Submission by the Department of Education and Skills to the Joint Oireachtas Committee on Education and Social Protection

Use of ICT in Primary Schools

1.INTRODUCTION

We are at a turning point in the use of ICT in the classroom.Digital technologies are now part of everyday life. They are used in the way we live, the way we work, rest and play. They are also increasingly part of the way we approach teaching, learning and assessment.

The Department’s role is to lead and facilitate schools and teachers in adapting new pedagogies and engaging with students using ICT in seamless way. ICT is increasingly used in school administration and there are a number of significant developments in this area also.

In the hands of a good teacher and her/his pupils, digital technology is a powerful tool for learning. In particular, it opens up new opportunities for the development of pupils’ competences in areas such as:

  • critical thinking
  • research and investigation
  • writing and presentation
  • communication and exchange of ideas
  • teamwork and collaboration
  • higher-order skills of problem-solving, analysis and evaluation
  • learning how to learn

These cross-curricular, transferablecompetences are central to the Primary School Curriculum(1999). Pupils are also enabled to acquire specific technological knowledge and skills and an appreciation of the benefits of technology.

The concept of digital literacy encompasses specific knowledge, skills and attitudes regarding digital technology. Digital literacy significantly enhances an individual’s ability to achieve her/his goals, develop her/his potential and participate in society.

There are many Irish primary schools in which digital technology is being used to its full potential. Digital technology was used in more than half of over 5000 individual lessons observed by inspectors during unannounced inspections in primary schools since September 2012.

2.CURRENT POSITION

In 2013, an online census was undertaken of ICT in primary, post-primary and special schools on behalf of the Department of Education and Skills. The findings feed directly into the forthcoming Digital Strategy for Schools.

As part of the Census, an online School Questionnaire, which sought information on ICT infrastructure and usage of ICT in schools was forwarded to principal teachers in 3120 primary schools. 68% percent of principals completed the questionnaire. An online Teacher Questionnaire was distributed to 6047 teachers of second and fourth classes in the same schools. This questionnaire was completed by 2838 teachers in 1986 schools, giving a response rate of 47%.

a)Findings from the online census in respect of primary schools

The online census provided rich data which will inform the recommendations in the Digital Strategy. Some of the main findings from the census are:

  1. Teacher Professional Learning
  • Teachers should be enabled to engage in planning their own ICT-related professional development, and in evaluating their own competence in using ICTs in teaching, learning and assessment.
  • The Census suggests that most teachers are currently at a technology literacy level (the most basic level of teacher understanding of technology; UNESCO, 2008), and hence should be supported in progressing through the ‘knowledge deepening’ and ‘knowledge creation’ levels.
  • There is a need for online learning modules that address the needs of individual teachers and groups of teachers with differing sets of competencies. Teacher professional learning should be an integral component of all new ICT initiatives.
  1. Learning, Teaching and Assessment Using ICT
  • The Census provides support for the view that, if teachers are traditional in their pedagogical practices, the technology will be used in traditional ways. The design of teacher professional learning programmes should not centre on the use of technology in isolation. Teachers need to understand the use of digital technologies embedded within new pedagogical practices.
  • There is a need to demonstrate how ICT can be incorporated into each curriculum area, and how they can serve to establish links across aspects of the curriculum.
  • Teachers need to be supported in using ICT to teach key 21st century skills. They need guidance on the use of electronic assessments, including formative assessment that provides teachers and pupils with feedback that can guide learning in their classes, while also informing instructional decisions at school level.
  1. Research, Policy and Leadership
  • There is a need for a more systematic approach to evaluating ICT-related initiatives in schools so that all schools and teachers have access to information about their effectiveness. This includes conducting pilot studies prior to full-scale implementation, overseeing a research-based approach to implementing all publicly-funded initiatives, ensuring that studies look at the effects of innovations on teacher knowledge and teacher professional learning, as well as on pupil learning, and disseminating the findings of research relating to ICT in schools. Research should drive policy on ICT in schools.
  • There is a need to provide principals with specifically-focused CPD on how ICT can enhance teaching, learning and assessment at school level, ensuring a good balance between providing and maintaining infrastructure, while supporting teaching and learning. There is a need to ensure that principal teachers play a key role in implementing and evaluating the effects at school level of new ICT initiatives, including those focusing on teaching, learning and assessment.
  1. Infrastructure
  • The data suggest that, in general, teachers are well-resourced to use ICTs in preparing for and presenting lessons. The use of ICTs by pupils could be strengthened by ensuring that all primary schools have access to high-speed broadband and there is an adequate number of working computing devices and other technologies to promote frequent use of these.
  • Technical support continues to be a significant concern for schools and teachers.
  • The development of ICT infrastructure and its application to teaching and learning would be greatly enhanced if minimum and progressive standards for infrastructure, software, technical support, Internet connectivity and teaching and learning were set out.

