Digital Strategy for Schools 2015

ENHANCING TEACHING, LEARNING AND ASSESSMENT

Digital Strategy

for Schools2015-2020

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Digital Strategy

for Schools2015-2020

ENHANCING TEACHING, LEARNING AND ASSESSMENT

DIGITAL STRATEGY FOR SCHOOLS – EMBEDDING ICT TO ENHANCE TEACHING, LEARNING & ASSESSMENT

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TABLE OF CONTENTS

Foreword 4

Executive Summary 5 KeyThemes 6 Theme1:Teaching,LearningandAssessmentUsingICT 6 Theme2:TeacherProfessionalLearning 6 Theme3:Leadership,ResearchandPolicy 7 Theme4:ICTInfrastructure 7 KeyStrategyPrinciples 8

1. Introduction 9 Context 9 EducationReform 9 BuildingonICTPolicytoDate 10 TheRoleofICTinTeaching,LearningandAssessment 10 AVisionforICTUseinSchools 12 TheConceptofICTIntegration 14 PurposeoftheStrategy 15 PrinciplesUnderpinningtheStrategy 16 MethodologyinDevelopingtheStrategy 16

2. Theme 1: Teaching, Learning and Assessment using ICT 19 Introduction 19 Goal:Teaching,LearningandAssessmentusingICT–IndicatorsofSuccess 19 ICTCompetencyFrameworkforTeachers 19 PedagogicalOrientation 21 PlanningfortheEffectiveUseofICTinSchools 22 DigitalLiteracyintheCurriculum 22 AssessmentReform 24 Inclusion 24 DigitalContent 25 Theme1:Teaching,LearningandAssessmentusingICT–ObjectivesandActions 26

3. Theme 2: Teacher Professional Learning 29 Introduction 29 Goal:TeacherProfessionalLearning–IndicatorsofSuccess 29 TeacherKnowledge 29 Teachers’ProfessionalLearningandSchoolDevelopment 30 ContinuumofTeacherEducation 31 PromotingInnovativePractice 32 Theme2:TeacherProfessionalLearning–ObjectivesandActions 33

CONTENTS

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4. Theme 3: Leadership, Research and Policy 36 Introduction 36 Goal:Leadership,ResearchandPolicy–IndicatorsofSuccess 36 LeadershipandPolicy 36 Evaluation 37 Research 37 EthicalandSafeUseoftheInternet 38 Theme3:Leadership,ResearchandPolicy–ObjectivesandActions 39

5. Theme 4: ICT Infrastructure 41 Introduction 41 Goal:ICTInfrastructure–IndicatorsofSuccess 41 SchoolsBroadband 41 In-SchoolWirelessNetworks 42 ICTEquipment 42 One-to-OneStudentDevices/BringYourOwnDevice(BYOD) 42 CloudServices 43 TechnicalSupportandMaintenance 43 PurchasingandProcurement 43 Theme4:ICTInfrastructure–ObjectivesandActions 45

6. Ensuring Effective Implementation 46 StrategyTimeline 46 RoleoftheDepartmentofEducationandSkillsinICTImplementation 46 TransformingLearninginSchools 46 SelectedBibliography 47

Appendices 511: 2013ICTCensusinSchools 512: ConsultationProcess 523: SubmissionstoConsultation 574. StrategyDevelopmentGroup 605: ICTinSchoolsSteeringGroupMembers 616: Abbreviations 62

FOREWORD ThepublicationoftheDigitalStrategyforSchoolsisthefirststepinanexcitingandambitiousprogrammewhichwillfurtherembedtechnologyanddigitallearningtoolsinprimaryandpost-primaryschools.Thiswillgreatlyenhancethelearningexperienceandlifelonglearningskillsofallourstudents.ThisnewStrategybuildsontheprogressmadeunderthe2008Strategy,InvestingEffectivelyinInformationandCommunicationsTechnologyinSchools,2008-2013.

TheDigitalStrategyforSchoolsistheresultofextensiveresearchandconsultationandreflectstheviewsofeducationstakeholdersincludingyoungpeople.IwouldliketothanktheStrategyDevelopmentGroupfortheirgreatcommitmenttotheprocess.TheendresultisadocumentwhichsetsoutaclearvisionfortheroleofInformationandCommunicationsTechnology(ICT)inteaching,learningandassessmentforschoolsinIreland.Inmakingthisvisionareality,theStrategywillenableallstakeholderstoworktogethertosupporttheintegrationofICTineveryclassroominasystematicandfocussedway.ThisishowwemustworkbecauseICTisapowerfultoolthatcanchangethewayteachersteachandhowstudentslearn.

IwanttoencourageallteacherstouseICTintheclassroomtobringlearningtolifeforstudents;togivelearnersthetoolstocollaborateandtoexamineengagingproblems;toresearchandanalyseinformation;andtouseICTresourcestocommunicatetheirideasandtosharewhattheycreatewithothersbeyondthewallsoftheirclassroomorschool.IrecognisethatforthistohappenmyDepartmentmustshowleadershipandprovidethenecessarysupportstoschoolsandteachers.

Modernisingthecurriculum,toembeddigitallearning,willbeaveryimportantpartofourworkoverthelifeoftheStrategyandthiswillbeparticularlyimportantintheSeniorCycle.TheNCCAwillensurethatfuturecurriculumspecificationswillincorporateclearstatementsoflearningthatfocusondevelopingdigitallearningskillsandtheuseofICTinachievinglearningoutcomesatalllevelsofeducation.Recognisingtheimportanceofprogressiontofurtherandhighereducation,theStrategywillsupportthedevelopmentofopportunitiesforlearnerstoundertakein-depthstudyofICTintheSeniorCycle.TheStrategywillimpactthecontinuumofteachereducationfrominitialeducationthroughinductionandcontinuingprofessionaldevelopment.

MyDepartment’ssupportserviceswillalsoplayacrucialroleinpromotingtheuseoftechnologyintheclassroom.OverthelifetimeoftheStrategy,schoolswillhaveaccesstomoreadviceandsupporttoallowthemtointegratetechnologyinameaningfulwayintheclassroom.The2009handbook,PlanningandImplementinge-LearninginyourSchool,forprincipalsandICTco-ordinatingteacherswillbeupdatedandwillbeakeyresourceforschools.IrecognisethatschoolsrequirefundingtosupporttheinfrastructureinschoolsandIampleasedthataverysignificantcapitalallocationwillbemadeavailabletoassistschools.

MyDepartmentanditsagencieswillworktogethertoprovidethenecessarysupporttoschoolstofacilitatetheembeddingofICTinoureducationsystemandIurgeallschools,andtheircommunities,toembracetheopportunitiesaffordedbytheuseofdigitaltechnologiesintheclassroom.

Jan O’Sullivan, T.D.,MinisterforEducationandSkillsOctober2015

DIGITAL STRATEGY FOR SCHOOLS – ENHANCING TEACHING, LEARNING AND ASSESSMENT

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EXECUTIVE SUMMARYTheDigitalStrategyforSchoolsprovidesarationaleandaGovernmentactionplanforintegratingICT into teaching, learningandassessmentpractices inschoolsover thenextfiveyears. ThisStrategybuildsonpreviousstrategiesintheareaofICTintegrationandittakescognisanceofcurrenteducationreformsthatarealreadyunderwaywithintheeducationsystematprimaryandpost-primarylevel.ThisStrategyfocusesontheschools’sectorandtheproposedactionsaredesignedtoembedICTmoredeeplyacrossthesystemtoenhancetheoverallqualityofIrisheducation.Carehasbeentaken,indevelopingtheStrategy,toensurethattheactionsalignwithandcomplementstrategiesandinitiativestosupportdigitallearninginthefurthereducationandhighereducationsectors.

In developing this Strategy, the Department adopted an evidence-based approach. A CensusReportwasinitiallyconductedtoprovidebase-linedataonthelevelsandusageofICTbyteachersandschools.Arisingfromthisresearchaconsultativepaper,BuildingTowardsaLearningSociety:ANationalDigitalStrategy forSchools (2013),waspublishedand itspublicationcoincidedwiththelaunchofapublicconsultationphase.Onehundredandtwenty-four(124)submissionswerereceivedfromvariousorganisationsandindividualsonthecontentoftheconsultativepaperandtheseviewswerefurtheraugmentedbyface-to-facemeetingswithanumberofstakeholdergroups.ThefeedbackandviewsfromthisphaseweresubsequentlycombinedwithinternationalresearchontheintegrationofICTtoformulatetheStrategy.ThevoiceoftheyoungpeopleisreflectedintheStrategy.

TheStrategyarticulatesthatallstakeholdersneedtotakeresponsibilityforembeddingICTintotheirexistingpractices.TheCensusReportdata,alongwithanumberofsubmissions,highlightedthatmanypeoplecurrentlyviewICTassomethingperipheralandnotcoretoteaching,learningandassessment.However,theStrategystatesthatmeaningfulICTintegrationistheresponsibilityofallandisakeycomponentofahigh-quality21stcenturyeducationsystem.

Weliveinaworldthatischaracterisedbyabundantinformation,advancedtechnology,arapidlychangingsociety,greaterconvenienceindailylivesandkeenerinternationalcompetition.Therefore,itisimportantthatallstakeholdersareproactiveandtakealeadershiproleinidentifyinghowICTcanenhanceoureducationsystem,particularlyintheareasofteaching,learningandassessment.TheDepartmentwillprovideleadershipandsupporttoschoolssothattheytakeownershipofthischallengeandidentifyhowbesttoachieveICTintegrationlocally.Thus,ICTintegrationisacentralpillarwithintheStrategy.

TheDepartment’svisionforICTintegrationinIrishschoolsisto:

Realisethepotentialofdigitaltechnologiestoenhanceteaching,learningandassessmentsothatIreland’syoungpeoplebecomeengagedthinkers,activelearners,knowledgeconstructorsandglobalcitizenstoparticipatefullyinsocietyandtheeconomy.

EXECUTIVE SUMMARY

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KEY THEMES TheStrategyhasbeendevelopedaroundfourkeythemeswhichwereidentifiedfromtheCensusReport.

• Theme 1: Teaching,LearningandAssessmentUsingICT

• Theme 2:TeacherProfessionalLearning

• Theme 3:Leadership,ResearchandPolicy

• Theme 4:ICTInfrastructure

THEME 1: TEACHING, LEARNING AND ASSESSMENT USING ICTICTcanplayacentralroleintransformingteaching,learningandassessmentpracticesforteachersandstudents,inahigh-quality21stcenturyeducationsystem.TheDepartmentrecognisesthatteachersandschoolsareconstantlyengagedinenhancinghowtheyteach,howtheirstudentslearnandhowlearningisassessed.Anessentialpartofthiscontinuousimprovement,inhowweenablestudentstolearneffectively,mustbetofurtherembedICTintooureducationsystematalllevels.

ItisrecognisedinternationallythatmeaningfulICTintegrationcanbechallengingtoachieveandthatschoolsneedguidanceandsupporttoachieveit.AlltoooftenschoolsarenotclearastowhatICTintegrationlookslikeandthereforeareunsurehowtheycanachieveit.TheStrategywillprovideadviceandguidanceforteachersandschools,includingexamplesofgoodpracticeontheuseofICTforteaching.Inaddition,theDepartmentwillcontinuetoincludeclearstatementsregardingdigitalskillsandlearningoutcomesinnewcurriculathroughoutthelifetimeoftheStrategyandbeyond.

TheStrategywilladapttheUNESCOICTCompetencyFrameworkforTeacherssothatschoolswillhavegreaterclarityaroundtheconceptofICTintegration.TheexistingUNESCOFrameworkwasdevelopedforteachersaroundtheglobeandthereisaneedtolocaliseitfortheIrishcontext.BylocalisingtheUNESCOICTCompetencyFrameworkforTeachersitwillallowtheDepartment’ssupportservicesandotherstoprovidemoreappropriatesupportmaterialsandservicestoprincipalsandteachersonembeddingICTintotheirpractice.ThiswillbeacentralfocusoftheStrategyanditwillbereviewedatvariousintervalsandlevelsbetween2015and2020.

THEME 2: TEACHER PROFESSIONAL LEARNINGTeachers,alongwithprincipals,willbeinstrumentalinensuringthatICTintegrationisachieved.ThereisaneedtoensurethatALLteachersareequippedwiththeknowledge,skillsandconfidencetointegrateICTintotheirpractice.TheuseofICTforteaching,learningandassessmentwillbeembedded at each stage of the continuum of teacher education, i.e. Initial Teacher Education,InductionandContinuousProfessionalDevelopment.Thiswillprovidemultipleopportunitiesforteachers,acrossthecontinuumofteachereducation,tobecomemoreknowledgeableandconfidentinachievingICTintegration.TheTeachingCouncil’spoliciesonteachereducationwillrecognisetheroleandpotentialofICTtoenhanceteachingandlearninginschools.

TheUNESCOICTCompetencyFrameworkforTeacherswillplayapivotalrole in informingthedesignofallfutureteacherprofessionallearningopportunities.TheDepartmentsupportservicesandothersinvolvedinteachereducationwillbeencouragedtoembedtheuseofICTinCPDdesign,


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developmentanddelivery.TheStrategywillprovideschoolswithguidanceandexamplesofgoodpracticeon theeffective,critical,andethicaluseof ICT for teaching, learningandassessment.Theseexampleswillreflectrealclassroompracticeinaction.

THEME 3: LEADERSHIP, RESEARCH AND POLICYThereisaneedfordistributedleadershipinordertotrulyintegrateICTacrossoureducationsystem.TheDepartmentanditsagencieswillprovidestrongleadershipinsupportingschoolstoeffectivelyintegrateICTintoteaching,learningandassessment.However,thiswillnotbeenough.SchoolmanagementandotherkeystakeholderswillalsohavetoprovideleadershipandtakeownershipofthischallengesothatweachieveICTintegrationandequiplearnerswiththedigitalcompetenciesthatwevalue.

TheStrategyrecognisesthecentralroleofevaluationinmonitoringimplementationandensuringthatthesystemismakingprogresstowardsICTintegration.Itisalsoimportantthatschools,andothereducationproviders,captureandshareinnovativepracticewiththewiderteachingcommunityto enhance the overall educational experiences of our young people. By developing a strongresearch-base,theentiresystem,willbebetterinformedregardinghowtobestintegrateICT.

The Strategy acknowledges that ICT also has the potential to be misused in schools and theDepartmentwillcontinue toprovideguidance,planningresourcesandrelatedsupports for theeffective,safeandethicaluseofICTtoschoolleadersandteachers.Furthermore,theStrategywill facilitate schools to create linkages with existing school policies, for example School Self-Evaluation,sothatICTisembeddeddeeplywithintheschool.

THEME 4: ICT INFRASTRUCTUREOverrecentyears,theDepartmenthasinvestedinnationalICTinfrastructure,specificallyintherolloutof100/Mbit/secbroadbandservicestoallpost-primaryschoolsandanumberofspecialschools with post-primary students. This programme is jointly funded by the Department ofCommunications,EnergyandNaturalResources(DCENR)andtheDepartmentofEducationandSkills.TheprovisionofimprovedconnectivitytoprimaryschoolswillcommenceduringthelifetimeofthisStrategysothatallschoolshaveimprovedaccesstotheinternet.

TheinternetisplayinganincreasinglyimportantpartinallourlivesandtheStrategyhasidentifiedrecenttrendsregardingtheroleofcloudcomputingineducationandstudentsbringingtheirowndevicestoschools.TheStrategywillprovideadviceandsupporttoschoolsinrelationtothesenewtrends,sothatprincipalsandteachersmakebetter-informedlocaldecisions.Italsorecognisesthatschoolsfacechallengesinacquiringappropriatetechnicalsupport.TheDepartmentwillevaluateanumberoftechnicalsupportoptionswithaviewtoprovidingguidanceonthebesttechnicalsupportsolutionforschools.

SchoolswillalsoneedtoupgradetheirICTequipmentandtheDepartment,workingwiththeOfficeofGovernmentProcurement(OGP)andtheSchoolProcurementUnit(SPU),willcontinuetoensuretheprovisionofframeworksandadviceforthepurchaseofequipmentsuchasprinters,desktopPCsandnotebooks.Funding,intheformofschoolgrants,willbeprovidedforthepurchaseofsuchequipment.

EXECUTIVE SUMMARY

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KEY STRATEGY PRINCIPLES TheDepartmenthasdevelopedaseriesofactionsundereachoftheabovethemestoprogressICT integrationover the lifetimeof theStrategy. Asnotedearlier, there isaneed formultiplestakeholderstoadoptleadershiprolesinattainingthethirtysixobjectivesoutlinedintheStrategyandthiswillbeessentialinachievingsuccessby2020.

Theseobjectivesandtheentirestrategyareunderpinnedbyfivekeyprincipleswhichwereidentifiedduringtheconsultationandresearchphase.Theseprinciplesarelistedbelow.

TheseprinciplesaredesignedtoensurethattheDepartment,schoolauthorities,schoolleadersandallkeystakeholdersplayaproactiveroleinenhancingoureducationsystembyintegratingICTmoreeffectively.

TheStrategyrecognisesthatschoolsareatdifferentstagesoftheirjourneytowardsICTintegrationandthereisanacknowledgmentthataone-size-fits-allapproachwillnotachievesuccess.

Inconsiderationofthis,theStrategywillsupportschoolstoidentifywheretheyareonthisjourneyandwillprovidearangeofsupportstoassistthemmoveICTintegrationforwardoverthenextfiveyears.


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Principle Descriptor

1.AConstructivistPedagogicalOrientationunderpinningtheembeddingofICTinschools.

AconstructivistpedagogicalorientationsupportsteachersineffectivelyusingICTwiththeirstudentsi.e.learnersareactivelyinvolvedinaprocessofdeterminingmeaningandknowledgeforthemselves.

2.TheuseofICTinteaching,learningandassessmentcanenhancethelearningexperiencesofallstudents.

ICTplaysanimportantroleinsupportinginclusionanddiversityforalllearnersbyenhancinglearningopportunitiesforallstudents.

3.TheuseofICTinteaching,learningandassessmentisembeddedinschoolcurricula,Departmentpoliciesandteachereducation.

