Digital Learning &TechnologyIssue No 2 Oct 16: P2-3 A Strategy revealed.. | P4 Notes from the SLF | P5 Formative assessment | P6-P7 News and reviews

Explaining the SAMR modelEh? The what now?You can't beat an acronym. Everybody loves them.... We've strewn a fair few though thisnewsletter like CPD, HGIOS, MIE etc and you can be sure we'll find more as the monthsroll on. We kickoff though with SAMR - a model that describes technological integrationin the classroom and the impact that it has. It's a useful model to think about when we arebeginning to use digital technology more in our lessons. The model describes 4 stages ofintegration.

therefore I am...

They've let us do another issue which is just aswell since there has been a ton of digital stuffbeen happening in the past month, with theunveiling of the National Digital Learning andTeaching Strategy during the Scottish LearningFestival as well as the Digital Schools Awards andthe upcoming refresh of the TechnologiesExperiences and Outcomes, including rewrittenComputing Science and new Digital Literacyoutcomes. In this issue we'll take you through afew things like that as well as the usual look atapps, sites and other tech that we think you couldtake a look at or delve a little deeper into.

Hello again...in Perth & Kinross

See what we did there? Unimpressed? Join thequeue...

iTeach are our iPad learning partner in Perth &Kinross who can work with primary andsecondary schools on a tailored program ofCPD on iPads that involves working with staffand pupils in school, as well as providingstrategic guidance for leaders in developingtheir own vision about sustainable approachesto iPad curriculum use.

Anna Miller, Education Manager for Scotlandsays

'We are thrilled to be working with schoolsacross Perth and Kinross to support and inspireteachers with their use of technology. We wantto help teachers to understand the ways inwhich the devices can enhance everydayclassroom activities, and how they can helpsave time as a professional working tool. Welook forward to working closely with schools toplan a project which will support the aims oftheir school development plan, rather than theuse of technology being an additional pressurefor staff, with clear, measurable outcomes.Most of all we want to share practical ideas fromour own classroom experience, and our workacross Scotland, so that everyone gets themostout of the investment that has been made intechnology.'

Any school who would like to consider workingwith iTeach in the coming years should contactMichael Conlon, Digital Learning andTechnology Officer mconlon@pkc.gov.uk

As an example, let's think of creating a story. If we use a word processor to type upthe story we'd say that technology is being used as a Substitution - essentiallyreplacing the paper medium for "paper" under glass. Then again, you may usefeatures of the word processor that offer you a functional improvement like a spellchecker, thesaurus or changing fonts - we call that Augmentation. We next moveinto Modification, where the technology allows us new ways to develop the task.Here we could use text-to-speech tools to write and add in pictures or collaborateonline through Glow in a co-authored story where each person can be adding to thedocument at the same time. With Redefinition we can change the task significantly- we could use animation tools to create our story as a stop-frame film with narrationand sound effects, uploading the finished movie for others to see, comment andfeedback, garnering an authentic audience for our work.

In digital learning we recognise that in many cases we start in therealms of substitution and augmentation. Don't get worried about

that though - if the skill you're assessing is the handling of thewritten word then making an animation will not provide youwith that evidence . But if the goal is to allow a young personto demonstrate their learning in a way which is meaningfuland engaging for them, then using the creative tools thatallow some modification or redefinition of the task couldbenefit both the learner and the teacher. You can find ourmore about the SAMR model at

https://www.commonsensemedia.org/videos/introduction-to-the-samr-model

2A Strategy revealed...After months of consultation the National Digital Learning and TeachingStrategywas finally revealed at theScottish Learning Festival. The strategysets out a number of actions at a national level and with expectations oflocal authorities and education establishments in delivering on the vision.It is based around four key objectives: the skills of educators; access todigital technology; curriculum and assessment; and leadership.

In Perth & Kinross we'll be absorbing what that means for us as a LocalAuthority and, using the skills and experience of our teachers and learners,develop our own strategy, one that takes into account our mix of rural andcity schools. We will set up a Digital Learning Reference Groupmade up ofpractitioners, leaders and representatives from our IT and informationsecurity teams to help move this forward.

Let's take a look at each objective.

Develop the skills andconfidence of educatorsin the appropriate andeffective use of digitaltechnology to supportlearning and teaching

In PKC over the next few years we willsupport staff in schools with a range ofCPD opportunities that could involvetwilights, in class visits and training aswell as the more traditional whole dayCPD training or in-service day sessions.We'll also have the blog for videos and tipe aswell as this monthly newsletter.

What we also want to achieve is toconnect staff to online developmentopportunities like the MicrosoftInnovative Educator program and theupcoming Apple Teacher program whichboth aim to keep professional skills flourishing in theuse of digital in the classroom, based around selfpaced professional development that can beundertaken at a time that suits you.