b)Investment in ICT at primary and post primary for 2015

CURRENT / CAPITAL
€ / €
Primary Broadband
Connectivity / 3,889,559.70 / Primary Broadband / 64,000.00
Network / 1,288,561.77
Helpdesk (shared) / 524,254.31
Post Primary Broadband
Connectivity and Network / 5,776,217.07 / Post Primary Broadband / 200,000.00
PDST / 3,745,850.00
Other / 370,557.15 / DCG / 536,000.00
Total / 15,595,000.00 / 736,000.00

The capital costs in respect of the installation of high speed broadband for post primary were borne by the Department of Communications, Energy and Natural resources. This programme was completed last year.

Scoilnet the Department’s national portal is supported by the PDST TIE and continues to grow in popularity since the launch of the new version in May 2014. From May 2014 to April 30 2015 the site has had 196,020 users with 215,412 resources opened.The site contains over 11,000 weblinks and resources that are mapped to the Irish curriculum.

PDST TIE provided approximately 8,000 training places in 2014. This figure includes on-line and face to face.

3.DIGITAL STRATEGY

The forthcoming Digital Strategy for Schools (following approval by the Minister and Government) will set out a plan to embed ICT in teaching, learning and assessment over the next five years. The visionfor digital learning is to realise the potential of ICT to transform the quality of the learningexperiences of students by helping them become culturally aware and creative engaged thinkers, global citizens, and active resilient learners who can communicate effectively in collaborative social learning environments. The strategy covers primary and post primary schools.

The strategy is based on extensive research and consultation. This includes the online census of teachers and principalsreferred to above, a public consultation process, focus groups with students, parents/guardians and teachers, consultations with a variety of stakeholders including teacher unions, school principals and management bodies.

The Strategy will link with and support otherstrategies of the Department including the National Strategy to improve Literacy and Numeracy among Children and Young People 2011 – 2020, Public Service Reform Plan 2014 to 2016, school self-evaluation, skills and inclusion strategies.

It is expected that the strategy will be published later in June.

a)Main themes of the Digital Strategy

The following are the main theme actions to be actioned under the forthcoming strategy

  1. Teacher Professional Learning

Under the Strategy the Department is committed to embedding digital technology into all CPD programmes across the curriculum. Actions include:

-Ensuring that all CPD programmes will demonstrate the effective use of ICT, and where appropriate address the development of pupils’ specific competences in the area of digital literacy.

-Continuing the development and rollout of new CPD delivery formats and modalities including online and blended delivery to offer timely and flexible CPD solutions.

  1. Learning, Teaching and Assessment using ICT

-Digital Resources

A key element of the Digital Strategy will be the provision of curriculum relevant digital content. The Strategy recognises the need for schools to have access to a range of relevant digital content materials that support learners at all stages of our education system. Scoilnet.ie which is the Department of Education’s education portal has been redeveloped and now in addition to the provision of external resources provides teachers with the option to share and upload their own teaching and learning resources.

-Assessment

Under the Strategy the Department and its support services will continue to explore and support the use of ICT for assessment purposes through a range of projects.

-Inclusion

Digital technology has particular applications that can significantly enhance educational opportunities for pupils with learning difficulties or special educational needs, pupils who are affected by educational disadvantage, those who are learning English as an additional language, and pupils who are members of other groups that are marginalised in any way. Promoting inclusion and success for all learners is a key policy priority for the Department of Education and Skills.

  1. Leadership, Research and Policy

-Leadership

Strong leadership to achieve ICT integration will be required at all levels both at school level and nationally. The Department will involve all relevant sections of the Department, including relevant agencies in the implementation of new Strategy for Schools.

-Internet Safety

The issue of internet safety as well as responsible, effective and ethical use of the internet is acrucial consideration in the use of ICT in schools today. The forthcoming Strategy recognises the importance of providing relevantadvice and support to schools in this area.