TheDepartmentanditsagencieswillplayaproactiveroleinimplementingtheDigitalStrategyforSchools.

4.ICTisusedinanethicalandresponsibleway.

SchoolsandtheDepartmentenablealluserstouseICTinanethicalandsafeway.

5.ICTPlanningisrequiredtoensureICTintegrationinteaching,learningandAssessment.

AlllevelsoftheeducationsystemareengagedininclusiveplanningfortheeffectiveintegrationofICT.

1 StatementofCommonPurpose2011-2016(http://www.taoiseach.gov.ie/eng/Work_Of_The_Department/Programme_for_Government/ Programme_for_Government_2011-2016.pdf)2 NewDirectionsforICT-UseinEducation(1999)(http://www.unesco.org/education/lwf/dl/edict.pdf)3 ICT,EducationReformandEconomicGrowth(2008)(http://download.intel.com/education/EvidenceOfImpact/Kozma_ICT_Framework.pdf)4 TeachingCouncilAct(2001)(http://www.oireachtas.ie/documents/bills28/acts/2001/a801.pdf)

1. INTRODUCTIONCONTEXTThisDigitalStrategyforSchools(theStrategy)setsoutthevisionoftheDepartmentofEducationandSkills(theDepartment)toembedInformationandCommunicationsTechnologies(ICT)inteaching,learningandassessmentinIrishprimaryandpost-primaryschoolsintheperiod2015-2020.

TheProgramme forGovernment (2011-2016)1commits to integrating ICTmoredeeply into theeducationsystem.TheStrategymapsouthowthiscommitmentcanberealisedandthewaysinwhichICTcanbeusedbyschoolstobroadenandenhanceteaching,learning,andassessmentpractices.

ThisStrategyendorsesthedefinitionofICTas“adiversesetoftechnologicaltoolsandresourcesusedtocommunicate,andtocreate,disseminate,store,andmanageinformation”2. WhilethisStrategyacknowledgestheemergenceofnewerterms,suchasdigitaltechnologies,digitallearningtools,digitaldevicesanddigitallearning,thetermICTisusedthroughoutthisdocument.

EDUCATION REFORMWiththedevelopmentoftheStrategy,theDepartmentislookingtointegrateICTmoredeeplyintotheIrisheducationsystemoverthenextfiveyears.UndertheGovernmentreformagendaforthepublicservices,ICTisviewedashavingacentralroleintheprovisionofbetterandmoreeffectiveservices. Research (such as Kozma 2008)3 recommends that, where possible, ICT integrationshouldbeassociatedwithawidereducationalreformprogrammesimilartothatwhichiscurrentlyunderwayinIreland.

ThereisabroadreformprogrammecurrentlyunderwaywithintheDepartment,whichimpactsinstitutional,policyandoperationallevelsineducation. TheenactmentoftheTeachingCouncilAct20014andsubsequentrelatedlegislationheraldanewerafortheteachingprofessionintermsofstandardsandregulation.Initialteachereducationprogrammeshavebeenreconfiguredandmodernisedandworkisunderwayonthedevelopmentofacontinuingprofessionaldevelopmentframeworkforteachers,whichwilloutlinestandardsandexpectations.

Reformisalsounderwayonwhatistaughtinourschools.Keystatementsofstrategyandcurriculuminthisregardinclude:• TheNationalStrategytoimproveLiteracyandNumeracyamongChildrenandYoungPeople

(2011-2020),(DepartmentofEducationandSkills,2011).

• KeySkillsFramework(NCCA,2009);FrameworkfortheJuniorCycle(DepartmentofEducationandSkills,2015).

• SchoolSelf-Evaluation(DepartmentofEducationandSkills,2012).

• ProjectMathscurriculumatpostprimarylevel(NCCA,2008).

• AnewPrimaryLanguageCurriculumisatanadvancedstageofdevelopment.

• Astrategytoembedtechnology-enhancedlearningwithinthefurthereducationandtraining

1. INTRODUCTION

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systeminIrelandisunderdevelopmentwhilehighereducationhasalsoembarkedondevelopingadigitalroadmapfortheirsector.

Thecurrenteducationreformprogrammeisdrivenbyasharedpolicyunderstandingfocussedonschoolimprovement,raisingstandardsandbetteroutcomesforalllearners.

TheStrategylinkswithotherGovernmentpolicies,suchas,theNationalDigitalStrategy,whichhasimprovedbroadbandconnectivityasitsmainaim.TheStrategyalignswith,andsupportstheICTSkillsActionPlan5,whichaimstoensureouryoungpeoplehavethenecessaryknowledgeandskillstocontributetoandparticipateinmodernsociety.

TheStrategywillhelpfosteracultureofwhole-schoolplanningandpreparationthatinvolvesanexaminationofcurrentpractices,andnewdevelopmentsincurriculum,withaviewtoimplementingchange.Inthisway,schoolsprepareforchangeandarebetterpositionedtomeetbothstudentandsocietyneeds.

IndevelopingtheStrategy,theDepartmenthastakenaccountoftherecenteconomicchallengesandtheongoingpressuresonpublicfinanceswhilelookingtothefutureandtheanticipationofeconomicgrowth.

BUILDING ON ICT POLICY TO DATESince1997,theDepartmenthasbeeninvestingintheintroductionofICTinschools,beginningwiththepublicationofSchoolsIT2000(DepartmentofEducation,1997)6.Subsequentpolicydocumentshavebuiltonthisinitialpolicyframework.

In2008,theDepartment’sInspectoratecarriedoutanevaluationofhowICTisusedinIrishschools.Theresultantreporttitled,ICTinSchools,highlightspositiveaspectsofICTusageinschools,butalsopointstodeficienciesininfrastructure,technicalsupport,andtheintegrationofICTinteachingand learning (Department of Education and Science, 2008)7. That same year, the Departmentpublished, InvestingEffectively in ICT inSchools (DepartmentofEducationandScience,2008)8,areportproducedbytheICTStrategyGroup,whichwasappointedtoadvisetheDepartmentontheICTinvestmentprioritiesinSchoolsatthattime.ThesetwodocumentswerelaterfollowedbySmartSchools=SmartEconomy(DepartmentofEducationandScience,2009)9andtheallocationof€92milliontoschoolsintheformofgovernmentgrants.ThesedocumentscontainthemostrecentplansandrecommendationsinrelationtotheusageofICTinschools.ThisStrategyconsidersandbuildsonthesepoliciessoastobetterachieveICTintegrationinschools.

THE ROLE OF ICT IN TEACHING, LEARNING AND ASSESSMENTICTisnowpervasiveinsocietyanditcontinuestotransformhowweliveourdailylives.Ithasthepotentialtosupporttransformationinteaching,learningandassessmentpracticesinschoolsanditcanconnecteducationalpolicywitheconomicandsocialdevelopment(Butleretal.,2013)10.


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5 ICTSkillsActionPlan(http://www.education.ie/en/Publications/Policy-Reports/ICT-Skills-Action-Plan-2014-2018.pdf)6SchoolsIT2000:FullReport(http://www.education.ie/en/Publications/Policy-Reports/Schools-IT2000.pdf)7 ICTinSchools:InspectorateEvaluationStudies(2008)(http://www.education.ie/en/Publications/Inspection-Reports-Publications/ Evaluation-Reports-Guidelines/ICT-in-Schools-Inspectorate-Evaluation-Studies.pdf)8InvestingEffectivelyinInformationandCommunicationsTechnologyinSchools2008-2013(http://www.ncte.ie/media/Final%20ICT%20 Strategy_group_report.pdf)9SmartSchools=SmartEconomy(https://www.education.ie/en/Publications/Policy-Reports/Smart-Schools=Smart-Economy.pdf)10DigitalStrategyforSchoolsConsultativePaper(2013)(http://www.education.ie/en/Schools-Colleges/Information/Information- Communications-Technology-ICT-in-Schools/Digital-Strategy-for-Schools/Building-Towards-a-Learning-Society-A-National-Digital- Strategy-for-Schools-Consultative-Paper.pdf)

11FutureFocusedLearninginConnectedCommunities(2014)(http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/ FutureFocusedLearning30May2014.pdf)12Currentpolicytrendsandissuesinteachereducationandcurricularreform(2013)(http://www.education.ie/en/Press-Events/ Speeches/2013-Speeches/SP13-02-22.html)13ChiefInspector’sReport(2010-2012)(http://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports- Guidelines/Chief-Inspector%E2%80%99s-Report-2010-2012-Main-Report.pdf)14OECD,Newapproachneededtodeliverontechnology’spotentialinschools(2015) (http://www.oecd.org/education/new-approach-needed-to-deliver-on-technologys-potential-in-schools.htm)15The2013ICTCensusinSchools-MainReport(http://www.erc.ie/documents/ict_census2013_mainreport.pdf)16NMCHorizonReport(2015)(http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/)

Thereisgrowingevidencethat“digitaltechnologieschangethewaystudentslearn,thewayteachersteach,andwhereandwhenlearningtakesplace”(21stCenturyLearningReferenceGroup,2014;p.4)11.Thereiswidespreadunderstandingthatlearningtodayneedstoentailmorethanknowledge-acquisition;thereneedstobeanequallystrongemphasisonskill-development,particularly21stcenturyskillsorKeySkills12.

Learnersneed“moreopen-endedlearningexperiencesthatdevelopthe learners’higher-orderthinking, creativity, independence, collaborating and ownership of learning” (Department ofEducationandSkills,2013;p.20)13.WhenICTisusedeffectively,itcanprovideopportunitiesforallteachers,studentsandparents/guardianstodeveloptheseKeySkills.

EmbeddingICTinteaching,learningandassessmentisacomplexendeavourandthemerepresenceof ICT inaschooldoesnotequateto itseffectiveuse(OECD,2015)14. The2013ICTinSchoolsCensusReport15(Cosgroveetal.,2013a),hereinafterreferredtoastheCensusReport,foundthatICThasoftentakentheplaceofoldertechnologies,suchasbooksorwhiteboards,andtheroleoftheteacherandthelearnerremainsunchanged.Furthermore,theHorizonReportEurope2015K12Edition16identifiesmaintrends,developmentsintechnologyandchallengesthatareverylikelytoimpactoneducationacrosstheworld.Referencedtrendsincluderethinkinghowschoolsworkandashiftfromstudentsasconsumerstocreators.Majorchallengesidentifiedincluderethinkingtheroleofteachersandscalingteachinginnovations(seeFigure1).

TheCensusReporthighlightsthepotentialroleofICTinhelpingtotransformteaching,learningandassessmentpracticesinaverypositivewayoverthenextfiveyears.Ultimately,suchtransformationwillservetoenhancestudentlearningandprepareouryoungpeopletolive,learnandworkinamodernglobalisedsociety.

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FIGURE 1. NMC HORIZON REPORT 2015 K12 EDITION

A VISION FOR ICT USE IN SCHOOLSICTintegrationisapriorityfortheDepartmentbecause,wheneffectivelycarriedout,ourlearnersareequippedandprepared to liveandwork in today’scomplexsociety. Consciousof this, theDepartment’svisionforICTintegrationinIrishschoolsisto:

Realise the potential of digital technologies to enhance teaching, learning and assessment so that Ireland’s young people become engaged thinkers, active learners, knowledge constructors and global citizens to participate fully in society and the economy.

Toachievethis,ourschoolshaveamajorroleinensuringthatourstudentshavetheopportunitytodeveloparangeofkeyskillsthroughouttheirprimaryandpost-primaryschooljourney.Wemustensure,thatattheendoftheSeniorCycle,studentshaveacquiredthesekeyskillsandasoundbaseofICTcompetenciesthatwillsupporttheirlearningontransitiontofurtherorhighereducation.

TheDepartmentrecognisesthatallof theeducationpartners- teachers,managementbodies,teacherunions,parentassociations, InitialTeacherEducation (ITE)providers,HigherEducation(HE)InstitutesFurtherEducation(FE)andTraining–alsohaveamajorroletoplayinachievingthisvision.


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CHALLENGES

DEVELOPMENTS IN TECHNOLOGY

TRENDSSHORT-TERM IMPACT➤ Increasing Use of Blended Learning➤ Rise of STEAM Learning

MID-TERM IMPACT➤ Increasing Use of Collaborative Learning Approaches➤ Shift from Students to Consumers as Creators

LONG-TERM IMPACT➤ Rethinking How Schools Work➤ Shift to Deeper Learning Approaches

SOLVABLE➤ Creating Authentic

Learning Opportunities

➤ Integrating Technology in Teacher Education

DIFFICULT➤ Personalising

Learning

➤ Rethinking the Roles of Teachers

WICKED➤ Scaling Teaching

Innovations

➤ Teaching Complex Thinking

TRENDS, CHALLENGES

AND TECHNOLOGIES

FOR SCHOOLS

2016 2017 2018 2019 2020

NEAR-TERM 1 year or less➤ Bring Your Own

Device➤ Makerspaces

MID-TERM 2-3 years➤ 3D Printing➤ Adaptive

Learning Technologies

FAR-TERM 4-5 years➤ Digital Badges➤ Wearable

Technology

TorealisetheDepartment’svisionofICTintegration,theStrategyforeseestherolesofstudents,teachers,schools,parents/guardians,andtheroleofthecurriculumasvariedandsignificant.TheStrategyenvisions:

Students:• Using ICTtoopenupnewformsof learningandcollaborationtosupportdifferentstylesof

learning.

• Experiencingjoy,satisfaction,passionandsuccessintheireducationandlifelonglearning.

• Activelyengagedinlearning–bothinandoutofschool.

• Accepting ownership of their learning – involving the ability to be self-directed, a decision-maker,andamanagerofprioritiesinandoutofschool.

• Usingtechnologytoachievepersonallearninggoalsandtosucceedinvariouslearningactivities(AdaptedfromMcGinn,2007).

• UsingICTcriticallyandethically.

Teachers:• Takingamorefacilitativerole,providingstudent-centredguidanceandfeedback,andengaging

morefrequentlyinexploratoryandteam-buildingactivitieswithstudents.

• UsingICTto“supportanenquiryprocessandenabletheirstudentstoworkonsolvingcomplexreal-worldproblems”byengaging in“collaborativeproject-based learningactivities thatgobeyondtheclassroom”(Butleretal.,2013;p.8).

• Supportingstudentstocreateandinnovatesothattheyareengagedinmanagingtheirownlearninggoalsandactivities.

• Acceptingownershipoftheirownprofessionallearningand,whereappropriate,designingandparticipatinginlearningcommunitiesthatmakeextensiveuseoftechnology.

Schools:• Takinga leadrole inplanninghowtheywilleffectivelyembedICT in teaching, learningand

assessmentpractices. Thismeans involving theentireschoolcommunity indevelopingane-LearningplanthattakesintoaccounttheCPDneedsofteachers,andtheviewsandinsightsofstudentsandparents/guardians.

• Developingpoliciesandpracticesforthesafeandethicaluseof ICTbyallmembersoftheschoolcommunity.

• Strengtheningtheirexistingrelationshipswiththewidercommunity,bothlocalandglobal,andinparticular,connectingmorewithparents/guardiansandstudentsintheirhomesthroughtheuseofdigitaltechnology.

Parents/Guardians:• Engagewiththeirchildren’slearningthroughtheuseofdigitaltechnologies.

• CollaboratewithandparticipateinschoolactivitiesandprogrammesusingICT.

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Curriculum:• Allfuturecurriculawillincludeclearstatementsthatfocusonthedevelopmentofdigitallearning

skillsandtheuseofICTasaresourceinachievingspecificoutcomesacrossthecurriculum.

• Curriculumspecificationswillsupportin-depthstudyofICTandspecialisedapplicationofICTtoolsasappropriate.

Department of Education and Skills and its Agencies:• EnablingallpartnerstoeffectivelyembedICTacrossthecontinuumofteachereducationandin

ourschools.TheDepartmentwillalsomonitorandevaluatetheimplementationoftheStrategyonanannualbasis.

Thus,theStrategybuildsonexistingDepartmentalpolicy,whichstrivestoequip“alllearnerswiththeknowledgeandskillstheyneedtoparticipatefullyinsocietyandtheeconomy,onethatenablesalllearnerstolearnhowtolearn”(PublicSectorReformPlan2014-2016,2014;p.43)17.Inthisway,theStrategysupportstheDepartment’sStatementofStrategy(2015–2017)18byplayingapivotalroleintheongoingtransformationoflearninginprimaryandpost-primaryschools.

THE CONCEPT OF ICT INTEGRATIONTobringthisvisiontolife,theDepartmentiscommittedtointegratingICTacrossthesystemthroughaprocessof‘ICTintegration’.

TheconceptofICTintegrationisregularlyusedinnationalstrategiesandpolicies,howeveritisrarelydefined.AlltoooftenitisassumedthatsimplythepresenceofICT(i.e.computers,broadbandetc.)inaschoolwillorganicallyleadtoICTintegration(LimandKhine,2006;OECD,2015).However,itisnowrecognisedthattheintegrationofICTintoteaching,learningandassessmentisacomplexandchallengingprocess(Qablan,etal.,2009;Brown2004inJamieson-Proctoretal.,2006).

TheconceptofeffectiveICTintegrationgoeswellbeyondtheintroductionofICTintoschoolsandneedstobeconsideredwithinthewidercontextofschool-improvementwithissuessuchas:• educationchange;

• schoolleadership;

• professionaldevelopmentandsupport;

• evaluationsystems;and

• sharingofprofessionalpracticewithotherteachersandschools(Tondeur,BraakandValcke,2008).

Inessence,tobenefitfromthefullimpactofICTintegration,ICTshouldbeembeddedintotheschoolculture.Thisoftenentailsredesigning“educationalinfrastructure,teachertraining[approaches],curriculumstructuresandmaterials,classroompracticesandmodesofassessment”(Livingstone,2012;p.22)19.


