I will be presenting at EduTech 2017 this coming May, discussing the role of digital technologies in learning, with a specific focus on the Digital Schools Awards, accredited by Education Scotland and supported by HP, Hewlett Packard Enterprise, Microsoft and Intel. This is a full-day conference on STEM learning through digital technology and how it can be harnessed by educators to equip themselves and children with the tools to succeed.
Aimed at teachers and education professionals, the delegate-focused event features 9 interactive workshops and keynotes from some of the foremost international digital learning experts. The intensive sessions will help teachers address key gaps in their knowledge, and provide useful advice on how to get the most out of digital for their own development and of learners. The conference will be an opportunity for leaders to reflect on what can be done to help Scotland address its attainment gap and how digital can be used as part of a STEM learning toolkit. You will also be able to network with fellow educators, exhibitors and sponsors during breaks between the packed agenda of seminars and plenary sessions. A bit like teachers, EduTech 2017 is focused on results so the conference will be given national visibility through a full report featured in The Times Scotland.
Join in the discussion online: #EduTechScot
The Scottish Government’s STEM Education and Training strategy points to the important role STEM Education & Training has to play if we are to fully realise aspirations for all children and young people to have the skills and confidence needed to work, contribute and live in a technologically-advanced and digitally-inclusive society.
With the continued integration of technology into the school curriculum, EduTech 2017 will, through a range of plenary sessions and workshops, explore and debate the developments surrounding the use of technology in the classroom, including:
- how to improve the skills and confidence of teachers using digital tools;
- latest developments in classroom resources and assessment tools;
- how we widen access to technology, address the attainment gap and more effectively position digital tools at the centre of the STEM curriculum, empowering learners and creating tomorrow’s leaders of change.
Who should attend:
- Head Teachers and Deputy Head Teachers
- Teachers and Curriculum Managers
- School Business Managers
- Heads of eLearning
- School Heads of IT
- Local Authority Education Managers
- Further and Higher Education Representatives
- Union representatives
As a speaker, I am able to offer you a 20% discount on attendance. Please email me or DM me via Twitter @leeandrewdunn for details.
Well! What can I say? BETT 2017 has turned out to be a wonderful experience, but then I expected nothing less. Rarely do I have the opportunity to see such an amazing assortment of technological wonders and rarely do I have the chance to mix with a diverse group of enthusiastic educators, industry representatives and entrepreneurs. Bett 2017 has a lot to offer and it makes one realise that education is only just scraping the tip of that proverbial iceberg.
My day started early. I had an exhibitors badge as a HP Partner, as well as a HE Leaders badge, so I was able to get into the hall before the doors opened at 10am. This provided the ideal opportunity to look around and to play with some of the technology before the mass of people arrived. Immersive technologies are the obvious theme this year. There was a range of virtual reality and augmented reality headsets on offer. I’ll be blogging about those in due course, so watch this space. I could not escape the abundance of screens, both projected and otherwise, on offer. Some of these were interactive and others were not, yet I could see an educational application for them all. The price (of course) remains the barrier to integration within the classroom and not the enthusiasm of teachers.
From a futurist perspective, there is an obvious instructional trend apparent in every aisle. 3D printing and maker spaces, blended learning, personalised learning, project based learning and STEAM (Science, Technology, Engineering, Art and Maths) / vocational \ technical and modular learning are the key areas on which educational technology seems to be focused today, with immersive technologies and mixed reality around the corner. I have accepted an invitation to do some work on VR and Mixed Reality over the coming months, so I’m quite excited about that.
I was delighted to present at the HP and Intel stand, talking about the Digital Schools Awards and primary education. My session was recorded and I’ll share it once it’s available from the media team. Following this, I spent a few hours in the Higher Education Summit, listening to a number of speakers. I was particularly impressed with Matt Zellor, a Product Manager for Microsoft Hololens. He delivered a great presentation and I have a few follow up activities to attend to on the back of his input. The rest of my afternoon was spent in conversation with people around the hall, sampling the exhibits (I have discovered that most of the technology is bolted down) and meeting with a few friends and colleagues. Networking with others is probably the best thing about these events. In reality, we are a small community and one tends to see the same names appear time and again.
I’ll be back tomorrow, so if you missed my session, I’ll be speaking again at stand D200 from 11am, before catching a flight back to Glasgow. Sadly, I won’t be around on Friday or Saturday, but my colleague Dr Victor McNair, a fellow DSAS Programme Validator, will be presenting at 11am for the second half of BETT.
I’ve taken a few photos and I’ll share them on my BETT 2017 page once I get back home.
SPEAKING AT BETT, LONDON 25 AND 26 JANUARY 2017 (11AM) STAND D200
On 25th and 26th January, I will be speaking at BETT in London, about the Digital Schools Awards. BETT is the world’s leading education technology event celebrated in the UK every year and attended by over 45,000 people.
The Award is an industry leading award and public private partnership programme, supported by HP, Hewlett Packard Enterprise, Microsoft and Intel. Schools that successfully complete the programme receive a nationally recognised digital schools award. Here in Scotland, this is accredited by Education Scotland.
