Category Archives: Professional Learning

BYOD/BYOT, Professional Learning, Strategic vision, West Lothian

West Lothian Council: Aspiring to and empowering transformational change

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West Lothian Council: Aspirational change and impact on learning
Embedding technology in the learner's space

In our discussions about West Lothian Council’s anywhere, anytime learning (AAL) channel for schools the ICT Development team detailed their aspirations for transformational change in schools. They had observed much of the recent hype and promotion about a series of platforms and devices and had some concerns that school leaders would be persuaded by the pervasive message that the device route was the way to go. Having been involved in so many ICT initiatives and developments over the years both John Low and Laura Compton were adamant that engagement with and support offered to schools in their authority should not be based on jumping on the next new wave without a clear strategy for managing change. They were of the opinion that without such thinking (and once the effect of the new shiny, shiny tech in school had worn off) any new initiative would more than likely end in schools continuing to do what they have always done.

we need to focus on what we think good learning looks like.

As part of this change there was a determination to ensure that the principles of Curriculum for Excellence would inform and influence their developing models and that an effort to ensure a dialogue around learning with tools such as connected devices was focused on challenging what we think good learning looks like. They wanted to challenge mindsets and approaches such as timetabling devices – mindsets that they felt served and perpetuated old models of learning. They were also keen to stress that even though there is great emphasis on there being apps to suit everything, they wanted to help develop a culture in schools that had a broader vision of embedding technology in the learners’ space rather than it being something that is imposed on them.

West Lothian Council: Aspiring to transformational change John Low discusses transformational change

Laura Compton expanded further on what she thought needed to be done to help empower the transformational change that her team aspired to. She believed that the right climate for discussion and dialogue with new technology had to be in place so that any fears and concerns that teachers had in regards to their use of technologies and their impact on learning and teaching could be discussed openly and honestly. The importance of involving learners in conversations about their learning was of great importance as was presenting contexts in schools that not only help develop their practical digital skills but also their critical digital literacy skills.

Finally Mrs Compton argued that their BYOD (bring your own device) infrastructure and learning culture is one that they believe to be sustainable and scalable and that empowering change in their schools means creating conditions where this can happen not for one class, or for one year group but for everyone in their schools.

West Lothian Council: empowering change Laura Compton discusses the need to create the right conditions for change to happen

1:1 deployment, Android, Edinburgh, Professional Learning, Teacher

Forrester HS: Impact on teaching and staff CPD

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Forrester HS: Staff CPD
Generic learning apps used more than subject specific ones

Marc Cunningham (class teacher) discussed the ways in which his  teaching colleagues were beginning to integrate the device into their teaching. Initially there had been a focus on digitising existing content, but with a shared understanding and aspiration that the device would gradually shape the nature of learning interactions within classrooms and at home. It was evident that in the early stages of the pilot colleagues had chosen not to go down the subject-specific app route, but had preferred to use more generic learning tools such as the Evernote and Edmodo apps. Mr Cunningham had noted that there was evidence of a more collaborative culture growing, with staff taking opportunities in both formal and informal settings to share what they had discovered and new ideas they were trying out.

Forrester HS: Impact on teaching Mr Cunningham (Class Teacher) discusses how the staff are supporting each other with the pilot

In relation to school-delivered staff CPD opportunities it was noted that there had been little appetite for such an input from the teachers at Forrester HS. Instead they showed determination to move forward together as a staff rather than being led by management. After-school events were led by staff and a staff working party – with one member from each department – would regularly meet to discuss a number of technical and teaching related matters.

Forrester HS: Staff CPD to support the pilot Mr Cunningham (Class Teacher) explains how the staff at Forrester HS have led their own professional development in the use of the Android device

1:1 deployment, Apple, North Lanarkshire, Professional Learning, Teacher

Bellshill Academy: Supporting staff and early staff feedback

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Bellshill Academy: Staff at ease with the device
Staff at ease with the device

Anne Munro (headteacher) and Willie Davidson (The Learning Centre) discussed the importance of ensuring that CPD opportunities  to help support the iPad pilot were planned and offered. School management had given a commitment to not let the staff be left on their own with the device; however, the response they received to this offer was not quite what they were expecting. Mrs Munro commented that previous ICT initiatives had always required support and CPD opportunities to help them along, but on this occasion she was taken aback at the lack of support sought or required by staff, as they felt it was not necessary because they were at ease with the device. This reaction to an ICT initiative was one that both Mrs Munro and Mr Davidson were not expecting and was indicative, they feel, of the user-friendly nature of the tablet technology they were trialling.

Bellshill Academy: Staff development The staff at Bellshill Academy have not relied on being trained over the course of this pilot

Mrs Munro explained to us the mechanisms that were put in place to help create a supportive learning community for the staff involved in the pilot. The main aspect of this was the formation of an iPad committee that included members of staff from across all curricular areas. Through this committee good practice, new ideas and resources began to be shared via the formal processes that were being established and informally through the networks and relationships that were already in place in the school.

Bellshill Academy: Staff Support Management discuss the informal staff learning/support networks that have grown with the Apple pilot

Willie Davidson (The Learning Centre) also shared with us points of interest from a staff survey that the school carried out to gauge attitudes to the pilot and early perceptions of the impact it may be having on the learning and teaching in their classrooms. Some of the statistics from this survey included:

  • 75% of staff felt that they were more confident in the use of ICT in the classroom
  • 78% of staff felt that the device made delivering lessons easier, no-one felt it made delivering lessons harder and 21% felt that there was no change in this area
  • 87% of staff felt that their pupils were more interested in learning now that they were part of the device pilot, 9% felt there was no change, whereas 4% believed their pupils were less interested because the device distracted them in class
  • 95% of staff felt that there was now a more positive ethos in the classes involved with the device pilot