14

17PublicServiceReformPlan2014-2016(http://www.reformplan.per.gov.ie/2014/downloads/files/Reform%20Plan%202014.pdf)18StatementofStrategy2105-2017(http://education.ie/en/Publications/Corporate-Reports/Strategy-Statement/Department-of-Education- and-Skills-Statement-of-Strategy-2015-2017.pdf)19CriticalReflectionsontheBenefitsofICTinEducation(2012)(http://eprints.lse.ac.uk/42947/1/__libfile_repository_Content_ Livingstone,%20S_Critical%20reflections_Livingstone_Critical%20reflections_2014.pdf)

20WorldBank-Learningforall,Investinginpeoples’knowledgeandskillsfordevelopment(2011)(http://siteresources.worldbank.org/ EDUCATION/Resources/ESSU/Education_Strategy_4_12_2011.pdf)21ICTSkillsActionPlan2014-2018(http://www.education.ie/en/Publications/Policy-Reports/ICT-Skills-Action-Plan-2014-2018.pdf)22NationalDigitalStrategy(http://www.dcenr.gov.ie/communications/en-ie/Digital-Strategy/Pages/home.aspx)23NationalForumontheEnhancementofTeachingandLearninginHigherEducation(http://www.teachingandlearning.ie/)

TeachersandschoolleadersalsorequireconsiderablesupportinbringingaboutmeaningfulICTintegration(LaiandPratt,2004inTondeur,CooperandNewhouse,2010).ThissupportenablesschoolstosuccessfullyfosteracultureofinnovationanddesignmoreauthenticlearningexperiencesforstudentswheretheyareactivelyengagedwithICT.TheStrategywillsupportschoolstoadvancetheprocessofintegratingICTmoredeeplyintotheirteaching,learningandassessmentstrategiesoverthenextfiveyears.

PURPOSE OF THE STRATEGYAsoutlinedinearliersections,anumberofeducationreforminitiativesareunderwaytoensureoureducationsystemcanmeetthechallengesofthe21stcentury.ThisreformprogrammetargetsEarlyYearsEducationrightthroughtohighereducationandfurthereducationandtraining.TheStrategywillservetoenhanceexistingreformsanditwillinformthosethatwillbeimplementedoverthecomingyears.ThiswillbeachievedthroughallfuturecurriculareformstakingaccountofthekeyroleICTcanplayinhelpingtransformoureducationsystemsothatourlearnersareequippedwiththeknowledgeandskillsrequiredforthechallengesposedbyarapidlychangingworld.

ICT in World EducationTheavailabilityofabundantinformation,advancedtechnology,arapidlychangingsociety,greaterconvenienceindailylivesandkeenerinternationalcompetitionareimpactingoneducationsystemsandonhowweeducateouryoungpeopleandlearnersofallagestoliveandworkinthisdigitallyconnectedworld.Toaccommodateforthismuchchangedworld,manycountries,suchasAustralia,SingaporeandNewZealandaretransformingtheireducationsystemssothatprogressiveICTuseisembeddedintoteaching,learningandassessmentactivitiesinschools.

ThereisalsoanunderstandingintheworldofbusinessthatICTischanging“jobprofilesandskills,whileofferingpossibilitiesforacceleratedlearning”(TheWorldBankGroup,2011;p.7)20andthatallcountriesarenowfacingchallengesinordertoprepareyoungpeople“fortheworldofworkandthejobsavailableintoday’s21stcenturysociety”(Ibid;p.38).ThesedevelopmentsaredrivingtheneedforacomprehensiveStrategyaroundtheintegrationofICTintoourschoolsystem.

ICT in National EducationTheIrishGovernmentappreciatestheneedtoprepareouryoungpeopleforthisevolvingworld.ThisunderstandingisreflectedintheICTSkillsActionPlan21,ajointinitiativebetweentheDepartmentofEducationandSkillsandtheDepartmentofJobs,EnterpriseandInnovation.

TheNationalDigitalStrategy(NDS)publishedbytheDepartmentofCommunications,EnergyandNaturalResources(DCENR,2013)isafurtherstepinhelpingIrelandtoreapthefullrewardsofadigitally-enabledsociety.TheNDSisonepartoftheoverallGovernmentcommitmenttocreatingamoredigitally-empoweredsocietyandeducationsystem,whichinvolvesasuiteofcomplementarynationalandregionalmeasures22.

There has also been a focus on the role of ICT in the Higher Education (HE) sector with theestablishmentof theNationalForumontheEnhancementofTeachingandLearning inHigherEducation23.TheForumhasplacedamajoremphasisonbuildingdigitalcapacitywithintheHE

1. INTRODUCTION

15

sectorandhasrecentlypublishedadigitalroadmapforinstitutionstoassistthemintegrateICTmoredeeplyintotheirpractice.

ThisStrategy, like theaforementionedGovernmentalpolicyapproaches,strives toenhance thequalityofoureducationsystem.

PRINCIPLES UNDERPINNING THE STRATEGYIndeveloping theStrategy, theDepartmentengaged inanextensive researchandconsultationprocess,whichisoutlinedinthenextsection.AnumberofkeyprincipleswereidentifiedduringthisphaseofdevelopingtheStrategyandtheywillinformthegoalsandactionsoutlinedintheStrategy.

TABLE 1: KEY PRINCIPLES INFORMING THE DIGITAL STRATEGY FOR SCHOOLS

METHODOLOGY IN DEVELOPING THE STRATEGYAnevidence-basedapproachwasusedtodeveloptheStrategyanditwasinformedbyanumberofphases.TheICTPolicyUnitoftheDepartmentledthepreparationoftheStrategyandestablishedtheDigitalStrategyDevelopmentGrouptosupportitsdevelopment.

ThisgroupmetregularlyduringthedevelopmentoftheStrategyandtheirworkwasinformedbyevidencegatheredfromarangeofsources.


16

Principle Descriptor

1.AConstructivistPedagogicalOrientationunderpinningtheembeddingofICTinschools.

AconstructivistpedagogicalorientationsupportsteachersineffectivelyusingICTwiththeirstudentsi.e.learnersareactivelyinvolvedinaprocessofdeterminingmeaningandknowledgeforthemselves.

2.TheuseofICTinteaching,learningandassessmentcanenhancethelearningexperiencesofallstudents.

ICTplaysanimportantroleinsupportinginclusionanddiversityforalllearnersbyenhancinglearningopportunitiesforallstudents.

3.TheuseofICTinteaching,learningandassessmentisembeddedinschoolcurricula,Departmentpoliciesandteachereducation.

TheDepartmentanditsagencieswillplayaproactiveroleinimplementingtheDigitalStrategyforSchools.

4.ICTisusedinanethicalandresponsibleway.

SchoolsandtheDepartmentenablealluserstouseICTinanethicalandsafeway.

5.ICTPlanningisrequiredtoensureICTintegrationinteaching,learningandAssessment.

AlllevelsoftheeducationsystemareengagedininclusiveplanningfortheeffectiveintegrationofICT.

24DigitalStrategyConsultativePaper(http://www.education.ie/en/Schools-Colleges/Information/Information-Communications-Technology- ICT-in-Schools/Digital-Strategy-for-Schools/Building-Towards-a-Learning-Society-A-National-Digital-Strategy-for-Schools-Consultative- Paper.pdf)

MichaelHallissyandJohnHurleyofH2Learningsupportedtheconsultation,evidencegatheringandanalysisleadingtofinalDigitalStrategyDevelopmentGrouprecommendations,andassistedtheDepartmentinthewritingofthisStrategy.

Thesesourcesincluded:• Analysisofthe2013onlinecensusofteachersandprincipals(seeAppendix1).

• Consultativepaper‘BuildingTowardsaLearningSociety:ANationalDigitalStrategyforSchoolsConsultativePaper(Butleretal;2013)24.

• Consultationswithchildren,youngpeople,parents/guardiansandteachers(seeAppendix2).

• Publicconsultationphasewhichgenerated124writtensubmissions(seeAppendix3).

• Face-to-facemeetingswithkeystakeholdersduringthecourseofdevelopingtheStrategy(seeAppendix4).

ThemainelementsoftheconsultationandresearchphasesarecapturedinFigure2below.FIGURE 2. THE STRATEGY DEVELOPMENT PROCESS

TheDigitalStrategyDevelopmentGroupidentifiedfourkeythemes(seeTable2)thatemergedfromtheresearchandconsultationphaseandthesehavebeenadoptedasmaincontentheadingswithintheStrategy.

1. INTRODUCTION

17

ICT CensusStrategy Development

GroupLeadership of Process

Other DES Initiatives

Governmant Policy Initiatives

EU TrendsInternational Best Practice

Examples

Focus Group Consultation

Consultation Submissions

Digital Strategy for Schools

Education Priorities

International Context

Scho

ol N

eeds

Governm

ent Priorities

TABLE 2. THEMES AND SUBTHEMES IDENTIFIED IN THE 2013 ICT IN SCHOOLS CENSUS REPORT

ThesefourthemesformthebackboneoftheStrategyandareoutlinedinthefollowingsectionsofthisdocument.Eachthemecontainsanintroductorynarrativeandasetofassociatedactions.


18

Broad Theme Subtheme

Theme 1Teaching, Learning and Assessment Using ICT

UseofICTinTeachingandLearning.Developing21stCenturySkillsUsingICT.AssessmentandICT.InternetSafety(includingcriticalandethicaluseoftheinternet).DigitalContentforSchools.Inclusion.

Theme 2Teachers’ Professional Learning

SpecifyingTeacherProfessionalKnowledge.SupportingTeacherProfessionalLearning.

Theme 3Leadership, Research and Policy

NationalandSchoolLeadership,PlanningandResearchasaDriverofPolicy.

Theme 4ICT Infrastructure

InternetConnectivity.AccesstoComputingDevicesandOtherTechnologies.TechnicalSupportandMaintenance.PurchasingandProcurement.

2. THEME 1: TEACHING, LEARNING AND ASSESSMENT USING ICTThe concept of teaching and learning through the use of ICT is highly complex. The introduction of ICT into a learning environment does not in and of itself bring about change in pedagogical practice.

(Butler et al., 2013; p.5)

INTRODUCTIONICThasakeyroletoplayinenhancingteaching,learningandassessmentpracticesforteachersandstudentsinprimaryandpost-primaryschools.However,schoolsfinditdifficulttoeffectivelyintegrateICTintotheireverydaypractice.TheCensusReportfindingsshowthatthedifficultyinintegratingICTarisesfromtraditionalschoolpracticesratherthanteachers’viewsofteaching.

TheCensusReportalsonotesthatthemajorityofIrishteachersholdconstructivistviewsofteaching,where learners are actively involved in a process of determining meaning and knowledge forthemselvesasopposedtobeingtoldmeaningandknowledge.Constructivistteachingapproachesaimtofostercriticalthinkingandtocreatemotivatedandindependentlearners.Whileteachersholdtheseviews,traditionalteacher-directedpracticeswerefoundtobethedominantpedagogicalorientationinmostschools.Inthissection,anumberofthemainissuesthatemergedfromtheStrategy’sresearchphasewillbeexplored,aswillaseriesofactionsthatshouldbetakentoaddresstheseissues(asoutlinedinthetableattheendofthissection).

GOAL: TEACHING, LEARNING AND ASSESSMENT USING ICT – INDICATORS OF SUCCESS• Inclusion of clear statements regarding digital skills and learning outcomes in new

curriculum specifications.

• UNESCO Competency Framework adapted for the Irish context and piloted.

• eLearning planning resource for schools updated.

• Provision of advice and guidance for teachers and schools including examples of good practice on the use of ICT for teaching, learning and assessment.

• High-quality digital content available to support learning and teaching.

ICT COMPETENCY FRAMEWORK FOR TEACHERSTheconsultativepaper (Butleretal,2013) for theStrategy recommends that theUNESCO ICTCompetencyFrameworkforTeachers(ICTCFT)(2008,2008aand2011)shouldbeusedtoguideschoolsintheimplementationandreviewoftheStrategyatschoolleveloverthenextfiveyears.

2. THEME 1: TEACHING, LEARNING AND ASSESSMENT USING ICT

19

The framework is comprised of six aspects of a learning system, and it “provides a lens toconceptualisewhatbeingdigitalinlearningcanlooklike”(Ibid;p.2),asdepictedinFigure3below.FIGURE 3: THE UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS

TheUNESCOICTCompetencyFramework25providesalensformonitoringhowICTcansupportsuchtransformationinschools.TheframeworkidentifiesthreecomplementaryandoverlappingapproachesconnectingeducationpolicywitheconomicandsocialdevelopmentthroughtheuseofICT.Theseapproachesaredefinedastechnologyliteracy,knowledgedeepeningandknowledgecreation.Thethreeapproachesaredescribedasfollows:

• Increasingtheextenttowhichnewtechnologyisusedbystudents,citizensandtheworkforcebyincorporatingtechnologyskillsintotheschoolcurriculum—theTechnologyLiteracyapproach.

• Increasingtheabilityofstudents,citizens,andtheworkforcetouseknowledgetoaddvaluetosocietyandtheeconomybyapplyingittosolvecomplex,real-worldproblems—theKnowledgeDeepeningapproach.

• Increasing the ability of students, citizens, and the workforce to innovate, produce newknowledge,andbenefitfromthisnewknowledge—theKnowledgeCreationapproach.

(UNESCO,2011;p.7).

Viewedinthisway,ICTcanhelptransformallaspectsofeducation,particularlyatprimaryandpost-primarylevel.

Utilising the ICT Competency Framework TheICTCompetencyFrameworkisausefulwaytogaugewhathasbeenaccomplishedinIreland


20

25UNECSOICTCompetencyFrameworkforTeachers(http://unesdoc.unesco.org/images/0021/002134/213475e.pdf)

TECHNOLOGY LITERACY

KNOWLEDGE DEEPENING

KNOWLEDGE CREATION

UNDERSTANDINGICTINEDUCATION

Policyawareness Policyunderstanding Policyinnovation

CURRICULUMANDASSESSMENT

Basicknowledge Knowledgeapplication Knowledgesocietyskills

PEDAGOGY Integratetechnology Complexproblemsolving

Selfmanagement

ICT Basictools Complextools Pervasivetools

ORGANISATIONANDADMINISTRATION

Standardclassroom Collaborativegroups Learningorganisations

TEACHERPROFESSIONALLEARNING

Digitalliteracy Manageandguide Teacherasmodellearner

todateintermsofICTintegrationandtoprovideanindicationofareasthatneedtobeaddressedoverthelifetimeoftheStrategy.ItcanbeusedbyschoolstomeasureICTintegrationattheschoollevelandbyprofessionaldevelopmentproviderstoensurethereisarangeofprofessionallearningopportunitiesforteachers.TheframeworkwillalsoprovideclearstandardsforteachersinrelationtohowtheycanenhancetheconnectionsbetweeninnovativeICTpracticesandeffectiveteachingandlearningapproaches.

However,itmustbestressedthateachelementoftheframeworkisjustoneelementofaninterrelatedandinterdependentsystem.ForchangetooccurwithinschoolstoallowforICTintegration,theremustbemovementacrossandbetweenallthecomponentsoftheframework.

Used in this way, the ICT Competency Framework can assist the education system, includingteachers and principals, to reflect on their existing practice, to inform decision-making and tosupportcontinuousimprovementandsystemchange.

ICT Competency Framework in the Irish ContextThereisaneedtoreviewandadapttheICTCompetencyFrameworkinitscurrentform,inordertomakeitmoredirectlyrelevanttotheIrishcontext. Thedevelopmentofacompetency-basedframeworkthatislocalisedforIrelandwillprovideclarityforteachersintermsofhowtheycaneffectivelyintegrateICTintotheirpractice.Furthermore,thecreationofsuchaframeworkhasthecapacitytoinformteacherprofessionallearningactivitiesatallstagesofteachers’careers.ThisideaisfurtherexploredinthesectiononTeacherProfessionalLearning.

PEDAGOGICAL ORIENTATIONTheconsultationconductedinthedevelopmentoftheStrategyconfirmedthatschoolsareseekingaclearunderstandingandexamplesofwhatICTintegrationlookslikeacrossthesystem.Teachersand school leaders will require support to develop their pedagogical orientation and their ICTcompetencies.

ICT and constructivist teaching approachesResearch studies (for example Butler et al., 2014 and OECD 2015) indicate that a teacher’spedagogicalorientationisaprincipalfactorinhowhe/sheusesdigitaltechnologyintheclassroom.Effectiveuseofdigitaltechnologyisassociatedprimarilywithconstructivistapproachestoteaching.Whereconstructivistteachingapproachesareused,learningexperiencesoftenincludethefollowingfeatures:

• Engagementwiththelearner’spriorunderstanding.

• Activeinvolvementofthelearnerinthelearningprocess.

• Opportunitiesforthelearnertomakedecisionsthataffectthesubsequentcourseofthelearningactivity.

• Ahighlevelofinteractionandexchangeofideasbetweenlearners.

Constructivistteachingapproachesareadvocatedinthecurriculaandsyllabiusedinprimaryandpost-primaryschoolsinIreland.ThisisreflectedintheEducationandTrainingSectorIntegratedReformandDeliveryPlan(DepartmentofEducationandSkills,2014a;p.3)


21

Learningforlife:wewantaneducationandtrainingsystemthatprovidesalllearnerswiththeknowledgeandskillstheyneedtoparticipatefullyinsocietyandtheeconomy,onethatenableslearnerstolearnhowtolearn.(Ibid;p.4)

TheStrategyrecognisesthattheexistenceofapedagogicalorientationthatsupportsanactiveuseoftechnologybyteachersandstudentsinschoolsincreasesthelikelihoodofICTbeingusedeffectivelyinteachingandlearning.TheStrategywillprovidethatanynewand/orrevisedcurricula,syllabiandteacherguidelineswillincludeclearstatementsregardingwhyandhowdigitaltechnologyshouldbeusedinteachingandlearning,particularlyinrelationtocomponentsoftheliteracyandnumeracystrategy,andacrossallsubjectsandareasoflearning.

PLANNING FOR THE EFFECTIVE USE OF ICT IN SCHOOLSDuringthepublicconsultationphase,manysubmissionsacknowledgedthatschoolsneedtoplanfortheeffectiveuseofICTaspartoftheirwhole-schoolplanningactivities.

Currently,inplanninghowtouseICTinteaching,learningandassessmentactivitiesmanyschoolsuse thePlanningand Implementinge-Learning inYourSchoolHandbook (NCTE,2009)26. Thisincludesthee-LearningRoadmap,aplanningtooldesignedtohelpschoolsidentifywheretheycurrentlyareinrelationtoe-Learning,andwheretheywouldliketogo.

