digital Future Programme – Microsoft UK
Practitioners should be able:
Support and Resources
Explore the accessibility features available on Microsoft, Google and Apple platforms, as well as the advice and resources provided by Call Scotland.
Expertise in Communication and Assistive Technology Call Scotland resources to support learner needs using digital
Get started with accessibility features on iPad Apple guide to accessibility features available on iPad
Accessibility Features available in Microsoft products
Google Workspace user guide to accessibility Google home for accessibility features available across the Workspace platform
Video Gallery
Practitioners should be able
- To make effective use of digital environments in order to increase access to the curriculum.
- To provide, and continue to develop, simple and streamlined processes to engage with learners and peers.
- To make use of automation when appropriate to process and manage data and repetitive tasks, for example processing digital forms, utilising self-marking tools, resource booking systems, social media alerting/posting.
Support and Examples
School leaders and practitioners make use of the digital environments available to them to increase the curriculum offer. For example, inclusion and support for local authority / regional virtual school offers, delivery of specialist knowledge via digital services eg national and local code-a-longs and sharing expertise across a cluster.
Practitioners make use of the virtual environment to share learning materials on a regular basis, eg through the use of teams / onenote / google classroom.
Practitioners make use of the metrics and reporting data available via digital platforms to better understand learner engagement.
Practitioners ensure that learners are aware of further support through national offers such as
Use of digital tools to provide effective feedback quickly, such as assignment marking using rubric, pre-prepared feedback based on responses to quiz questions, audio notes
Auto Quiz Feedback
Videos and Forms
Using Rubrics
Practitioners should be able
To have the skills, knowledge and confidence to prepare digital technology for use with learners.
To react, respond and recover to problems when operating devices and using digital environments.
Examples and Support
Practitioners should be able:
Examples and Support
Copyright webinar https://attendee.gotowebinar.com/recording/530044188672127503
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