If you would like to know more about the Award, register your interest in attending my presentation through the DSA website; also speaking on 27th and 28th will be my colleague and fellow Programme Validator, Dr Victor McNair. You will find us around the event, but based from stand D200 (with HP) by appointment.
I hope to see some of you there and I’m looking forward to writing up some thoughts about BETT, over the course of the event.
Education Scotland has announced that National Digital Learning Week 2017 (#NDLW 17) will take place from 15-19 May 2017. This year the theme of the week will be ‘Digital Difference’ and throughout the week they’ll be asking us to share and celebrate the digital approaches which make a positive impact on classroom practice. The week will be packed with inspiring case studies from Early Learning and Childcare through to Senior Phase and beyond showcasing how digital makes a difference throughout the entire learner journey equipping young people for work. There will be online events and activities giving everyone the opportunity to get involved whether you’re a digital leader or simply just starting out and looking for some digital inspiration.
On the run up to the week there will be more details about how you can get involved. Meantime, they would ask that you put the dates in your diary and start to think about what you might do as a class or whole school to celebrate National Digital Learning Week 2017.
Social media is becoming increasingly important in learning and teaching, however the specific use and teaching pedagogy remains unclear, with some academic staff embracing it and others distancing themselves (Bowen, 2012). National focus on using these technologies within Higher Education has seen an increase in attention given to online social platforms for collaboration, discussion and knowledge exchange. It is recognised that we still have much to learn on issues around ethical use, assessment and professional contexts, including identity and digital footprints. This session will explore the challenges and opportunities of using social media as an integral component of a degree programme. Crucially, the session will focus on a case study from the School of Education, which is part of the College of Social Sciences at the University of Glasgow.
Presented as an interactive workshop, we will explore:
The benefits to students and the opportunities to enhance their learning experience;
The initial and ongoing challenges that present to teaching staff;
Online protection for the developing professional;
An internal study (Dunn, 2015) that presents data from students, staff and an External Examiner;
Draw upon the latest literature e.g. Henderson, (2015).
As part of our discussion, we will focus on aspects of assessment and feedback, which includes the use of recorded audio and visual feedback via software such as Camtasia and emerging technologies such as Google Glass. There will be opportunities to ask questions and to discuss your own experiences of using social media as a construct for learning and teaching. Access to a wireless device and the internet is recommended but not essential.
Bowen, J.A. (2012) Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning. John Wiley and Sons: San Franciso.
Dunn, L. (2013) Using social media to enhance learning and teaching. In: Social Media 2013: 18th International Conference on Education and Technology, Hong Kong, China, 1-3 Aug 2013.
Dunn, L., Dickson, B., Trinder, J., Kerr, J., and Andrews, M. (2015) Analysis of Digital Media: Supporting University-Wide Online Learning via Moodle. Project Report. University of Glasgow, Glasgow.
Henderson, M. (2015) Using social media: assumptions, challenges and risks. Teaching and Digital Technologies. Henderson, M. and Romeo, G. (Eds.). Cambridge University Press: Australia. (Ch10. pp.115).
This literature review was commissioned by the Scottish Government to explore how the use of digital technology for learning and teaching can support teachers, parents, children and young people in improving outcomes and achieving these ambitions.
This study is designed to help inform the development of a strategy for digital learning and teaching by providing evidence of how and why digital learning and teaching can benefit learners, teachers and schools. It also aims to identify the conditions that lead to its successful implementation and any differences between primary and secondary settings. In particular it focuses on how digital technologies can support and contribute to five specific educational priorities: raising attainment, tackling inequalities and promoting inclusion, improving transitions into employment, enhancing parental engagement, and improving the efficiency of the education system.
A literature search was undertaken, collecting nearly 1,000 items from academic, governmental and professional sources. These were reviewed to determine their thematic relevance and the strength of the evidence they presented. The most useful were then collated and assessed to:
- Identify evidence of relationships between digital learning and teaching activities and the expected outputs, outcomes and impacts;
- Show the relationships that exist between the digital learning and teaching activities and the outputs, outcomes and impacts for different beneficiaries (learners, parents, teachers, and the school); and
- Identify which outcomes are immediate, medium-term and long-term.The key findings of the research are presented below, separated into the key thematic areas which were examined during the review. In the cases where studies of similar digital equipment, tools and resources have been systematically reviewed or where there is a large body of evidence from different studies which have measured change (from quantitative studies using counterfactuals and testing learners before and after), it is possible to state there is conclusive evidence. In other cases where the evidence base is weaker (mainly qualitative studies drawing on relatively small samples of learners and schools), it is only possible to state that there is indicative evidence or (where few cases) promising evidence.
More effective use of digital teaching to raise attainment happens when teachers are able to identify how digital tools and resources can be used to achieve improved learning outcomes, as well as having knowledge and understanding of the technology. This applies in all schools.
Where learners use digital learning at home as well as school for formal and non-formal learning activities these have positive effects on their attainment. This is due to the extension of their learning time. This is particularly important for secondary age learners.