Feedback from schools indicates that this handbook is beneficial in helping schools to plan,but needs to be updated to complement the School Self-Evaluation (SSE) process27. SSE is acollaborative, reflectiveprocessof internal school review. It provides teacherswithameansofsystematicallylookingathowtheyteachandhowpupilslearnandhelpsschoolsandteacherstoimproveoutcomesforlearners.Thehandbookwillguideschoolsintotakingownershipoftheirowndevelopmentandimprovement.

DIGITAL LITERACY IN THE CURRICULUMWhiletheconceptof‘ICTintegration’isatthecoreoftheStrategy,theconceptofdeveloping‘discrete’ICTskillsalsoneedstobeexplored.Submissionscalledforthedevelopmentofstudents’digitalliteracybyincludingcodingandprogrammingintheIrishprimaryandpost-primarycurriculumsothateverylearnerhasanopportunitytolearnskillssuchascomputationalthinking,logic,criticalthinkingandstrategicthinkingtosolveproblems.

Thetermdigitalliteracyiscomplexandoftencontested.TheNCCA’sshortcourseonDigitalMediaLiteracy28explainsdigitalliteracyasfollows:

Instudyingdigitalmedia,studentslearntousedigitaltechnology,communicationtoolsandtheinternettoengageinself-directedenquiry.Asstudentsdeveloptheirdigitalliteracyskills,theyimprovetheircapacitytoknowwhattheyarelookingfor,whatinformationtoignoreordiscard,andhowtoidentifywhatcanbeusefulorsignificant.Theylearntodiscriminatebetweenthemultiplesourcesofinformationavailableonlineandtochallengetheviewstheyfindthere.Theylearnhowtocreate,collaborateandcommunicateeffectivelyandethically.(Ibid,p.6)


22

26Thee-LearningHandbook(http://www.pdsttechnologyineducation.ie/en/Planning/e-Learning-Handbook/The-e-Learning-Handbook.html)27SchoolSelfEvaluation(http://www.schoolself-evaluation.ie/)28DigitalMediaLiteracyShortCourse(http://www.juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Documents/Curriculum/Short%20Courses/ Digital-Media-Literacy-Final.pdf)

29CodingShortCourse(http://www.curriculumonline.ie/getmedia/809c73d8-cd63-4852-ae4f-d1a24d4eccfd/11942-NCCA-JC-Short-Course- Coding-v3.pdf)30 Scratch–TheIrishSoftwareResearchCentre(http://www.scratch.ie/)

Reflectingthisunderstandingofdigitalliteracy,thereisaneedtoprovidesuchprogressivelearningopportunitiestostudentsthroughouttheirtimeinprimaryandpost-primaryschool.Oneexampleis thedevelopmentofJuniorCycleshortcourseswhichwillprovidepost-primaryschoolswiththeopportunitytoofferskills-focussedprogrammestotheirstudents.TheNationalCouncil forCurriculumandAssessment(NCCA)hasalreadydevelopedaShortCourseinCoding29,andoneonDigitalMediaLiteracy.TheuptakeandimpactoftheseshortcourseswillbeevaluatedbytheNCCAandwill informfuturedecisionsondevelopments inthisarea.Therewillalsobefurtheropportunitiesforstudentstodevelopsuchskillsatprimarylevel.

The PDST Technology in Education (PDST-TiE), in collaboration with Lero, the Irish SoftwareResearch Centre, already provides continuing professional development (CPD) for teachers onScratch30programmingforteachers.Programmes,suchasthese,buildthecapacityofteacherstoteachbasiccodingandprogrammingtostudents.

Inaddition,totheworkalreadyunderwaybytheNCCA,thestrategystronglysupportstheembeddingofdigitallearningobjectiveswithinfutureeducationpolicyandcurriculuminitiatives;andaspecificstrategicactionissetoutinthatregard.ThiswillmeanthatfuturecurriculumspecificationscandriveeffectiveapplicationofICTinlearning,andsupportteachersindevelopingstudents’digitallearningcompetencies.

The Senior Cycle should build on students’ previous experience of digital learning through thecurriculumatprimary leveland in theJuniorCycle.Transition yearalsoprovidesmuchscopefor schools to enhance and deepen students’ engagement with ICT and many schools exploitsuchopportunitiesverywell.LearningintheSeniorCycleisunderpinnedbyfivekeyskillswhicharecentraltoteachingandlearningacrosstheSeniorCyclecurriculum.Theseareinformationprocessing,beingpersonallyeffective,communicating,criticalandcreativethinkingandworkingwithothers. ICToffersmultipleopportunitiestodeepenstudents’engagementwiththeseskillsacrosstheSeniorCyclecurriculum.Inaddition,anumberofSeniorCyclesubjectsincludingthetechnologysubjectsandmusic,forexample,havespecificcomponentsthatrequirestudentstodevelopanin-depthknowledgeoftheapplicationofICTinthosesubjects.

Recognising the importance of progression to further and higher education, the Strategy willsupportthedevelopmentofnewopportunitiesforlearnerstoundertakein-depthstudyofICTintheSeniorCycle.Accordingly,asoneofthepriorityactionsoftheStrategy,theNCCAwillberequestedtoprovideadviceandoptions,totheMinisterforEducationandSkills,onfurtherdevelopingtheprovisionfordigitallearningintheSeniorCycle.Thiswillmeanexamininghowbesttoprovideforin-depthstudyoftheapplicationofICTwithinandacrosssubjectsandhowdiscreteICTskillsandcompetenciesincomputingcanbedevelopedaspartoftheLeavingCertificate.ItisrecognisedthatdevelopingproposalsforSeniorCyclewillrequirecarefulattentiontocurriculumdesignoptions,teacherupskillingandresourceissues.Inthatregard,theadviceoftheNCCAwillbeessentialinprovidingworkableproposalsthatwillimprovethedigitallearningopportunitiesforSeniorCyclestudents.


23

ASSESSMENT REFORMGloballythereisageneralmovetoreformhowstudentlearningisassessedacrossalllevelsofeducationusingarangeofassessmentmodes31.Theconceptof technology-supportedassessment (Laborda,2014)isanew,respectedstudydomainanditisapparentthatICTisalreadyplayingasignificantpartinassessmentreform.

Through ICT, schools now have access to a range of technologies that can be used for formative(developingstudentlearning)aswellassummative(evaluatingstudentlearning)assessment.Today,teachersandlearnerscanaccesslearnerperformancedataincontextbydeployingsimulations,digitalgames,virtualworlds,virtuallabsandePortfolios.

Whenusedinthisway,ICThasthepotentialtoevaluateKeySkills,suchasCriticalandCreativeThinkingandWorkingwithOthers,whicharechallengingtomeasureusingtraditionalorcomputer-basedtests.

Thus,ICTcanhelpschoolstogatherinformationaboutstudents’learningfrommultiplesourcesandteacherscanusethisdatatodesignmoreappropriatestudentlearningactivities.TheDepartmenthasalreadyexploredtheuseofdigitalportfolios(ePortfolios)throughtheEuropeanfundedEUfolioproject(2013-2015)32andthereispotentialtoextendtheiruseforprimaryandpost-primarystudents.

TheStrategyacknowledgesthatcomputer-basedassessmentisbecomingacorepartoftheProgrammefor InternationalStudentAssessment (PISA),aworldwideOECDstudyofacademicperformance inmathematics,science,andreadingamong15-year-oldstudents.

TheassessmentphaseofPISA2015hasbeenimplementedinIrelandbytheEducationalResearchCentre,onbehalfoftheDepartment.Irishstudentswereassessedontheircollaborativeproblem-solvingskills,usingcomputers.Alsoforthefirsttimeaparent/guardianquestionnairewasadministered,aswellasscience,readingandmathematicsandstudentsandprincipalscompleteddigital,ratherthanpaperversionsofthebackgroundquestionnaires(ERC,201433).

INCLUSIONICThasthepotentialtosupportinclusioninanumberofwaysacrossthesystembyprovidingopportunitiesforstudentstolearnoutsidethenormalschoolsettingortoenablelearnerswithspecialeducationalneedstoparticipatemorefullyintheireducation.

TheIntegratedReformDeliveryPlan,EducationandTrainingSector2015(DepartmentofEducationandSkills,2014;p.3)34states:

“WewantanEducationandTrainingsystemthatwelcomesandmeaningfullyincludeslearnerswithdisabilitiesandspecialeducationalneeds,learnersfromdisadvantagedcommunities/backgroundsandthosewithlanguage,culturalandsocialdifferences.

TheFrameworkforJuniorCyclehasinclusivelearningasoneofitsprinciples.Itstates“theeducationalexperience is inclusive of all students and contributes to equality of opportunity, participation andoutcomesforall”.


24

31StrongPerformersandSuccessfulReformersinEducation:LessonsfromPISAfortheUnitedStates (http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/ strongperformersandsuccessfulreformersineducationlessonsfrompisafortheunitedstates.htm)32EUfolio(http://www.eufolio.eu)33EducationalResearchCentrePISA(http://www.erc.ie/?p=7)34IntegratedReformDeliveryPlan2015(https://www.education.ie/en/The-Department/Public-Service-Reform/Education-and-Training- Sector-Integrated-Reform-Delivery-Plan-IRDP-2015.pdf)

35ArtsinEducation(http://www.artsineducation.ie)

In adopting ICT for teaching and learning the Department will ensure that information will beaccessible toall learners in linewith requirementsunder theUNConventionon theRightsofPersonswithDisabilities.TheConventionemphasises;

• theobligationto‘provideaccessibleinformationtopersonswithdisabilities’(Article.4);

• theneedfor‘thedesign,development,productionanddistributionofaccessibleICT’(Article.9);

• therighttoeducation‘withoutdiscriminationandonthebasisofequalopportunity’forpersonswithdisabilities(Article.24).

ICThasthepotentialtosupportlearners,whosefirstlanguageisnotEnglish,toenhancetheiroralandwrittenliteracy.Ingeneral,thereisarecognitionthatdigitaltechnologyhasthepotentialtocreateamoreinclusiveeducationsystemforalllearners.

ICT is a principal enabler for children at risk of educational disadvantage, with low levels ofachievementintheformaleducationsystem.Whenitisappropriatelyembeddedintoaneducationalsetting,ICTcanenablestudentstolearninnewandexcitingways,encouragingtheirengagementandmakingcommunicationeasier.Furthermore, there isevidence to indicate that thecreativeapplicationofICTineducationcanallowstudentsatriskofearlyschoolleavingtoconnectwithlearninginnewways,resultinginimprovedmotivation,attendanceandapplicationacrosssubjectareas.

TheStrategyrecognisesthatICThasthepotentialtoenableparents/guardianstobecomemoreactively involved in their children’s learning by engaging in conversations with teachers and byaccessingandcommentingonstudents’work. ICTcanalsooffernew learningpossibilitiesbyconnectingwithotherschools.

DIGITAL CONTENTTheStrategyrecognisesthatschoolsneedtohaveaccesstoawiderangeofrelevant,high-qualitydigitalcontent,whichservestosupportlearnersatallstagesofoureducationsystem.

TheStrategywillcontinuetopromoteScoilnet-Ireland’sofficialeducationportal-andassociatedsites as the national reference point for schools for high-quality digital content and the ArtsinEducationPortal35as thenational referencepoint forschools forahighstandardofcontentsupportingdigitalartsineducation.

There is now an opportunity for teachers, students and parents/guardians to reduce relianceontextbooksandmoveinaplannedwaytowardsalternativeformsofcontentthatmayincludeteacherorstudent-generatedresources.Inthiscontext,schoolscanusetheBookGrantSchemetopurchasearangeofdigitalresourcesrelevanttothecurriculum.Thesemayincludestudentsubscriptionstoonlinemathsorreadingprogrammes,schoolsitelicencesorappdownloads.

PDST TECHNOLOGY IN EDUCATIONPDSTTechnologyinEducation(PDST-TiE)promotesandsupportstheintegrationofICTinteachingand learning in schools. PDST-TiE is part of the national support service, the Professional


25

DevelopmentServiceforTeachers,whichoperatesundertheaegisoftheDepartmentofEducationandSkills.ThefunctionsofthePDST-TiEwerepreviouslytheresponsibilityoftheNationalCentreforTechnologyinEducation(NCTE)whichwasintegratedintothePDSTinJune2012.TheworkofNCTEandnowPDST-TiEinsupportingICTintegrationhasevolvedovertheyearsandwillcontinuetochange.

PDST-TiEisoneoftheleadingenablerstodrivetheStrategybysupportingschoolstoeffectivelyintegrate ICT into teaching, learning and assessment and providing advice and support to theDepartmentontheimplementationandimpactoftheStrategy.

THEME 1: TEACHING LEARNING AND ASSESSMENT USING ICT - OBJECTIVES AND ACTIONS


26

Objective Action(s) Timeframe Lead Partner(s)

1.1.Toembeddigitallearningobjectiveswithinfutureeducationpolicyandcurriculumreforminitiatives.

IncludeclearstatementsandobjectivesontheuseofICT,andthedevelopmentofdigitallearningcompetencies,infuturecurriculumspecificationsandpolicyinitiativesrelatingtolearningandteaching.

2015-2020 NCCA,CurriculumandAssessmentPolicyUnit(DES)

1.2.ToadapttheUNESCOICTCompetencyFrameworkforTeachersfortheIrishcontext.

- EstablishadesignteamtoreviewandadapttheUNESCOICTCompetencyFrameworkforTeachers.

- Pilottheadaptedframework,andreviseasappropriate,toensurethatitfacilitatesteacherstoreflectontheirpracticeandidentifyprofessionallearningneeds.

2016

2016-2017

ICTPolicyUnit(DES)

PDST-TiE

1.3.ToaidtheintegrationofICTintoteaching,learningandassessmentinschools.

- EnablethePDST-TiEtoplayaleadroleinpromotingandsupportingtheintegrationofICTinteachingandlearninginschools.

- PDST-TiEtohelpdrivetheimplementationoftheStrategy.

2015-2016

2015-2020

PDST-TiE

1.4.Toensurethatschoolscanengageeffectivelyinwhole-schoolplanningandself-evaluationtosupportprovisionforICTlearning.

- Updatethe‘e-LearninginYourSchool(NCTE,2009)’planningresourcesothatitreflectstechnologicalandeducationaldevelopmentssince2009includingSchoolSelf-Evaluationproceduresforschools.

- Publishanddisseminatetherevised‘e-LearninginYourSchool’planningresource.

2016

2016

PDST-TiE

PDST-TiE


27


1.5.TosupportpersonalisationanddifferentiationthroughtheuseofICT.

- Providecase-studiesandadviceonhowschoolscanbestachievepersonalisedanddifferentiatedlearningforalllearnersusingICT.

- Facilitateteacherstoshareexemplarsofgoodpracticeinusingdigitaltools.

2015-2020

2016-2020

PDST-TiE,SpecialEducationSection(DES),InclusionSupportServicewhenestablished.

1.6.Toprovideopportunitiesforstudentstopursuein-depthICTstudyintheSeniorCycle.

- NCCAtoprovideadviceandoptionstotheMinisteronfurtherdevelopingtheprovisionfordigitallearningintheSeniorCycleincludingthefeasibilityofprovidinganin-depthcourseofstudyinICTaspartoftheLeavingCertificate.

2016-2018 NCCA,CurriculumandAssessmentPolicyUnit(DES),StateExaminationsCommission(SEC)

1.7.Topromotetechnology-supportedassessment.

- ExploreandfacilitatetheuseofICTforformativeandsummativeassessmentpurposes.

- Promotetheassessmentofstudents’applicationofICTintheirlearningacrossthecurriculum.

2015-2020

2015-2020

NCCA,Curriculum&AssessmentPolicyUnit,(DES)

1.8.Topromotetheuseofdigitalportfolios(ePortfolios)forprimaryandpost-primarystudents.

- BuildontheexperienceoftheEUfolioprojecttopromotetheuseofePortfoliosforprimaryandpost-primarystudents.

2015-2020 PDST-TiE,NCCA,Curriculum&AssessmentPolicyUnit,(DES),NEPS

1.9.ToensureschoolscanuseICTasatoolforinclusivelearning.

- ProvideguidanceandadvicetoschoolsontheuseofICTforteaching,learningandassessmentforstudentswithspecialeducationneeds.

2015-2020 SpecialEducationSection(DES),InclusionSupportService

1.10.Tosupportschoolsintheirengagementwithparents/guardianswithregardtotheuseofICTtosupportteaching.

- Showcasehowdigitaltechnologiescanenhancecommunicationbetweenhomeandschool.

- Raiseawarenessonresponsibleandethicaluseoftheinternet.

2015-2020

2015-2020

PDST-TiE

PDST-TiE

Inadditiontotheleadpartners,thefollowingpartnerswillplayacentralroleintheactionsrequiredfortheachievementofeachobjective:

PDST,JCT,ISS,NEPS,NIPT,ProjectMathsDevelopmentTeam,StateExaminationsCommission(SEC),TeachingCouncil,ITEProviders,EducationCentres,schools,teachersandstudents.

Support Services are established by the Department for the purpose of providing continuingprofessionaldevelopmentcoursesandothersupportstoteachersandschools.Atthepresenttime,supportservicesincludeProfessionalDevelopmentServiceforTeachers(PDST),JuniorCycleTeam(JCT),NationalInductionProgrammeforTeachers(NIPT),ProjectMathsDevelopmentTeam(PMDT),SpecialEducationSupportService(SESS),andtheNationalBehaviourSupportService(NBSS).


28


1.11.Extendthescopeandreachofstudents’learningbeyondthewallsoftheclassroom.

- Developadviceandsupportmaterialsforschoolsonthepossibilitiesofconnectingwithotherschoolsandengaginginjointprojectstooffernewlearningopportunities.

2015-2020 PDST-TiE

1.12. Toresourcedigitalcontent.

- Engagewithpublishersontheprovisionofdigitalcontentandservicestosupportthecurriculumincludingservicesappropriateforspecialeducation.

- Raiseawarenessinschoolsofthefacilityunderthebookgrantschemetopurchasearangeofdigitalresources.

2016

2016

ICTPolicyUnit(DES)

SchoolsDivisionandICTPolicyUnit(DES)

1.13. ToprovideaccesstoOpenEducationalResources.

- PromoteScoilnetandassociatedsites/servicesasthenationalreferencepointforschoolsforhigh-qualitydigitalcontent.