-Teacher as researcher

The Strategy recognises the need for teachers and other professionals to reflect on their use of ICT and to share this across the profession.

  1. Infrastructure

-Technical Support

The challenge of providing reliable and timely technical support was identified as a major issue for schools in the Census, submissions and in consultations with stakeholder organisations.

Since schools have very diverse needs in terms of technical support and the variation in school location, size and ICT infrastructure the provision of a centralised ICT technical support service is not practical. A centralised national technical support service is not a viable option. Under the strategy the Department will consider a range of technical support models with a view to piloting these over the life of the Strategy. This will be done in partnership with relevant players including schools.

In addition advice and support will be provided to schools in relation to technical support procurement and provision.

-ICT Equipment/ Funding for ICT in education

It is recognised that schools require funding to allow the upgrade of ICT equipment. Due to budgetary constraints funding has not been provided to schools since 2009/10. At that time €46m was provided to primary schools for the purchase of IT equipment. It is intended that the Department will develop a set of funding priorities annually over the lifetime of the Digital Strategy. These plans will take cognisance of the economic climate and the availability of public funds.

-Broadband

The Schools Broadband Access Programme comprises three elements local connectivity to schools, a national broadband network and a national service desk. Broadband connectivity is provided via a dedicated Schools National Broadband Network.Network management and monitoring, IP address and router management, security and filtering of content/websites, in addition to email and web hosting and blog services are provided.A National Service Desk provides a single point of contact for schools.

The Department will collaborate with the Department of Communications, Energy and Natural Resources (DCENR)regarding enhanced broadband to primary schools. Under the National Broadband Plan, the Government has committed to a major telecommunications network build-out to address the connectivity challenge in parts of Ireland in a meaningful and sustainable way. The Government is consulting on the National Broadband Plan, and this includes the provision of strategic connections to all schools within the intervention area. This programme will help to provide more cost effective high-speed connectivity to rural primary schools who currently cannot access reliable broadband.

-In School Wireless Networks

The rollout of wireless networks is a key priority for schools. As the number of computing devices increases in schools in the coming years, Wi-Fi networks will become critical to enabling access to high quality online content and real-time data. The Department recognises that schools require expert advice in selecting fit-for-purpose and future-proof systems in a schools’ environment. Actions under the Strategy include:

-Providing wireless networks at new build stage (new school building and extension projects).

-Providing guidance for the provision of wireless networks in primary and post-primary schools.

-Establishing a procurement framework for wireless providers in conjunction with the Office of Government Procurement.

4.ICT AND SCHOOL ADMINISTRATION

Under the Government reform plan for public services, the greater and better use of ICT is a key element in the provision of high quality services across the spectrum. There is obvious potential in the education sector in this regard.

a)Pupil enrolment and attendance records

In 2013, the Department outlined simplified arrangements for the maintenance of pupil enrolment and attendance records at school level. Following the introduction of the Primary Online Database (POD), these arrangements are being further updated and simplified with the aim of facilitating schools that want to maintain their pupil enrolment and attendance records in electronic format. This change is due to take effect from the start of the coming school year (i.e. from September 2015). The Department will be issuing a Circular to the school system on this shortly.

b)Garda Vetting

Under current arrangements, schools receive a Garda vetting disclosure in respect of teachers in manual hardcopy format whereby the Teaching Council provides an individual teacher with a vetting letter that sets out the vetting records that it receives from the Garda Central Vetting Unit. The provision of this vetting letter will be discontinued when the Vetting Act is commenced. Thereafter, the vetting arrangements will operate in electronic format.

c)Primary Online Database (POD)

The Department of Education and Skills hasdeveloped an individualised electronic database of primary school pupils (POD – the Primary Online Database). The purpose of POD is to monitor the progress of children through the education system in order to ensure that every student can meet their educational potential, and to ensure that every child of compulsory school age is in receipt of an education. POD data will underpin the provision of education in primary schools, with grant payments and teacher allocations to schools based on the individually verified data.

d)On Line Claim System (OLCS)

The On Line Claim System (OLCS) enables Primary, Secondary and Community/ Comprehensive schools to input details of the absences of teachers and special need assistants. The claims for the payment of the casual and non-casual teachers and special need assistants are also input on line using the same system.

It is hoped to introduce in the future a system whereby schools will be able to input the data for the appointment of all teachers employed on line using a system similar to the OLCS.

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