The use of technology for learning in schools is inconsistent in my experience. Schools with a reputation for embedding technology effectively into teaching and learning are in short supply. Is this because…
- #edtech has no impact on progress?
- Training is not prioritised? See OECD report
- School are nervous to change the way they use technology as they fear Ofsted won’t like it?
- Curriculum needs to change to enable the best use of technology (a greater focus on projects, blended learning or flipped learning?)
- Ofsted inspectors don’t agree or know what best practice looks like?
As someone who works with schools and teachers on their use of technology to support learning I encounter some extremely competent, knowledgeable and capable professionals at their most vulnerable when technology and change are thrust upon them.
Many school marking policies reference “books” rather than marking and feedback wherever it may occur. I am suggesting to schools working with cloud drives such as office365 or Google Drive that teacher-student interactions captured in Onenote or on a Google Doc can be shared with an firstname.lastname@example.org account should they wish to showcase it to inspection teams in addition to their SDP or SEF ( ideally laden with comments and discussions of a truly working document).
This is a response I have heard to such an approach.
“That sounds a bit technical.”
For who? The school, or the Ofsted inspectors?
Are #edtech references infrequent in Ofsted reports because;
- schools are nervous of going down this route as it is different?
- we don’t think Ofsted inspectors have the technical nows to navigate a login and shared folders?
- Ofsted inspectors don’t know what good #edtech for learning looks like so avoid mentioning it in reports?
In an entirely unscientific search I found an area for improvement for a good specialist college.
the use of technology to support and enhance students’ learning and progress is underdeveloped
If I were being flippant I could claim this suggests to be outstanding schools must use technology but we know this is not an appropriate conclusion.
It is expanded on in the report.
Managers should extend the use of technology to support and enhance teaching, learning and assessment by learning from the best practice in colleges, and training staff further in the most effective use of technology such as interactive smartboards and tablets.
This would suggest they have tablets already.
I would love to hear from schools using technology for learning if you make any concessions for Ofsted or have had your use of technology identified as contributing to good or outstanding progress. Ofsted will not specifically reference a technique or apprpach, preferring to speak in general terms to avoid a mass rush to copy the approach.
I would also love to hear from Ofsted inspectors (on or off the record) about your experience of technology use to support learning and progress.
If you are interested in a summary of technology references in Ofsted reports you should read this post which was written by Mike Cameron in response to a TES article about disruptive technology (causing disruption rather than the type referred to in the Innovator’s Dilemma). Mike has searched a range of reports for references to “tablets”, after the article claimed a report suggested 30% of schools opporate a bring your own device (BYOD) policy. If that many schools do try to engage technology in learning Ofsted reports would be picking up these are strengths or weaknesses? Once again your input would be welcomed as I explore what great #edtech is.
More and more schools are investing in technology and we must ensure this investment has a positve impact on the efficiency of teachers and the learning outcomes of students. Ofsted has a role to play in that and I would like to investigate a bit more.
Enjoy your new year,