- Enableschools,teachersandstudentstoaccessquality-assuredopendigitalcontentfromeducationalcontentproviders.

- Developstrategicpartnershipswithrelevantcultural,educationalandsportingbodiesinordertoadaptrelevantcontentintousefullearningandteachingresources.

- Developandpromoteprotocolsonsharingofdigitalresourcesbetweenprovidersofprofessionalsupportforschools.

2015-2020

2016

2016

2016

PDST-TiE

PDST-TiESupportServices

PDST-TiE

PDST-TiE

36WhatisTechnologicalPedagogicalContentKnowledge?(http://www.citejournal.org/articles/v9i1general1.pdf)

3. THEME 2: TEACHER PROFESSIONAL LEARNINGINTRODUCTIONTeacherprofessionallearningfeaturedprominentlyduringtheStrategy’sresearchphaseandintheCensusReportfindings.Inthatcontext,theDepartmentunderstandsthestrategicneedtosupportteachersindevelopingtheirprofessionalpractice,knowledgeandskillssotheycanintegrateICTmoreeffectivelyintotheirpractice.

TheStrategynotesthatteachershavedifferentknowledgeandskilllevelsinrelationtousingICTtodesignanddevelopeffectivelearningexperiences,andthelevelofknowledgeandskillsmaychangeasteachersprogress in theircareers.TheCensusReportsupportsthe ideathatmanyteachersneedtofurtherbuildtheirknowledgeandskillsanddevelopgreaterconfidencewithICTsothattheycaneffectivelyintegrateitintotheirpractice.

Thissectionfeaturesanumberofmainissuesthatemergedduringtheresearchandconsultationphase,whichfeedintoenhancingteacherprofessionallearningoverthelifetimeoftheStrategy.Byaddressingtheseissues,theStrategywillprovideallteacherswitharangeofopportunitiesandsupportstoassistthemtoembedICTintotheirpractice.

GOAL: TEACHER PROFESSIONAL LEARNING – INDICATORS OF SUCCESS• Use of ICT for teaching, learning and assessment is embedded at each stage of the continuum

of teacher education i.e. Initial Teacher Education, Induction and Continuous Professional Learning.

• Department and Teaching Council policies on teacher education recognise the role and potential of ICT to enhance teaching and learning.

• Department-funded support services and related bodies have embedded the use of ICT in CPD design, development and delivery.

• Guidance and examples of good practice on the effective, critical and ethical use of ICT for teaching, learning and assessment are provided to and shared by teachers.

TEACHER KNOWLEDGETeachersrequireawiderangeofknowledgeinordertoembedICTeffectivelyintotheirpractice.TheTechnologicalPedagogicalandContentFramework36,betterknownasTPACK,wasdevelopedbyMishraandKoehler(2006)todescribethelevelsofknowledgeateacherrequiresinordertointegrateICTintotheirprofessionalpractice.Itdescribesthethreetypesofknowledgerequiredbyateacherforeffectivepedagogicalpracticeinatechnologyenhancedlearningenvironment(figure4).

• Teachersneedamixoftechnologicalknowledge(TK)sotheycanuseICTeffectively.

• Teachersneedtohaveadeepknowledgeofthecurriculumcontenttheyareteaching(CK).

• Teachersrequirepedagogicalknowledgeinordertoteachtheirsubjectarea(PK).

3. THEME 2: TEACHER PROFESSIONAL LEARNING

29

Equally important to themodelarethe interactionsbetweenthesebodiesofknowledge.Whenteacherseffectivelyintegratetheseareasofknowledge,theycanembedICTeffectivelyintotheirpractice.

FIGURE 4. TPACK FRAMEWORKConsideringTPACK,thissectionwilloutlineanumberofkeyareaswheretheDepartmentplanstosupportteacherstoembedICTmoreeffectivelyintheirprofessionalpracticeoverthefiveyearsoftheStrategy.

TEACHERS’ PROFESSIONAL LEARNING AND SCHOOL DEVELOPMENTManysubmissionsmadethecasethatALLteachersshouldhavetherequisiteknowledgeandskillstointegrateICTeffectivelyintotheirpractice.Manycommentedthatskillsandknowledgeneedtobedevelopedbyteachersovertimeinsupportivelearningenvironments. ManyrespondentscalledforanewmodelofteacherprofessionallearningthatismoredifferentiatedthaniscurrentlyavailableandthatcatersforthevarianceofknowledgeandskillswithintheprofessioninrelationtousingICT.


30

Technological Pedagogical Content

Knowledge(TPACK)

Technological Pedagogical Knowledge

(TPK)

Pedagogical Knowledge

(PK)

Pedagogical Content

Knowledge(PCK)

Technological Content

Knowledge(TCK)

Technological Knowledge

(TK)

Content Knowledge

(CK)

Theyalsocalledfortheprovisionofteacherprofessionallearninginarangeofformatsincluding;whole-school approaches, subject-department approaches, in-school professional learningsessions,out-of-schoolsessions,andonlineandblendedlearningworkshopsorcourses.

Thecasewasmadethatteachersshouldhaveachoiceintermsofhowtheydeveloptheirprofessionalpractice knowledge and, where possible, ICT should support them in forming communities ofpractice, both online and offline. The majority of the submissions recommended that teacherprofessionallearningneedstoberootedinclassroompractice,suchasthewritingprocessand/orinenhancingLiteracy/Numeracypractices.

TeachersandprincipalssoughtsupportonhowtheycoulduseICTalongsidepedagogicalpracticesthatpromoteactivestudent learning. Numeroussubmissionsmadethecasethatall formsofteacherprofessionallearningshouldhighlightarangeofpedagogicalpracticesthatsupporttheactiveuseofICTbylearnersinarangeofsettings.ThisisalsorecommendedbytheInspectorateandbytheOECD(2015).

Thecasewasalsomadethatthereisaneedtodevelopteachers’knowledge,skillsandconfidencetoembedICTmoreintotheirpractice,particularlyincoursesdevelopedaspartofinitialteachereducation(ITE).Itwasnotedinthesubmissionsthatthedevelopmentofsuchprofessionalpracticeknowledgeshouldbeanongoingactivitythroughoutateacher’scareer.

CONTINUUM OF TEACHER EDUCATIONTheStrategyacknowledgesthattoacquirethenecessaryICTknowledgeandskills,teacherswillneedtohaveaccesstoprofessionaldevelopment,onanongoingbasis,throughouttheircareer.ThisisparticularlypertinentintheareaofICT,wheretechnologychangesatarapidpace.TheStrategynotesthatteacherscangatherandrecordevidence,andreflectonongoinglearningthroughouttheircareerbycollatingthisevidenceinateacherprofessional(paperordigital)portfolio.

Inthemain,thesubmissionsaskthatcontinuousprofessionaldevelopment(CPD)accommodatestheneedsoftheteacherandofschoolleadership(i.e.principalsanddeputy-principals)sothatawidevarietyofprofessionallearningexperiencesarerelevantandavailable.

Furthermore,thesubmissionsnotethatparticulargroups,suchasthoseworkingwithlearnerswithSpecialEducationNeeds(SEN),willrequirespecialisedCPDatregularintervalsthroughouttheircareers.

TheCensusReportfoundthatteachersareseekinghelptouseICTasateachingandlearningtool.Teachersreportthattheyrequireassistanceinarangeofareassuchas:

• usingICTtodeveloplearnerKeySkills;

• developingmoreadvancedICTskills(e.g.blogging,podcastingetc.);

• usingICTasatoolacrossthecurriculum.


31

Manyoftheseteachersalsorequested,wherepossible,tolearnaboutICTandICTintegration,whileusingtheirownschool’stechnology/computers.TheInspectoratehassuggestedthattheStrategyshouldpromoteblendedformsofteacherCPDsothatitincludesamixofface-to-faceandonlinelearningopportunities.TheInspectoratealsorecommendsthatplanningforCPDshouldincludetheprovisionofaroadmapforfurthersupportandprofessionaldevelopmentfromsourcesinternalandexternaltotheschool.

TheUNESCOICTCompetencyFramework–explored in theprevioussection–canalsoplayastrategicroleinidentifyingteachereducationneeds. TheframeworkcaninformthecontentoffutureteacherprofessionallearningprovisionalongtheContinuumofTeacherEducation.

PROMOTING INNOVATIVE PRACTICETeachersandschoolsshouldhaveaccesstoCPDwhichallowsforthedevelopmentofthespecificcompetenciesthatarerequiredforeffectiveandinnovativeuseofICTinandforlearning.

There should be opportunities for teachers and principals to experiment with the use of newdevicesandotherdigitaltoolswiththeirlearnersandthentosharetheirexperiencesacrosstheprofession.Thelearningfromsuchexperimentationcanalsobedisseminatedanddiscussedusingcommunitiesofpractice,eitherface-to-faceorviasocialmedia.Inthisway,teacherscanplayapivotalroleindevelopingtheirownprofessionalpracticeknowledgeandthatoftheentireteachingcommunity.

TheTeachingCouncilpromotesacultureofinnovation,collaborationandprofessionalleadershipwithteachersinawaythatwillmaximisetheimpactofthisforallteachersandlearners.EventssuchasFÉILTE(FestivalofEducationinLearningandTeachingExcellence)37,andprogrammessuchasDroichead(pilotmodelforinductionandprobation)38,andthedevelopmentofthenewwebsitetosupportresearch, teachingandlearning,Molfeasa39,willcontinuetohighlight thesignificantinnovationthatteachersarepioneeringintheuseofICT.

TheDigitalSchoolsofDistinction40initiative,whichissupportedbytheDepartmentandbyindustry,isorganisedthroughtheDublinWestEducationCentreandaimstobuildcapacityandrecogniseexcellence in the use of technology at primary level. The initiative is also exploring how it cansupport whole-school engagement with ICT in post-primary schools. The new School DigitalChampioninitiative,whichwillbeintroducedasapilotin2015/2016,isledbytheDepartmentofCommunications,EnergyandNaturalResources (DCENR),withsupport fromtheDepartment,PDSTandEducationCentres.Itaimstopromoteandelevatedigitalskillsandcompetenciesthroughstudentparticipationindigitalprojects, inturnbenefittingtheschoolandthewidercommunity.Other initiativessuchastheFÍSfilmproject41andFÍSBookClub42,managedbyPDST-TiEandtheInstituteofArtDesignandTechnology(IADT),arecapturingandsharinginnovativepractice.Initiativesliketheseprovideaplatformtoshowcasegoodpracticeandprovideopportunitiesforteachers,youngpeopleandeducationleaderstoshareandexplorenewideas.


32

37TheTeachingCouncilFéilteFestival(http://www.teachingcouncil.ie/en/News-Events/FEILTE/)38Droichead(http://www.teachingcouncil.ie/teacher-education/new-proposal-on-induction-and-probation.1593.html)39Molfeasa(http://www.ncca.ie/en/Curriculum_and_Assessment/Partnerships/)40DigitalSchoolsofDistinction(http://www.digitalschools.ie/)41FíSFilmProject(http://www.fisfilmproject.ie/)42FíSBookClub(http://login.fisbookclub.ie/)

THEME 2: TEACHER PROFESSIONAL LEARNING - OBJECTIVES AND ACTIONS


33


2.1ToembeddigitaltechnologyacrossthecontinuumofteachereducationandotherDepartmental-supportedteachereducationprogrammes.

- EnsurethatICTisembeddedintheplanning,designanddeliveryofallteachereducationcoursesandprogrammes.

- Ensurethatallprofessionaldevelopmentsupportservicescollaborateontheplanning,designanddeliveryofCPDmodulestosupportteacherstoembedICTintheirpracticeacrossthecurriculum.

2015-2016

2015-2016

PDST–TIETeachingCouncilTeacherEducationProviders

SupportServices

2.2ToembedICTinInitialTeacherEducationProgrammes.

- Cooperatewithinitialteachereducationproviderstoensurethatpre-serviceteachersacquiretheskills,knowledgeandconfidencetousedigitaltechnologiestosupportlearningandteaching.

2016-2020 ICTPolicyUnit,(DES)andITEs

2.3ToembedtheuseofICTinallinductionprogrammesforteachers.

- CooperatewithNIPTsothatNewlyQualifiedTeachers(NQTs)receiveappropriateguidanceandsupporttointegrateICTintoteaching,learningandassessment.

2015-2020 NIPT

2.4Toalignteachers’professionallearninginICTtotheTeachingCouncil’sNationalFrameworkforCPD.

- MapallteacherCPDinvolvingtheuseofICTinlearningandteachingtotheTeachingCouncil’snationalframeworkforCPDwhenavailable.

2015-2020 ICTPolicyUnit,(DES),SupportServices


34


2.5Toprovideaflexible,differentiatedmodelofCPDtosupportembeddingofICTinteaching,learningandassessment.

- DevelopandpromotedifferentiatedCPDmodelstoembedICTinteaching,learningandassessment.

- EnhancetheaccesstoandimpactofCPDforteachersthroughextendingCPDdeliveryformatstoincludeonlineandblendedlearningprogrammes.

- Facilitateschool-based,individualandwhole-staffprofessionallearningthroughonlineandblendedlearningsupportpackages.

2015-2020

2015-2020

2015-2020

PDST-TIE,SupportServices

SupportServices

PDST-TIE,SupportServices

2.6Toprovideinformationtoteachersoninnovativewaystousedigitaltechnologymoreactivelyintheirownteaching.

- PromotethesharingofexamplesofgoodpracticeamongteacherssothattheycandesignmoreactivelearningactivitiesfortheirstudentsusingICT.

- Provideadviceandguidancetoteachersonnewtechnologiesrelevanttoteaching,learningandassessment.

2015-2020

2015-2020

SupportServices

2.7TodevelopandpromoteexamplesofeffectiveintegrationofICTinteaching,learningandassessment.

- ProvideandfacilitatethesharingofexamplesofgoodclassroompracticeontheeffectiveuseofICTinteaching,learningandassessment.

- SupportthecapacitybuildingobjectivesoftheDigitalSchoolsofDistinctioninitiativeaspartoftheDigitalStrategy.

- IntroduceandimplementtheSchoolDigitalChampioninitiative(introduceasapilotin2015/2016).

2015-2020

2015-2016

2015-2016

SupportServices

PDST

DCENR


35


2.8ToprovidecontinuedsupporttoschoolsontheuseofICTforstudentswithspecialeducationalneeds.

- Providecontinuedsupportforteachersandprincipalsintheuseofdigitallearningtoolsforstudentswithadditionallearningneeds.

- DevelopandsharecasestudiesontheeffectiveuseofICTinspecialeducationalneedssettings.

2015-2020

2016-2017

SpecialEducation(DES),InclusionSupportService(whenestablished),NEPS

2.9ToencourageandsupporttheuseofePortfoliosforteachers.

- CollaboratewiththeTeachingCouncil,andotherrelevantprofessionalbodiesforteachers,intheuseofePortfoliosinteacherCPDprovision.

2018-2020 TeachingCouncilandPDST-TIE

2.10 TopromoteProfessionalCommunitiesofPractice.

- Provideadviceandguidanceondigitaltoolstosupportteacherprofessionalcommunitiesofpracticewithinschoolsorotherteachernetworks.

- Provideadvicetocommunitiesofpracticeonthesharingofdigitalresourcesandpractices.

2015-2020

2016-2020

SupportServices

PDST-TiE,SupportServices


PDST, JCT, ISS, NEPS, NIPT, Project Maths Development Team, Teaching Council, ITEProviders,EducationCentres,schools,teachersandstudents.

4. THEME 3: LEADERSHIP, RESEARCH AND POLICY INTRODUCTIONThereisaneedforstrongleadershipatalllevelsoftheeducationsysteminordertoensurethesuccessfulimplementationoftheStrategy.TheDepartmentanditsagencieswillplayaprincipalroleinsupportingschoolsandotherorganisationstoeffectivelyintegrateICTintoteaching,learningandassessment.

TheeducationsystemwillneedtoplaninordertoachieveICTintegrationandthiswillbeanongoingprocessrequiringregularreviews.Asignificantpartofthisprocesswillbetoimplementasystemofresearchandevaluationinordertoprovideregulardataonhoweffectivelyintegrationisbeingachieved.Inadditiontoconductingformalresearch,theStrategywillencourageteacherstoreflectontheirownprofessionalpracticeinusingICT,andtosharetheirthoughtswiththeircolleagues,bothface-to-faceandonline.

Inthissection,anumberofprioritiesarehighlightedrelatingtoleadership,researchandpolicywhichemergedduringtheconsultationandresearchphase.Thekeyactionsthatneedtobecarriedoutinordertoaddresstheseprioritiesarealsooutlined.

GOAL: LEADERSHIP, RESEARCH AND POLICY – INDICATORS OF SUCCESS• The role and potential of ICT to enhance teaching, learning and assessment recognised in

the policies and programmes of the Department, its agencies and funded bodies.

• Structures are established to provide oversight of and guidance on the implementation of the Strategy.

• Guidance, planning resources and related supports for the effective, safe and ethical use of ICT are available to school leaders and teachers.

• Appropriate linkages developed with other school policies and external initiatives, to support the embedding of ICT in teaching, learning and assessment, for example, School Self-Evaluation, external inspection and research.

LEADERSHIP AND POLICYTheICTPolicyUnitwillassistrelevantsectionsoftheDepartment,includingagenciesunderitsremit,toplayanactiveroleinimplementingtheDigitalStrategyforSchools.EnsuringthattheuseofICTisembeddedatallstagesofthecontinuumofteachereducationistheresponsibilityofallsectionsoftheDepartmentandthisalsoextendstoitsrelevantassociatedagenciesandsupportservices.Inaddition,theDepartmentwillsupportschoolleaderstointegrateICTintoteaching,learningandassessmentactivitiesatschoollevel.Thiswillbeachallengingtaskanditwillrequirealleducationpartnerstoworktogethertoachievemeaningfulintegration.