There is indicative evidence that the use of digital tools and resources can help to reduce gaps in subject attainment when they are effectively implemented. There is promising evidence that the use of digital equipment and resources can help learners with additional support needs to improve their skills and competences in literacy and numeracy.
Teachers’ skills and competences in recognising how to use digital tools and resources and applying them effectively are critical to achieving positive results for learners with additional support needs or who are disdvantaged in other ways.
There is promising evidence that digital tools can, where effectively used, build skills in interactivity and collaboration, critical thinking and leadership for secondary age learners. These are considered to be vital skills by employers. There is promising evidence too that for secondary age learners, digital resources coupled with digital tools can increase knowledge and understanding of career pathways, applying for work, and working environments. These resources can make it easier for employers to provide help and support to learners.
In addition to the skills that teachers require to harness digital tools and resources to build learners’ employability skills, it is evident that they need to be prepared to develop learner-centred learning approaches. Support for learners to access digital equipment outside the classroom is also important.
There is promising evidence that using digital equipment and tools for direct communication with parents can improve learners’ and parents’ cooperation with requests from teachers about attendance, behaviour and support for learning.
Teachers are more likely to do this once they are more competent in using digital equipment and tools, and once schools use digital tools such as virtual learning environments to facilitate communication with parents.
There is promising evidence that teachers’ efficiency can be increased by using digital equipment and resources to prepare for teaching. There is similarly some qualitative evidence that digital tools and resources enable teachers to do their job better in relation to teaching, assessment and their own on-the-job learning and development.
While many studies clearly focus on specific learners in terms of age, settings (primary, secondary, special education) and domestic circumstances, none make any comparisons between the impact of digital technologies on educational priorities for different age groups. As a consequence, it has not been possible to identify any differences in the use and impact of digital technology in primary and secondary school settings. However, it is generally the case that the impacts found apply relatively equally to primary and secondary school learners.
Successful utilisation of digital technology depends not just upon sufficient access to equipment, tools and resources, but also on the availability of sufficient training, and knowledge and support networks for teachers. Providing teachers with this support will allow them to understand the benefits and applications of digital technologies and enable them to use digital technologies effectively.
Full text (sourced here): Scottish Government Publication
Bienvenue! Welcome! 歡迎! Willkommen! Benvenuto! 환영! Seja bem-vindo(a)! Bienvenido!
We are pleased to announce the sixth annual Global Education Conference, a free week-long online event bringing together educators and innovators from around the world, will be held Monday, November 16 through Thursday, November 19, 2015 (November 20th in some time zones).
The entire virtual conference will be held online using the Blackboard Collaborate platform (formerly known as Elluminate/Wimba) with the support of iEARN worldwide as the conference founding sponsor.
The Global Education Conference is a collaborative, inclusive, world-wide community initiative involving students, educators, and organizations at all levels. It is designed to significantly increase opportunities for building education-related connections around the globe while supporting cultural awareness and recognition of diversity. Last year’s conference featured more than 260 general sessions and 35 keynote addresses from all over the world with over 7,500 participants. To attend this year’s conference and to be kept informed of the latest conference news and updates, please join this network: http://www.globaleducationconference.com (text source).
The 2015 Scottish Technology Teacher’s Association Annual Conference will be held in Glasgow on Saturday 7th November 2015. The workshop programme will consist of activities based on the new Design & Technology curriculum and N4/5 courses. I am delighted to announce that a group of BTechEd (Hons) students will facilitate a workshop at the conference.
All teachers of craft, design, engineering and technology (including student teachers) are invited to attend.
Planned highlights to include:
- Conference Keynote Speaker Dr Diane Aston from The Institute of Materials, Minerals & Mining talks materials.
- Full Exhibition of Educational suppliers of technology equipment & support resources.
- An opportunity to meet colleagues from throughout Scotland.
- Prizes awarded to the winners of the TTA Competitions.
- Workshops detailed below
- Full hospitality including tea and coffee on arrival and lunch.
Bob Baldie will return to the TTA Conference this year with a special workshop on wood turning with Peter Fordyce.
James Bleach is the creator of JAMBLE D&T Resource website and will be giving a workshop on how to create effective D&T resources.
Scott Hunter has returned following a highly successful workshop at last years conference. This year the focus is Manual Graphics.
Lynsey McNamee follows last year’s success with another workshop for TeachMeet, an opportunity to see what others have been doing and ask questions.
Our Keynote Speaker has also agreed to do a workshop. There was a lot of positive feedback from attendees last year about her amazing Smart Materials session last year and she has kindly agreed to do so again.
Students at The University of Glasgow BTechEd are doing an interesting workshop on Engineering Systems and Robotics and how to effectively use it in the classroom. A great opportunity to meet the new Technology teachers and learn something new.
Following feedback last year about the effective use of Inventor and desktop publishing in the New Graphics courses, Alan Delany will be doing two workshops: one on Inventor and one on the Serif suite.
Further details and booking via: Scottish TTA