enhancing learning and teaching with digital
Education Scotland recently hosted three highlight sessions focusing on ‘The Future of Digital in Scottish Education’. In this video Ollie Bray, strategic director at Education Scotland, explores:
YOU CAN NOW LISTEN TO AN AUDIO ONLY VERSION OF THE CALL
These posts have been selected from the PLL TLP as they focus on assessment, feedback and tracking. You can view the original images on the TLP flickr site by clicking on them. All credit to the post authors.
Interested in participating in the PLL Teacher Leader Programme?
These posts have been selected from the PLL TLP as they focus on learners, learning and engagement. You can view the original images on the TLP flickr site by clicking on them. All credit to the post authors.
Interested in participating in the PLL Teacher Leader Programme?
These posts have been selected from the PLL TLP as they focus on teacher knowledge and skills (pedagogy). You can view the original images on the TLP flickr site by clicking on them. All credit to the post authors.
Interested in participating in the PLL Teacher Leader Programme?
These posts have been selected from the PLL TLP as they focus on planning, device/platform provision and family engagement. You can view the original images on the TLP flickr site by clicking on them. All credit to the post authors.
Interested in participating in the PLL Teacher Leader Programme?
The UN Convention on the Rights of the Child (UNCRC) states that:
SAMR (substitution, augmentation, modification and redefinition) was developed by Dr R. Puentedura, following research into how the use of digital technology was transforming classroom-based teaching and learning (JISC, 2022)
Dual Coding is an excellent strategy that learners can employ to aid learning and revision, however, practitioners can employ the same strategy when developing materials for learners.
These documents are central to embedding creativity in Scottish edcuation:
And this is internationally-recognised:
Digital should enhance the learning (this may require new modes as explored in episode 2 with SAMR) and central to that is digital’s power to make learning more personalised to the individual learner and enabling them to make realistic products that can be shared with a relevant audience.
Digital platforms make it easier to share instructions, content (such as videos), and activities with learners – complementing, or even replacing, existing paper-based systems, such as jotters and worksheets. Using digital platforms for learning enable us to create video tutorials that can be viewed by learners before attending lessons, allowing them to start with prior knowledge, and also to revisit any ideas they were unclear about, at a later time.
This episode of CLPL focuses on the rationale for using, or not using, digital technology in learning. An Education Endowment Foundation report in 2021 states that:
So, if digital does not intrinsically enhance learning then why do we use it?
Collaboration helps “build social capital among teachers and other educators improves student learning… it also improves the ability to initiate and implement change, as ideas spread and last beyond a few individual brainwaves.” – A. Hargreaves and M. T O’Connor
In the same paper they also state that “The strongest case for digital technology in education or life, however, is when it uniquely provides something of value that cannot be offered in any other way.”
This session will outline the expectation of the programme that ideas and resources are shared between participants but also with the wider teaching community.
Google Forms allows you to create quizzes to check knowledge and understanding of learners, including options for marking and feedback.
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