36

43SchoolSelf-Evaluation(http://www.schoolself-evaluation.ie)44Molfeasa(http://www.ncca.ie/en/Curriculum_and_Assessment/Partnerships)

EVALUATION Evaluation should form a crucial component of the new Strategy. There is a need to monitorimplementationoftheStrategyandtoensurethatthesystemismakingprogresstowardsachievingICTintegrationinIrishschools.OngoingevaluationofICTintegrationisanimportantelementinimprovingpracticeandoutcomesinthisarea.ThisisrelevanttobothexternalevaluationsthatareconductedbytheDepartment’sInspectorateandinternalevaluationactivitiesthatareconductedaspartofschools’commitmenttoself-evaluation.

Publishedreportsofschoolevaluationsconductedby theDepartment’s Inspectorate frequentlyinclude evaluative comments and recommendations regarding the use of ICT in teaching andlearning.Thiswillcontinuetobethecase.It isenvisagedalsothattheInspectoratewillcollectdataregardingtheimplementationoftheStrategyonceschoolshavehadsufficienttimetomakeprogressonrelevantactionsinthe2016/2017schoolyear.

TheInspectoratesupportstheSchoolSelf-Evaluation(SSE)process43throughthepublicationofguidelinesandresourcesinprintedformatandonthewebandthroughadvisoryvisitstoschools.

Theevaluationcriteriaprovidedtosupportschoolself-evaluationincludecriteriarelatingtotheprovisionanduseofICTinteachingandlearning.EvaluationandimprovementintheuseofICTinteachingandlearningshouldthereforebeanongoingpartofschoolself-evaluationactivityasitisrelevanttoliteracy,numeracyoranyotherareathataschoolmayhaveprioritisedforevaluationandimprovementinagivenyear.

RESEARCHTheconceptofteachersasreflectivepractitionerswascapturedinmultiplesubmissionsduringthepublicconsultationphaseoftheStrategy,anditwassuggestedthattheStrategyshouldsupportteacher-ledresearchontheuseofdigitaltechnologyinteaching,learningandassessment.

ThesubmissionssuggestedthereisaneedforexperimentationandreflectioninrelationtohowICTcanbeintegratedintoteaching,learningandassessmentactivities.Thiswouldallowteacherstoreflectontheirpracticeandtoshareitwithcolleagues,thuscreatingadatabaseofteacher-developedcasestudies.Othersubmissionsalsosuggestedcollatingandsharingexistingteacherresearch(i.e.MastersandDoctoralresearchinthefieldofICT)tothewidereducationsystem.SuchactionshavethepotentialtodevelopacollectionofevidencerelevanttoIrishteachersthatcouldbesharedwithcolleaguesthroughprojectssuchasMolfeasa44.

TheCensusReportalsomakesthecaseforrigorousresearch-basedapproachestoimplementingpublicly-funded initiatives, so the Department can trial new technologies and approaches inschools.Suchinitiativesshouldexaminetheeffectsofinnovativepractice,particularlyinrelationtodevelopingteacherknowledgeandteacherprofessionallearning.Itsuggeststhatthereisavalueinconductingpilotstudiespriortofull-scaleimplementationofnewinitiatives,sothatpotentialimplementationgapscanbeidentifiedandaddressedatanearlystage.

OptionssuchastheDepartmentseekingresources,primarilythroughEUfunding,toenablethe

4. THEME 3: LEADERSHIP, RESEARCH AND POLICY

37

systemtoengagein innovativeandevidence-basedresearchprogrammesthatmeet ICTpolicyprioritieswillbeconsidered.TheDepartmenthasalreadytakentheinitiativetoinvestigateandexperimentwiththeuseofICTinareassuchasassessmentbyleadingtheEUfolioProject45anditisanticipatedthatsuchinitiativeswillbeexpandedduringthelifetimeofthestrategy.

Engagementwith the Irish third-levelsector, furthereducationand the internationalacademiccommunity, can also improve our collective understanding about how best to embed ICT ineducation.TheStrategywillseektosupportcollegesofeducationandotherorganisationssuchastheDepartment-fundedsupportservicestoconductrelevantresearchthatwillassistinfurtheringourunderstandingofthiscomplexarea.Theadoptionofsuchanevidence-ledapproachtoICTintegrationwillassisttheDepartmentinimplementinginformedpolicydecisionsthatwillultimatelyimproveouroveralleducationsystem.

ETHICAL AND SAFE USE OF THE INTERNET AND RELATED TECHNOLOGIESMultiplesubmissions,particularlyfromparents/guardiansandyoungpeople,commentedontheissueofsafe,criticalandethicaluseoftheinternetanditwasreportedthatsomeschoolshavenotengagedinusingtheinternetbecauseofconcernsoverissuessuchasinternetsafety.ThiswasfurthersupportedbyrecentresearchfromtheOECD(2015)andtheStrategyrecognisestheimportanceofprovidingrelevantadvicetoschoolsinthisarea.

Central topromoting theautonomous,effective,andsaferuseof the internetby youngpeopleisastrongcommitmenttochangingbehaviourthroughasustainedinformationandawarenessstrategy targeting parents, teachers, and children and young people themselves. Homes andschoolsplayacrucialroleinpromotinggoodpracticeinpreventingandcopingwithinappropriateuseoftheinternet. It isimportantthatschoolsconstantlyreviewtheirpoliciesandproceduresregardingacceptableinternetuse,internetsafety,digitalidentityanddataprotectioninthecontextoftheirwhole-schoolpoliciesandplanning.Theissuesinvolvedinallowinglearnerstousetheirownpersonaldigitaldevicesinteachingandlearningwillrequirefurtherexplorationandevaluation.


38

45EUfolio(http://www.eufolio.eu)

THEME 3: LEADERSHIP, RESEARCH AND POLICY - OBJECTIVES AND ACTIONS

4. THEME 3: LEADERSHIP, RESEARCH AND POLICY

39


3.1ToprovidestrongleadershipwithintheDepartmenttooverseeandregularlyreviewtheStrategy.

- EstablishanImplementationGroupconsistingofrepresentativesfromrelevantsectionswithintheDepartmentandthesupportservicesandagencies.

- ProvideregularreportsonprogresstowardstheachievementofthegoalsandobjectivesoftheStrategy.

2015-2020

2015-2020

DES

ICTPolicyUnit

3.2Toensurecoherenceandcontinuitybetweendigitalstrategiesfortheschoolsectorandthehigherandfurthereducationsectors.

- EnsureregularengagementbetweentheImplementationGroupandprojectleadersofcomplementarydigitallearninginitiativesinFurtherandHigherEducation.

2015-2020 ICTPolicyUnitFurtherEducationSectionHigherEducationSection

3.3ToenhanceICTcapacityandawarenessintheeducationsysteminpartnershipwithindustry.

- EngagewithrepresentativebodiesofindustrytodevelopaframeworktoassistschoolstoworkwithindustryinlinewiththerecommendationsoftheICTSkillsActionPlan2014-2018.

2015-2017 CurriculumandAssessmentPolicyUnit,(DES)

3.4Toencourageacultureofinnovation.

- Continuetoparticipatein Relevant,strategicICT projectsatEUlevel.- Seektotargetand coordinatesupportfor innovativeICTprojectsinschools.

2015-2020

2015-2020

ICTPolicyUnit(DES)andPDST-TIE


40


PDST,JCT,ISS,NEPS,NIPT,ProjectMathsDevelopmentTeam,TeachingCouncil,ITEProviders,EducationCentres,schools,teachersandstudents.


3.5Topromoteresponsibleandethicaluseoftheinternetandrelatedtechnologies.

- Undertakeawareness-raisingactionsandprogrammesthatpromoteresponsibleandethicaluseoftheinternetinclosecooperationwithallrelevantactorsatEuropean,regionalandlocallevels.

- Provideparents/guardians,studentsandteacherswithinformation,adviceandtoolstopromotesafer,moreresponsibleandmoreeffectiveuseoftheinternet.

- Developadditional learningresourcesfor teacherstointegrate cyber-bullyingawareness andpreventionintoeach school’sprovisionforWellbeing

includingitscurriculumprogrammeforSocial,PersonalandHealth,Education(SPHE).

2015-2020

2015-2020

2015-2020

PDST-TIE

PDST-TIE

PDST/PDST-TIE

3.6ToevaluateICTintegrationatschoollevel.

- Provideschoolswithtoolstoenableschoolself-evaluationandmonitoringoftheintegrationofICTintolearningandteaching.

- ConductexternalthematicevaluationsofICTintegrationinschools.

2015-2016

2017-2020

ICTPolicyUnitandInspectorate(DES)

46NationalBroadbandPlan(http://www.dcenr.gov.ie/communications/en-ie/Broadband/Pages/National-Broadband-Plan.aspx)

5. THEME 4: ICT INFRASTRUCTUREINTRODUCTIONReferringtoICTintegration,theCensusReportstatesthat,“infrastructureincludesresourcessuchas computer hardware, data and networks, information resources, interoperable software andtechnicalsupport”(Cosgroveetal.,2013b;p.37).TheStrategyrecognisesthatschoolsrequirearobust,reliableICTinfrastructureinordertoeffectivelyintegrateICTintoallaspectsofschoollife.

Inthissection,anumberofmajorinfrastructuralissuesareconsideredandtheactionsrequiredtoenhancetheexistingICTinfrastructureinschoolsareoutlined.ThepurposeistoensurethatthespecificgoalswillenablestudentsandteacherstohaveaccesstoreliableICTinfrastructureinschools.

GOAL: ICT INFRASTRUCTURE – INDICATORS OF SUCCESS• Improved connectivity for primary schools.

• Grants scheme introduced for the purchase of equipment by schools.

• Guidance and advice provided for the purchase of equipment and services.

• Guidance published on the innovative use of ICT for teaching and learning.

SCHOOLS BROADBANDOver recent years, government investment in national ICT infrastructure has been prioritised.Specificprioritisationhasbeengiventoaprogrammetoprovide100Mbit/secbroadbandtoallpost-primaryschoolsandasmallnumberofspecialschoolswithpost-primarystudents.

ThisprogrammeisjointlyfundedbytheDepartmentofEducationandSkillsandtheDepartmentofCommunications,EnergyandNaturalResources(DCENR)withDCENRfundingthecapitalcosts,aswellascontributingtothecurrentcost(oftheyearafterinstallation)fortheyears2012to2015.TheDepartmentfundsallothercurrentcostsforthoseyearsandtheon-goingcosts(capitalandcurrent)onanannualbasisthereafter.

Primary schools’ broadband services are delivered through a number of Broadband AccessProviders.ImprovedconnectivityforprimaryschoolsspecificallyisapriorityundertheStrategy.TheDepartmentcontinuestoseekimprovedbroadbandconnectionsusinganumberofdifferenttechnologiesinordertoensurethatallschoolsareconnected,regardlessoflocation.Theparticulartechnologyusedtoconnectaspecificschooldependsonanumberoffactorsincludinglocation,andthebroadbandconnectivityoptionsavailablelocally.

TheDepartmentwillalsocollaboratewithDCENRtobringenhancedbroadbandtoIrishprimaryschoolsduringthelifetimeoftheStrategy.TheGovernment’sNationalBroadbandPlan46commitsto a State-funded initiative to deliver high speed broadband to those parts of Ireland wherecommercial high speed broadband services are not available. The intervention is designed to

5. THEME 4: ICT INFRASTRUCTURE

41

conclusivelyaddressconnectivityissuesinIreland.Thereareover1,500schoolsinthetargetareafortheintervention,mostofwhichareprimaryschools.TheGovernmenthasbeenconsultingontheinterventionstrategyundertheNationalBroadbandPlan,andthisincludestheenablementofconnectionstoallschoolswithintheinterventionarea.Thisprogrammewillhelptoprovidemorecost-effective,high-speedconnectivitytoruralprimaryschoolsthatcurrentlycannotaccessreliablebroadband.TheGovernmentaimstoproceedtotheformalprocurementphaseoftheStrategybytheendof2015.

IN-SCHOOL WIRELESS NETWORKS TherolloutofwirelessnetworksorWi-fiwithinschools isakeygovernmentpriority. ImprovedWi-fiaccesswouldprovidenewopportunitiestoincreaseaccesstoonlineresourcesforlearningthroughoutaschool,whichinturnwouldfacilitateanytime,anywherelearning.Highqualityin-schoolWi-fiisalsorequiredasthenumberofcomputingdevicescontinuestoincreaseinschools.Schoolsrequirescalable,robustWi-fisolutions.TheDepartmentrecognisesthatschoolsrequireexpertadviceinselectingfit-for-purposeandfuture-proofsystems.

ICT EQUIPMENTThereisaneedtoinvestindigitaldevicesinschools. TheCensusReportstates,“theStrategyshouldaddressthe issueofageingcomputingdevices” (Ibid;p.38). Italsofoundthatcurrentlyteachershaverelativelygoodaccesstocomputersbutthatlearnersarepoorlyresourced. TheCensusReportsuggeststhatthislackofaccessbystudentstodigitaldevicescouldcontributeto“didacticasopposedtoconstructivisthands-onteachingandlearningactivities”(Ibid;p.38).

ItwasalsoidentifiedduringtheresearchphasefortheStrategythatmanyteacherswouldlikeaccesstoacomputingdevice“aspartoftheirprofessionaltoolkit”.Manyschoolshavealreadyfacilitatedaccesstolaptopsortabletdevicesforteacherssoastoenablethemtoplan,developresourcesandassignandcollecthomework.

ONE-TO-ONE STUDENT DEVICES/BRING YOUR OWN DEVICE (BYOD)Anincreasingnumberofschoolshaveinitiated1:1programmeswhereeverystudentinaparticularyearhasaccesstoalaptoportabletdevice,whilemanymoreschoolsareactivelyconsideringitinthenearfuture.

The Association for Community and Comprehensive Schools (ACCS) Report (2013)47 foundthatschoolswithtabletprogrammeswereintheinitialstagesof implementationandthattheyoftenunderestimated thesignificantamountofworksuchprogrammesentailed.The levelsoflearningcontentandresourcesthathadtobeprovidedtostudentsandthenecessaryextensionofrobustwirelessservicesaroundtheschoolweretwoparticularissueswhichwerefoundtobeunderestimated.Despitethechallenges,schoolsreportedpositiveoutcomes,includinganincreasedenthusiasmamongstudents,higherlevelsofindependentlearning,andincreasedcommunicationandcollaborationamongstudents.

Schoolsrequireadviceonimplementingsuchstrategiestoensurethattheschoolcommunityandinfrastructureareequippedtosupporttheinitiative.


42

47 UseofTabletDevicesinACCSSchools (http://www.accs.ie/cmsAdmin/uploads/accs_report_final_one_to_one_devices.pdf)

CLOUD SERVICESThisStrategyrecognisesthatthecloudcomputingecosystemistransforminghowmanyschoolsoperate. There are new opportunities for teachers, learners, parents/guardians and otherorganisations to interactwithoneanother toultimatelysupport learning. Thegrowth incloudservices is enabling schools to provide email and file storage space to teachers and learners.It isallowingthemtocollaborateandcommunicatemoreeasilyusingarangeofcost-effectiveapplicationsandtechnologies.

The integration of cloud services, underpinned by fast reliable broadband, has the potential toenhancelinkagesbetweenhomeandschoolandfacilitate internetaccess“anytime,anywhere”forteaching,learningandassessmentresourcesandactivities.TheStrategyrecognisesthatcloudserviceswillcontinuetoexpandandthattheeffectiveuseoftheseserviceshasthepotentialtotransform teaching, learning and assessment activities in schools. However, data security andprivacyissuesmustbeconsideredwhenusingcloudservicesandschoolsneedgreatersupportinthisarea.

TECHNICAL SUPPORT AND MAINTENANCESchoolsrequireexternaltechnicalsupportinrelationtotheirICTequipment,infrastructureandsystems so that they can support teaching, learning and assessment as well as the school’sadministrationandplanningsystems.Theissueoftechnicalsupportcannotbeconsideredasanisolatedissueandshouldbeconsideredaspartofeachschool’seLearningplan.

DuringtheformulationoftheStrategy,schoolsidentifiedthechallengeofattainingreliableandtimelytechnicalsupportasamajorissue.Inaddition,schoolshaveverydiverseneedsintermsoftechnicalsupport,requiringproviderstohaveahighleveloftechnicalknowledgeandexpertisethatisrelevanttodifferentschoolsettingsorcontexts.

Thereisnointernationalconsensusonanyonemodelofbestpracticefortechnicalsupportprovision.ModelsoftechnicalsupportincludespecificICTrelatedgrants,theprovisionofregionaltechnicalsupportservicesincludingtechnicians(eitherinschoolorsharedbetweenschools),andprovisionoffullymanagedtechnicalsupportservices(remotelyoronsite).Acentralisednationalsystemofsupportisnotviableandwouldnotmeetschools’needsbecausethevariationinschoollocation,size and ICT infrastructure makes such provision impractical. The issue of providing technicalsupporttoallschoolsiscomplexandrequiresfurtherconsideration.TheStrategywillevaluateanumberoftechnicalsupportoptionswithaviewtoprovidingguidanceonthebesttechnicalsupportsolutionsforschools.

PURCHASING AND PROCUREMENTTheCensusReporthighlightstheneedtohavenationalarrangementsinplaceforthepurchaseandsupplyofschool-readyICTequipmentanddevelopanationalplanforequipmentrenewalandavoidingequipmentobsolescence.

AspartoftheDepartmentReformInitiativetheSchoolsProcurementUnit(SPU)wassetupundertheSharedServicesPlan2014-2016.ItishostedbytheJointManagerialBody(JMB)andseeks


43

to support all schools in procurement matters. The SPU helps schools to access centralisedframeworks,inlinewiththeGovernment’spolicyontheneedtoensurethatpublicsectorbodiessecurebestvalueformoneyinlegallycompliantprocurementactivity.TheSPUwillalsolooktorepresenttheinterestsoftheschoolsectorbacktotheGovernmentbuyerswithinthecentralisedprocurement model. The Office of Government Procurement (OGP) will continue to provideframeworksforthepurchaseofequipmentsuchasprinters,desktopPCs,andnotebooks.