Improve access to digital technology for all learnersAt theScottish LearningFestival theDeputy FirstMinisterJohn Swinney was unequivocal that maximising theimpact of digital will be determinedby the extent towhichconnectivity and the hardware used in classrooms are upto the job for the learning and teaching experience that isplanned - "The wires have got to work".

This is a challenge in a climate of financial austerity thatschools across Scotland face but in Perth & Kinross wehave been building on our infrastructure and determiningthe most sustainable and managed approach toimproving connectivity in schools. All of our sites havebeen surveyed for wireless coverage and we continue tolook for opportunities to invest and increase bandwithacross the estate. It also means looking at how technology for young people with additional supportneeds, from dyslexia or visual impairment to profound multiple learning difficulties or physical disability.

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Ensure that digitaltechnology is a central

consideration in allareas of curriculum and

assessment delivery

The strategy aims to develop teacher abilities inenhancing learning and teaching, using digital tools toengageandempower youngpeople indescribing theirlearning. Itwill be about ensuringeducation is relevantto learners’ experience of the world, reflected in thetools we use to teach, learn and assess, providingpersonalised feedback whilst reducing the workloadburden of marking.

In some instances this may be about leveraging thepower of pupils' own technology to connect withlearning and assessment taskswhere Bring YourOwnDevice is set up in the school.

In essence this is about digital tools becomingembedded in the everyday work of learning andteaching.

Empower leaders ofchange to driveinnovation and

investment in digitaltechnology for learning

and teaching

Leadership is one of the key features of schoolswheresuccessfully integration of technology has had ameasurable impact on attainment and achievement.All leadersof learningshouldbe involved indevelopinga vision for what that looks like in their context anddefine the building blocks necessary for that, whetherit be CLPL, finance or learning environment changes,amongst others. In digital rich schools like ESSAAcademy in Bolton or Tynecastle High in Edinburgh, ithas been leadership from the very top that has

empowered teachers andlearners to define a newparadigmabout what learning looks andfeels like. in PKC we will workwith school leaders and IT to planfor progress in areas we think westill have work to do, likeinfrastructure and sustainability.

The word "digital" is threadedthrough HGIOS 4 andHGIOELC, across the 3themes, and recognises the

place of digital in not only increasing pupil creativityand employability but also in our own use for self-evaluation, collaboration and in communication. In thevery best schools inspectors are likely to see all stafftake responsibility for digital literacy, with learningenriched by effective use of digital technologies.

Schools will be able to use self-evaluation tools whichare focused around the use and impact of digitaltechnologies, to inform their next steps and contributeto school development planning. Excellent work isalready going on across our schools and we willcontinue todevelop thecapacityof schools to improvein this area.

How Good Is OurSchool 4

&How Good Is Our EarlyLearning and Childcare

4Notes from the

Scottish Learning Festival 2016The annual Scottish Learning Festival descended again atthe SECC in Glasgow for two days of keynotes, seminars,sharing and inspiration around Scottish Education. Digitaltechnologies were there in abundance, from 3d printers,animation, new interactive technologies as well as thepresence of companies like Google and RM.

5RightsYoung Scot, Scottish Government and 5Rightsintroduced Scotland’s 5Rights YouthCommission –a diverse group of young people passionate abouttheir rights online. We heard what their ‘5Rights’mean to them, and how children and young peoplecan be empowered to access technology creativelyand fearlessly. The powerful campaign will helpinform both civic and commercial institutions toconsider what they need to do to champion andsupport young people in the digital domain.http://www.youngscot.net/scotlands-young-people-stand-up-for-their-digital-rights/

Digital Schools AwardThe SLF also saw the formal launch of the Digital Schools AwardsScotland, a new national awards programme which aims topromote, recognise andencourageawhole school approach to theuse of digital technology in primary schools.Schools that successfully complete the programme will receive anationally recognised Digital Schools Award accredited byEducation Scotland.The3 step programmehasbeendeveloped to help schools assessprogress and recognise excellence in the use of digital technologyat primary level while providing practical support andencouragement. Theprogramme is supported by industry partnersHP, Hewlett Packard Enterprise, Microsoft and Intel in Scotland.