TheDepartmentwillworkwiththeOGPtoensurethatexistingprocurementframeworkswillbedevelopedand/orreviewedandnewframeworkswillbedevelopedtocovertheever-changingrangeofICTequipmentandservicesbeingconsideredbyschools.Theseframeworksprovideschoolswith theadvantagesofbulk-purchasingandhelpschools tomakebetterdecisions in termsofequipmentspecificationandtotalcostofownership.THEME 4: ICT INFRASTRUCTURE - OBJECTIVES AND ACTIONS


44


4.1ToprovidefundingforSchoolICTInfrastructure.

- Providemulti-annualgrantsforICTinfrastructureinlinewithavailabilityofpublicfunds.

2015-2020 ICTPolicyUnit,(DES)

4.2ToimproveInternetConnectivityforschools.

- ContinuetoimprovebroadbandconnectionsinprimaryschoolsundertheexistingSchoolsBroadbandProgramme.

- CollaboratewithDCENRtoprovideenhancedbroadbandservicestoprimaryschools.

- Continuetoprovidehighspeed(100m/bits)topost-primaryschools.

2015-2020

2016-2020

2015-2020

ICTPolicyUnit(DES),DCENR

4.3TosupportthecreationofschoolnetworksincludingWi-Fi.

- Provideandreviewasnecessarywirelessnetworksatnew-buildstage(newschoolbuildingandextensionprojects).

- Publishtechnicalguidancedocumentsforschoolsfortheprovisionofwirelessnetworkinstallation.

- EstablishaprocurementframeworkforWirelessproviders.

- Provideadviceinrelationtowirednetworks.

2015-2020

2015-2016

2015-2016

Planning&BuildingUnit(DES)ICTPolicyUnit,Planning&BuildingUnit(DES)

ICTPolicyUnit,Planning&BuildingUnit(DES)


45


4.4ToprovideadviceonICTequipmentandBYOD.

- ProvideadviceonICTequipmentanddigitallearningtoolsthatarebest-suitedtosupportlearningandteachinginschools.

- DevelopguidanceforschoolsthatwishtodevelopBYOD(BringYourOwnDevice)approachesandexploitotheremergingtechnologies.Thesewillbesupportedbybestpracticevideos,case-studiesandadviceondevicesandpedagogicalapproaches.

2015-2020

2015-2017

PDST-TiE

PDST-TiE

4.5Toprovideadviceandsupporttoschoolsoncloudservicesforeducation.

- Explorethepotentialofcloud-basedservicesacrossprimaryandpost-primaryschools.

- Developadviceforschoolsontheuseofcloud-basedservicesincludingguidanceondatasecurityandprivacy.

2016-2018

2015-2016

PDST-TiE

PDST-TiE

4.6ToexploreandrecommendtechnicalsupportsolutionsforSchools.

- Evaluateanumberoftechnicalsupportoptions.

- Provideguidanceonthebesttechnicalsupportsolutionsforschools.

2016-2017

2016-2020

ICTPolicyUnit,(DES)

4.7Ensureclearandconciseadviceisavailabletoschoolsinrelationtoprocurement.

- WorkwithOGPtoensurethattheneedsofschoolsareconsideredwhenexistingornewframeworksareputinplaceforICTequipmentandservices.

- WorkwiththeSchoolsProcurementUnitandETBstoensurethatschoolsareawareoftheframeworksthatareinplace.

- Provideadvicetoschoolsinrelationtotheirrequirementsunderpublicprocurementandthebenefitsandopportunitiesavailable.

2015-2020

2015-2020

2015-2020

ICTPolicyUnit(DES)andSchoolsProcurementUnitandETBs

InadditiontotheLeadPartners,thefollowingPartnerswillplayacentralrole intheactionsrequiredfortheachievementofeachobjective:

PDST,JCT,ISS,NEPS,NIPT,ProjectMathsDevelopmentTeam,TeachingCouncil,ITEProviders,EducationCentres,HEAnet,OfficeofGovernmentProcurement,theSchoolsProcurementUnit,EducationandTrainingBoards(ETBs),schools,teachersandstudents.

6. ENSURING EFFECTIVE IMPLEMENTATIONSTRATEGY TIMELINETheStrategysetsoutacomprehensivesetofactionstobeachievedfrom2015to2020.EachofthedeliverablesintheStrategyhasatimelineandclearleadresponsibilityfordelivery.Theseactionswillbeprioritisedinlinewithavailableexchequerfundingandsystemcapacity.

Overtime,itwillbringsignificantchangestoareassuchasteachers’professionaldevelopment,thewayinwhichthecurriculuminprimaryandpost-primaryschoolsisdelivered,thewayICTisusedforassessment,andhowschoolscommunicatewithparents/guardiansandtheoutsideworld.

ROLE OF THE DEPARTMENT OF EDUCATION AND SKILLS IN ICT IMPLEMENTATIONTheDepartment recognises thepotentialof ICT to transform teaching, learningandassessmentpracticesinourschoolsandwillcontinuetoprovideleadershipacrosstheeducationsystem.TheDepartment will play an enabler role in leading and facilitating schools and teachers to adoptnewpedagogiessotheycanbetterengagetheirstudentsinusingICTtocreateaqualitylearningenvironmentinacoherentway.

TheimplementationoftheStrategywillbeledandcoordinatedbytheICTPolicyUnitintheDepartment.Inaddition, theUnitwill report regularly toSeniorManagementand theMinisteronprogress inimplementingtheStrategy.ToassisttheUnit,agroupwillbeestablishedtooverseethiswork.Thisgroupwill includerelevantseniorofficialsfromtheDepartment,aswellasrepresentativesoftheagenciesthatareresponsibleforimplementationofthestrategydeliverables.Thegroupwill:

• drawonspecialistadvicefromnationalandinternationalexperts;

• drawupandregularlyupdateanimplementationplancoveringactionscontainedintheDigitalStrategyforSchools;

• monitor progress towards achieving the targets in the strategy and the goals set out in theimplementationplanandreporttotheMinisteratleastonceannually;

• consult regularly with the education partners and other relevant interests regarding theimplementation and development of the Strategy through meetings, conferences and othermeans;

• advisetheMinisterontheefficiencyoftheactionsbeingtakentoachievethetargetsandsuggestimprovementsandchangestotheactionsandthetargetsasnecessaryinthelightofexperience;

• producereportsfordissemination;and

• developandimplementacommunicationplanfortheStrategy.

TRANSFORMING LEARNING IN SCHOOLSThisStrategysetsouthowwewillwork to realise thepotentialof ICT to transform the learningexperiencesofstudentsbyhelpingthembecomeengaged,creativeandcriticalthinkers,globalcitizens,andactiveandself-determinedresilientlearnersincollaborativesocial-learningenvironments.


46

47

SELECTED BIBLIOGRAPHY

SELECTED BIBLIOGRAPHY21st Century Learning Reference Group (2014). “Future-focused learning in connectedcommunities.”RetrievedSeptember,2015,fromhttp://www.education.govt.nz/assets/Documents/Ministry/Initiatives/FutureFocusedLearning30May2014.pdfBaskin,C.andM.Williams(2006).“ICTintegrationinschools:Wherearewenowandwhatcomesnext?”AustralasianJournalofEducationalTechnology&Society22(4):455-473.Blurton,C. (1999). “NewDirectionsof ICT-Use inEducation.”RetrievedSeptember,2015, fromhttp://www.unesco.org/education/lwf/dl/edict.pdf.Butler,D.,etal. (2013). “AConsultativePaperBuildingTowardsaLearningSociety:ANationalDigitalStrategyforSchools.”RetrievedSeptember,2015,fromhttp://www.education.ie/en/Schools-Colleges/Information/Information-Communications-Technology-ICT-in-Schools/Digital-Strategy-for-Schools/Building-Towards-a-Learning-Society-A-National-Digital-Strategy-for-Schools-Consultative-Paper.pdf.CentreforEducationalResearchandInnovation(CERI)(2010).“InspiredbyTechnology,DrivenbyPedagogy:ASystemicApproachtoTechnology-BasedSchoolInnovations.”RetrievedSeptember,2015,fromhttp://www.oecd.org/edu/ceri/inspiredbytechnologydrivenbypedagogyasystemicapproachtotechnology-basedschoolinnovations.htm

Cosgrove,J.,etal.(2013a).“The2013ICTCensusinSchools-MainReport”.RetrievedSeptember,2015,fromwww.erc.ie/documents/ict_census2013_mainreport.pdf.

Cosgrove, J., et al. (2013b). “The 2013 ICT Census in Schools - Summary Report”. RetrievedSeptember,2015,fromwww.erc.ie/documents/ict_census2013_summaryreport.pdf.Cosgrove,J.,etal.(2013c).“The2013ICTCensusinSchools-Appendices”.RetrievedSeptember,2015,fromwww.erc.ie/documents/ict_census2013_appendices.pdf.DepartmentofCommunicationsEnergyandNaturalResources(2013).“DoingmorewithDigital-NationalDigitalStrategyforIrelandPhase1:DigitalEngagement.”RetrievedSeptember,2015,from http://www.dcenr.gov.ie/communications/en-ie/Pages/Publication/Doing-More-with-Digital-National-Digital-Strategy-for-Ireland.aspxDepartmentofEducation(1997).“SchoolsIT2000:APolicyFrameworkfortheNewMillennium.”RetrievedSeptember,2015,fromhttp://www.education.ie/en/Publications/Policy-Reports/Schools-IT2000.pdf.

Department of Education and Skills (2012). “Chief Inspector’s Report 2010 -2012.” RetrievedSeptember,2015,fromhttp://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/Chief-Inspector’s-Report-2010-2012-Main-Report.pdf

DepartmentofEducationandScience(2008).“ICTinSchools: InspectorateEvaluationStudies.”Retrieved September, 2015, from http://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/ICT-in-Schools-Inspectorate-Evaluation-Studies.pdf.DepartmentofEducationandScience (2008). “InvestigatingEffectively in ICT inSchools, 2008-2013: The Report of the Minister’s Strategy Group.” Retrieved September, 2015, from https://www.education.ie/en/Publications/Policy-Reports/Investing-Effectively-in-Information-and-Communication-Technology-in-Schools-2008-2013.pdfDepartmentofEducationandSkills(2014).“IntegratedReformDeliveryPlanEducationandTrainingSector2015.”RetrievedSeptember,2015,fromhttp://www.education.ie/en/The-Department/Public-Service-Reform/Education-and-Training-Sector-Integrated-Reform-Delivery-Plan-2014-2016.pdfDepartmentofEducationandSkillsandDepartmentof JobsEnterpriseand Innovation (2014).“ICTSkillsActionPlan:Government,EducationandIndustryworkingtogethertomakeIrelandagloballeaderinICTtalent2014-2018.”RetrievedSeptember,2015,fromhttp://www.education.ie/en/Publications/Policy-Reports/ICT-Skills-Action-Plan-2014-2018.pdfEducational Research Centre (ERC) (2015). “PISA (The Programme for International StudentAssessment).”RetrievedSeptember,2015,fromhttp://www.erc.ie/?p=7.Hislop,H.(2013).“Currentpolicytrendsandissuesinteachereducationandcurricularreform.”Retrieved September, 2015, from http://www.education.ie/en/Press-Events/Speeches/2013-Speeches/SP13-02-22.html.ICTIrelandandDepartmentofEducationandScience(2009).“SmartSchools=SmartEconomy:JointAdvisoryGrouptotheMinisterforEducationandScience.”fromhttps://www.education.ie/en/Publications/Policy-Reports/Smart-Schools=Smart-Economy.pdfJamieson-Proctor,R.M.,etal.(2006).“ICTintegrationandteachers’confidenceinusingICTforteachingandlearninginQueenslandstateschools.”AustralasianJournalofEducationalTechnology&Society22(4):511-530.Johnson,L.,AdamsBecker,S.,Estrada,V.,andFreeman,A.(2015).“NMCHorizonReport:2015K-12 Edition.” Retrieved September, 2015, from http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition.Kozma,R.(2008,April).“ICT,EducationReform,andEconomicGrowth:AConceptualFramework.”RetrievedSeptember,2015,fromhttp://download.intel.com/education/EvidenceOfImpact/Kozma_ICT_Framework.pdf


48

SELECTED BIBLIOGRAPHY

49

LIM,C.P.andM.S.KHINE (2006). “ManagingTeachers’Barriers to ICT Integration inSingaporeSchools.”JournalofTechnologyandTeacherEducation14(1):97-125.Lloyd,M.(2005).TowardsadefinitionoftheintegrationofICTintheclassroom.AARE2005EducationResearch-CreativeDissent:ConstructiveSolutions,Parramatta,NewSouthWales.Looney,J.andA.Michel(2014).“KeyConet’sConclusionsandRecommendationsforStrengtheningKeyCompetenceDevelopmentinPolicyandPractice.”RetrievedSeptember,2015,fromhttp://keyconet.eun.org/c/document_library/get_file?uuid=b8134225-28dd-4734-961b-416fddd19e66&groupId=11028.

McGinn,A.(2007).“SeniorHighSchoolEducationinthe21stCentury.”TheEducationalForum71(4):331-344.

NationalCentreforTechnologyinEducation(NCTE)(2009).“PlanningandImplementinge-Learninginyourschool:HandbookforprincipalsandICTCo-ordinatingTeachers.”RetrievedSeptember,2015,fromhttp://www.pdsttechnologyineducation.ie/en/Planning/e-Learning-Handbook/The-e-Learning-Handbook.html.National Council for Curriculum and Assessment (NCCA) (2013). “Digital Media Literacy DraftspecificationforJuniorCycleShortCourse.”RetrievedSeptember,2015,fromwww.juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Documents/Consultation/Short%20Courses/SC_DML.pdfNationalCouncilforCurriculumandAssessment(NCCA)(2013).“ProgrammingandCoding:DraftSpecificationforJuniorCycleShortCourse.”RetrievedSeptember,2015,fromwww.juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Documents/Consultation/Short%20Courses/SC_P_and_C.pdfOECD(2015).“Students,ComputersandLearningMakingtheConnection.”RetrievedSeptember,2015,fromhttp://dx.doi.org/10.1787/9789264239555-en.Qablan,A.M.,etal.(2009).“EffectiveIntegrationofICTinJordanianSchools:AnAnalysisofPedagogicalandContextualImpedimentsintheScienceClassroom.”JournalofScienceEducationTechnology18:291–300.Tondeur,J.,etal.(2010).“FromICTcoordinationtoICTintegration:alongitudinalcasestudy.”JournalofComputerAssistedLearning26(4):296-306.Tondeur,J.,etal. (2008).“ICT integration in theclassroom:Challengingthepotentialofaschoolpolicy.”ComputersandEducation51:212-223.UNESCO(2008).“ICTCompetencyFrameworkforTeachers:ImplementationGuidelinesVersion1.”RetrievedSeptember,2015,fromhttp://unesdoc.unesco.org/images/0015/001562/156209E.pdf.


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UNESCO (2008a). “ICT Competency Standards for Teachers: Competency Standard Modules.”RetrievedSeptember,2015,fromhttp://unesdoc.unesco.org/images/0015/001562/156207e.pdf.UNESCO (2011). “UNESCO ICT Competency Framework for Teachers Version 2.0.” RetrievedSeptember,2015,fromhttp://unesdoc.unesco.org/images/0021/002134/213475E.pdf.Wang, Q. and H. L. Woo (2007). “Systematic Planning for ICT Integration in Topic Learning.”EducationalTechnology&Society10(1):148-156.WorldBankGroupEducationStrategy2020(2011).“LearningforAll:InvestinginPeople’sKnowledgeandSkillstoPromoteDevelopment.”RetrievedSeptember,2015,http://siteresources.worldbank.org/EDUCATION/Resources/ESSU/Education_Strategy_4_12_2011.pdf

APPENDICESAPPENDIX 1: 2013 ICT CENSUS IN SCHOOLS The Department established the Digital Strategy Development Group (at the end of 2012) tooverseethedevelopmentofaDigitalStrategyforSchools.Inspring2013,aspartofthisprocess,theDepartmentwiththePDST-TIE,undertookacensusofICTuseinprimary,post-primaryandspecialschools.TheDepartmentcontractedtheEducationalResearchCentretoinputintothedevelopmentofandconductanalysisrelatingtothe2013ICTCensus.

Twoquestionnairesissuedtoschools–aSchoolQuestionnairewhichwascompletedbyschoolprincipalsofparticipatingschools,andaTeacherQuestionnaire,whichwascompletedbyselectedteachers at specific class levels in those schools. Separate Questionnaires were developed forprimary,post-primaryandspecialschools.

TheERCcarriedouttheanalysisofthefindingsinrelationtokeythemesandotherparameters,involving the analysis of responses to individual questions and the identification of significantcorrelationsemergingfromcross-analysisbetweenresponsesandinternationalbestpractice.

TheCensusReport,2013ICTCensusinSchools(Cosgroveetal.,2013a)providesabackdroptotheStrategyandoutlinesthechallengesandopportunitiesfacingschoolsinrelationtoeffectivelyusingICT.The2013reportandtherelatedresearchleadtoconclusionsinfourbroadareas:• Learning,teachingandassessmentusingICT,includinguseofICTinteachingandlearning,

developing21stcenturyskillsusingICT,andassessmentandICT.

• Teacher professional learning, including specifying teacher professional knowledge andsupportingteacherprofessionallearning.

• ICT Infrastructure, including internet connectivity, access to computing devices and othertechnologies,technicalsupportandmaintenanceandpurchasingandprocurement.

• Research,policyandleadership,includingresearchasadriverofpolicyandpractice,andschoolleadershipandplanning.

The outcomes of the 2013 ICT Census of Schools can be downloaded at http://www.erc.ie/publicationsalongwithanaccompanyingSummaryReportandAppendixTables.

APPENDICES

51

APPENDIX 2: CONSULTATION PROCESSTheDepartmentengagedinacomprehensiveconsultativeprocessforthisStrategy.ThisbeganwiththepublicationoftheConsultativePaperBuildingTowardsaLearningSociety:ANationalDigitalStrategyforSchools(Butleretal.,2013).Thepurposeofthispaperwastoestablishadiscussionframeworkforthevision,values,principlesandpolicydirectionsthatshouldbecentraltoadialoguearoundanewDigitalStrategyforSchools.TheperiodofpublicconsultationaroundtheStrategybytheDepartment48closedattheendofJanuary2014and124submissionswerereceived(seeAppendix3).Contributorstotheconsultationwereaskedthefollowingquestions1. What isyourvisionorexpectationfortheuseof ICT insupportingteachingandlearning in

schoolsforthecoming5years?

2. WhatopportunitiesdoyoufeelICTinprimaryandpostprimaryeducationcanoffer?

3. WhatdoyouthinktheprioritiesforschoolsinrelationtoICTshouldbe?

4. WhatdoyouseeasthechallengesforICTimplementationinschools?

5. WhatstrategiesshouldbedeployedtoimprovetheimpactofICTinteachingandlearning?

6. WhatdoyouseeasthecriticalsuccessfactorsintheintegrationofICTinteachingandlearningi.e.theelementsthatarevitalfortheintegrationtobesuccessful?

7. WhatkeyactionsdoyouthinkshouldbeundertakentoensureICTintegrationisachievedinschools?

8. OtherComments/Suggestions

Thesesubmissionswerereviewedandanalysed to informthedevelopmentof theStrategy. Inaddition,theDepartmentengagedinfocusgroupresearchwithyoungpeople,parents/guardiansandteacherswhilealsoconsultingwithawiderangeofeducationpartnersontheemergingsetofrecommendationsatregularintervalsduringtheStrategydevelopmentprocess.ThetimelinefortheconsultativeprocessissetoutinTable3below:

TABLE 3. CONSULTATIVE PROCESS CHRONOLOGY


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Event Timescale Description

2013ICTCensusinSchools 2013-2014 ThisreportconductedanauditontheuseofICTinschoolsandidentifiedkeyissuesthatneededtobeconsideredintheStrategy.

AConsultativePaper:BuildingTowardsaLearningSociety–ANationalDigitalStrategyforSchools

PublishedinDecember2013

ThispaperpublishedbytheSt.Patrick’sCollegeDrumcondraandtheEducationalResearchlaunchedtheconsultativephaseoftheStrategy.

48DigitalStrategyConsultationLaunch(http://www.education.ie/en/Press-Events/Press-Releases/2013-Press-Releases/PR2013-12-02A.html)

Consultation with Young PeopleTheDepartmentofEducationandSkillspartneredwiththeDepartmentofChildrenandYouthAffairs(DCYA)toobtaintheviewsofchildrenandyoungpeople.TheconsultationprocesswasinformedbyDCYAexpertiseinconsultingwithchildrenandyoungpeople.TwofacilitatedconsultationsessionswereheldintheNationalDigitalResearchCentre(NDRC)with75students:

• Post-primaryconsultationheldonFriday,June6th2014with43participants.

• PrimaryconsultationheldonMonday,June9th2014with32participants.

APPENDICES

53

Event Timescale Description

ConsultationPhase December2013toJanuary2014

124submissionswerereceivedbytheDepartment–theserangedfromindividualtocitizensrepresentativebodies.

FocusGroups JunetoSeptember2014

Arangeoffocusgroupswereconductedwithstudents,parents/guardiansandteachersandinrelationtoICTandschools.

DigitalStrategyDevelopmentGroup January2014toFebruary2015

ThisgroupmetregularlyduringthedevelopmentoftheStrategyandprovidedfeedbackondraftdocumentation.

ICTSteeringGroup November2014 Thisgroupprovidedfeedbackonthedraftrecommendations.

Consultationwithkeystakeholders SeptembertoDecember2014

TheDepartmentmetwithkeystakeholdersanddiscussedtheemergingrecommendationsfromtheStrategy.

The75participantsdemonstratedenormousclarityandinsightfulnessontheuseofinformationandcommunicationtechnologybothinschoolsandintheirdailylives.Youngpeoplehaveamatureperspectiveonhowtechnologycanbeofbenefitforliving,learningandworkinginthefuture.Theirperceptionisthatcurrently,technologyissomethingthatismorerelevanttotheirsociallivesandisoflimitedrelevanceinschool.However,theyhavesomeclearideasastohowICTcanbenefittheireducation.TheirmainrecommendationsofrelevancetotheDigitalStrategyforSchoolscanbesummarisedasfollows:

1. Technologyneeds tobecomemore relevant to learning in school. Currently, technology issomethingthatismorerelevanttotheirsociallivesandisoflimitedrelevanceinschool.

2. Provideaccesstolearningresourcesontheinternetastheseareoftenmoreuptodatethanthose provided in textbooks or easier to understand than what has been presented by theteacher.

3. UseICTtoopenupnewformsoflearningandcollaborationandprovidegreaterflexibilityforstudentswithdifferentstylesoflearning.

4. Providecloudbasedservicessuchasemail,onlineresourcebanks,organisationofteachingandlearningresources,andtheadministrationofhomework.

5. UseICTtorecordtheirworkonanongoingbasis,accessingitatanytime,andusingICTastheirstudentjournal.

6. UseICTforadministrationincludingrollcallineachclassandtheassignmentofhomeworkandhomeworkfeedback.

7. TeachersshouldhaveaccesstoCPDonhowtointegrateICTintheclassroom.

8. AllteachersinaschoolshoulduseICTintheirteaching.

9. UseICTtohelpstudentswithspecificlearningneedssuchasdyslexiaordyspraxia.

10.Raiseawarenessof technologydownsidessuchasplagiarism,distraction,over relianceonfunctionssuchasspellandgrammarcheck,cyberbullyingandaccesstoinappropriatematerialandenablestudentstodealwiththese.

11.Helpfilteroutunreliableorinappropriatesourcesandcontent.

EXCITED ConferenceAseriesof10focusgroupworkshopswithyoungpeopletookplaceon29thMay,2014tocoincidewiththeEXCITED–TheDigitalLearningFestivalheldinDublinCastle.Theworkshopsexaminedthefollowingkeyquestions:1. Whyshouldweusetechnologyinourclassrooms?

2. Whatdoyouthinkisthemostusefulpieceoftechnologytoassistyouinyourlearningatschoolandathome?

3. Ifyoubringthistechnologytoschool,howwouldyouuseittoitsfullpotentialtolearn?

4. Howdoyouthinkschools/teachersshouldassistyouinfindingalltheinformationyouneed?

5. Howwouldyouliketopresentyourworktodemonstrateyourlearning?

6. Howdoyouthinkteachersshouldusetechnologyintheirteaching?


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7. Howwouldyoulikedigitalcontentpresentedtoyou?

8. Howtechnologymightbeusedeffectivelytocollaboratewithotherstudentswithintheschoolandbeyond?

9. Canstudentsbetrustedtousetechnologyintheclassroomresponsibly?

10.Howmighttechnologybeusedtoassessyourlearning?

Theparticipantswereveryenthusiasticandprovidedinsightsintohowtheyareusingtechnologythemselvesandhowtheycouldseetechnologybeingusedtoenhancetheirownlearningexperiences.FeedbackfromboththestudentconsultationsandtheEXCITEDconferencehasbeentakenintoaccountwhencompilingthisStrategy.

Consultation with Parents/GuardiansAnumberoffocusgroupswithparents/guardiansofprimaryandpostprimarystudentstookplaceacrossthecountry.Themainpointstoemergefromthesesessionswere:• Allrespondentshadaccesstotheinternetathome.

• Parents/guardiansdefinedtheiroverallICTcompetenceasgood.

• Most parents/guardians indicated that their children carry out research for school projectsusingICTwiththemajorityofparents/guardiansindicatingthattheirchildrendothiswithoutassistancefromtheirparents.

• WhenaskediftheywereawareofhowICTwasusedindailyteachingactivities,mostparents/guardianswereawareofthetypeofICTequipmentusedintheclassroomratherthanhavingknowledgeonhowitwasused.

• WhenaskedaboutwhattheysawastheroleofICTinteachingandlearning,themajorityfeltthatsinceICTispartofallaspectsoflife,itshouldalsobepartofschoollife.

• Parents/guardiansfelttherewaslackofcommunicationbetweenschoolandparents/guardiansonuseofICTintheclassroom.

Otherissuesraisedbyparents/guardiansincluded:• Availabilityoffundingforthestrategy.

• Theneedforadeviceforeachstudent.

• Maintenanceofhardware.

Stakeholder ConsultationInthecourseoftheconsultation,theICTPolicyUnitalsoconsultedwithrepresentativesfromthefollowingorganisations:• TheTeachingCouncil

• InitialTeacherEducationProviders

• DepartmentofEducationandSkillsSupportServices

• TheInspectorate

• ATECI(EducationCentres)

APPENDICES

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• CoderDojo

• DigitalYouthCouncil

• HEAnet

• ITUnit,DepartmentofEducationandSkills

• SpecialEducationUnit,DepartmentofEducationandSkills

• SocialInclusionUnit,DepartmentofEducationandSkills

• TeacherEducationSection,DepartmentofEducationandSkills

• SchoolsProcurementUnit,DepartmentofEducationandSkills

• ETB/SOLASProjectManagementOffice

• DepartmentofCommunicationsandNaturalResources

• Léargas–eTwinning

• CESI

• ManagementBodies

• ICTSteeringGroup


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APPENDIX 3: SUBMISSIONS TO CONSULTATION1 AladdinSchools2 AnneMoloney3 Anseo.net4 AssociationofCommunity&ComprehensiveSchools5 AssociationofTeachers’/EducationCentresinIreland6 ASTI7 AthboyCommunitySchool,Athboy,Co.Meath8 Barnardos9 BeaumontGirlsSchool,CorkCity10 BlackrockEducationCentre,Co.Dublin11 BrendaO’Neill12 BristolMyersSquibbPharmaceuticals13 CamaraEducation14 CatherineLynch15 CBSNenaghSecondarySchool,Nenagh,Co.Tipperary16 CELT,NUIGalway17 CentreforResearchinITinEducation,TCD18 ComputersinEducationSocietyofIreland(CESI)19 CJFallon20 CKEducationLimited21 ClaireWood22 ClaudiaNíChuláin23 CnocMhuireSecondarySchool,Granard,Co.Longford24 CoderDojoNavan25 CorneliusYoung26 DabbledooMusic27 DarraraNationalSchool,Clonakilty,Co.Cork28 DCENR29 Digilogue30 DonalHorgan31 DonegalETB32 Dublin7EducateTogetherNS,Grangegorman,Dublin733 DublinWestEducationCentre34 DuncanMcCarthy35 eLearningServices36 EmmaGallagher37 ETBI38 EU4Schools-DigitalOnlineCurriculumResource39 GabrielleKelly40 GaelcholáisteLuimnigh,MealSiorAnraí,Luimnigh41 GaelscoileannaTeo42 Gill&MacmillanPublishers43 HEAnetLimited

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44 HewlettPackard45 HiberniaCollege46 HighlineTechnologyLtd47 HolyCrossMercySchool,NewRd,Killarney48 HolyFamilyBNS,Askea,Carlow49 IBM50 ICTIreland51 IntelIreland52 IrishAssociationofTeachersinSpecialEducation53 IrishComputerSociety/ICSSkills54 IrishFreeSoftwareOrganisation55 IrishNationalTeachers’Organisation56 IrishPrimaryPrincipals’Network57 iScoil-onlinelearningcommunity58 IseultMangan59 JimDevine60 JoeDonaghey61 JointManagerialBody62 KildareSteinerWaldorfSchool,Dunlavin,Co.Kildare63 LeckaunNationalSchool,Leckaun,Co.Leitrim64 LizCorcoran65 LoretoSecondarySchool,GrangesRoad,Kilkenny66 MarianRyan67 MarieMcLoughlin68 MarinoInstituteofEducation,Dublin69 MarkFinlay70 MaryImmaculateCollege,Limerick71 MaryKing72 Microsoft73 MiriamO’Connor74 NationalAdultLiteracyAgency75 NationalAssociationofBoardsofManagementinSpecialEducation76 NationalCentreforGuidanceinEducation77 NationalParents’CouncilPrimary78 NationalParents’CouncilPost-Primary79 NCBIServices80 NeilO’Sullivan(Consultant)81 NewtownUpperNationalSchool,Carrick-on-Suir,Co.Tipperary82 PeterLydon83 Post-PrimaryLanguagesInitiative84 Prim-EdPublishing85 Promethean86 RathfarnhamParishNS,Rathfarnham,Dublin1487 SacredHeartSNS,Killinarden,Tallaght,Dublin24


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88 SandraRyan89 SchooloftheDivineChild,Ballintemple,Cork90 ScienceFoundationIreland91 ScoilBhrídeNationalSchool,Dunleer,Co.Louth92 ScoilDairbhre,Dundalk,Co.Louth93 ScoilMhichílNaofa,Galmoy,viaThurles,Co.Kilkenny94 ScoilMhuire,BallymoreEustace,Co.Kildare95 ScoilnaMaighdineMuireganSmál,Camus,Co.Galway96 ScoilOscairCNS,Lucan,Co.Dublin97 ScoilSanNioclás,Stabannon,Castlebellingham,Co.Louth98 ScoilThomáisNS,Castleknock,Dublin1599 ScoilUíMhuiríParentsAssociation100 ScoilUrsula,StrandhillRoad,Sligo101 SimonGrier102 StAngela’sCollege,LoughGill,Co.Sligo.103 StCanice’sBNS,Finglas,Dublin11104 StJoseph’sCollege,Lucan,Co.Dublin105 StJoseph’sConventSchool,Caherciveen,Co.Kerry106 StJoseph’sNationalSchool,Athy,Co.Kildare107 StJoseph’sSecondarySchool,Castlebar,Co.Mayo108 StMary’sAcademy,Carlow109 StMichaelsCollege,Listowel,Co.Kerry110 StMichael’sCommunityCollege,Kilmihil,Co.Clare111 St.Aidan’sPrimarySchool,Enniscorthy,Co.Wexford112 St.Aiden’sNationalSchool,Monasteraden,Co.Sligo113 St.Brigid’sSchool,ArdEasmuinn,Dundalk,Co.Louth114 St.Joseph’sMercyPS,Navan,Co.Meath115 St.Michael’s&St.Patrick’sNS,Boyle,Co.Roscommon116 St.Patrick’sCollege,Drumcondra,Dublin117 St.Patrick’sCollege,Drumcondra/CeolConnected118 St.TeresaNS,Balbriggan,Co.Dublin119 TeachingCouncil120 TheDigitalHubDevelopmentAgency121 TheEducationalCompanyofIreland(Edco)123 TomO’Mara124 UniversityofLimerick

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APPENDIX 4. STRATEGY DEVELOPMENT GROUP1. EddieWard Chairperson,ICTPolicyUnit,DepartmentofEducationandSkills2. KarenMurtagh ICTPolicyUnit,DepartmentofEducationandSkills3. RitaSexton ICTPolicyUnit,DepartmentofEducationandSkills4. SeánGallagher PDSTTechnologyinEducation5. MartinWhyte Inspectorate,DepartmentofEducationandSkills6. DeirdreButler StPatrick’sCollege,Drumcondra7. JimEnright ATECI(ReplacedArtÓSúilleabháinwhoretired2014)8. NeilWard DepartmentofEducationandSkills9. AnneO’Mahony CurriculumandAssessmentPolicyUnit,DepartmentofEducationandSkills10. BenMurray NCCA11. MichaelHallissy H2Learning12. JohnHurley H2Learning

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CHAPTER 1

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APPENDIX 5: ICT IN SCHOOLS STEERING GROUP MEMBERS1. MalachyMolloy AssociationofCommunityandComprehensiveSchools(ACCS)2. FergalCanton AssociationofSecondaryTeachersIreland(ASTI)3. MattMelvin CatholicPrimarySchoolManagementAssociationCPSMA4. FinolaRossi DepartmentofCommunications,EnergyandNaturalResources5. AlisonGilliland IrishNationalTeachersOrganisation(INTO)6. PáiricClerkin IrishPrimaryPrincipals’Network(IPPN)7. BertieNesirky IrishSecondLevelStudents’Union(ISSU)8. TonyBrady JointManagerialBody(JMB)9. GerardO’Sullivan NationalAssociationofPrincipalsandDeputyPrincipals(NAPD)10. FredBoss NationalCouncilforCurriculumandAssessment(NCCA)11. ÁineLynch NationalParent’sCouncil-Primary12. DonMyers NationalParent’sCouncil-Post-Primary13. SeánGallagher PDSTTechnologyinEducation14. JamesKelly TeacherUnionofIreland(TUI)15. NeilWard DepartmentofEducationandSkills16. EddieWard ICTPolicyUnit,DepartmentofEducationandSkills17. RitaSexton ICTPolicyUnit,DepartmentofEducationandSkills18. KarenMurtagh ICTPolicyUnit,DepartmentofEducationandSkills

APPENDICES

APPENDIX 6: ABBREVIATIONSACCS AssociationofCommunityandComprehensiveSchoolsATECI AssociationofTeachers’/EducationCentresinIrelandCESI ComputersinEducationSocietyofIrelandCPD ContinuingProfessionalDevelopmentDCENR DepartmentofCommunications,EnergyandNaturalResourcesDES DepartmentofEducationandSkillsERC EducationalResearchCentreETB EducationandTrainingBoardFíS FilminSchoolsalsoIrishwordforVisionICT InformationCommunicationsTechnologyISA IrishSoftwareAssociationISS InclusionSupportServiceITE InitialTeacherEducationJCT JuniorCycleforTeachersSupportServiceLAN LocalAreaNetworkMbit/sec Mega-bitpersecond-unitforbroadbandspeedNBSS NationalBehaviourSupportServiceNCCA NationalCouncilforCurriculumandAssessmentNCGE NationalCouncilforGuidanceinEducationNCSE NationalCouncilforSpecialEducationNCTE NationalCentreforTechnologyinEducationNEPS NationalEducationalPsychologicalServiceNIPT NationalInductionProgrammeforTeachersOECD OrganisationforEconomicCo-operationandDevelopmentOGP OfficeofGovernmentProcurementOSS OpenSourceSoftwarePDST ProfessionalDevelopmentServiceforTeachersPDST-TiE PDSTTechnologyinEducationPISA ProgrammeforInternationalStudentAssessmentPMDT ProjectMathsDevelopmentTeamSEN SpecialEducationalNeedsSESS SpecialEducationSupportServiceSSE SchoolSelf-EvaluationSTEM Science,Technology,EngineeringandMathsVLE VirtualLearningEnvironment

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Digital Strategy for Schools 2015

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