Find out more at http://www.digitalschoolsawards.co.uk/become-a-digital-school

Also launched on theday was information and resources that willsupport Computing Science outcomes, with an overview ofnational advice and guidance, offering practical andinsightful ideas for teaching computing science with aparticular focus on the early – second level curriculum.There was a wealth of ideas on how to incorporatecomputing science into learning and teaching and how toaccess a wide range of contemporary and engagingresources to take inspiration back to school.All of the information and resources can be found in thetechnologies professional learning are of GLOW which canbe found here - there's loads of stuff!http://bit.ly/23vze5J

Adventures in Computing Science

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Fee, Fo, Five Feedback5 GiANT ways to introduce formative assessment using digital tools. Use feedback you get from pupils about their

learning to inform what you do next, developing rich conversations and higher order thinking skills.Kahoot!Kahoot lets you easily set up quizzes, polls, anddiscussions that pupils respond toonPCoron their owndevices. The website lets you control how long theyhave to respond and you can insert images and videos

into the questions. Save your responses and use the kahoot again laterto get a sense of progress.

https://getkahoot.com/

PlickersPlickers lets teachers collect real-time formativeassessment datawithout the need for student devices. Pupils are given a specialcard that the software on your phone or iPad can recognise, withfour possible answers. Pupils just hold up their card and a quickscan pulls in all the answers and presents you with your results.This makes it really easy to check for understanding before youmove on. All your pupils can participate and because every cardis unique its harder to cheat by copying your friends response!

https://plickers.com

Microsoft FormsFree as part of your Glow/Office 365account, forms are so simple to set upand distribute. Quickly assess studentprogress and get feedback with easy-to-create surveys, quizzes, multiplechoice and more. Setting up takesminutes and you get real-timefeedback as pupils complete theirresponses. Display or send the link, orcreate aQR code. Forms can be usedin class during learning or as exitpasses or even as homework.

https://forms.office.com

SocrativeSocrative is a well established, andone of the best, free web tools aroundand has a broad range of applications.It's really very simple to set things upin preparation for a lesson, or even onthe fly. Created by teachers, you canset up multiple choice, true/false andshort response questions and itprovides you with very good visualdisplays of where the learning of theclass sits. Socrative apps for studentand teacher are also available.

http://www.socrative.com

Answer GardenThis is a really minimalistic feedbacktool that requires no login or account touse. Simply "plant" a question andwatchawordcloudgrowasyoustart tocollect responses. Set answers to20-40 characters and enjoy thebrainstorming and quick responsesbuild up a really neat feedbacksession. We've used it on entry andexit and tobuild understandingof storyand character and to develop literacyskills.

https://answergarden.ch

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How good is our ICT?

Interested in having your say about ICT in theCouncil? Want to know more about how the ICTyou use last year was rated last year; whatdifference your feedback made; and how youcan contribute to this year’s ICT CustomerSatisfaction Survey?

Between 17 October and 4 November 2016, lookout for your personal email invitation tocomplete a short online ICT Satisfaction Surveyfrom our ICT benchmarking partners SOCITM.

We know everyone says “your feedback isimportant to us”……. but we really do mean it.Here’s what you told us in last year’s surveyand how we used your feedback in 2015/16.

Google Expeditions

The Google Team have been visitingsome of our

schools with their Go

ogle Expeditions tech

.

Using Google Cardboard and some phones p

upils

can go on virtual trips to Mars, Machu Picchu,

underwater at the Galapag

os Islands, Barcel

ona

or dozens of othe

r places.Digital te

chnologyis

now giving our young people the chance to

explorebeyond what they

read in books

and immerse themselves ina

way that was not feasible

before. In the SAMRmodel

we'd say that thatwas

definitely Redefinit

ion.

Here we have pupils at

InchturePrimary

travelling the world!

@inchturePrimary

News & ReviewsFree Duck Duck Moose!

No It's not a campaign to release three

animals from captivity - it is the amazing

news that the brilliant apps from Duck Duck

Moose are now available for FREE on the

app store. Made for early years and

including apps like Draw and Tell, which has

endless crayons, paint, stickers and paper to

create a picture that you can narrate over

and tell a story or tell us what it represents.

Brilliant!

Book CreatorComics!

We're mad daft for Book Creator

becauseyou

can pull together all o

f the images andvideo

you've createdand paste them in a book, ad

d

drawings andsounds a

nd narrateover the

pages ifyou want and

it is SO easy to use.

Now the team have added the ability to create

your own Comic books.

This canbe used at

every age and stage to tell stories and describe

understanding - write the history of Egypt

, tell

the story of your summer holida

ys as an

amazing adventure or expla

in world religions.

Your only limit is your

imagination.

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Primary Computing

ScienceCPD

ThroughNov/Dec w

e'll be holding twilight

sessionswith Educatio

n Scotlandon Computing

Sciencein Primary, sha

ring a wealth of ideas

and resources to bring this

importantpart of th

e

curriculum to life. You

'll be

surprised at how easy and

engagingit is to develop

computational thinki

ng

in the classroom. Look

out for an email in the

post andcheck out the Digital

LearningBlog for dates

and how to sign up.

Free AnimationIf you are looking for a reallyeasy stop frame animationtool then we'd suggesthaving a look at Lego MovieMaker. All you need to beable to do is tap on thescreen for every image youneed for your animation. You can set the "onion

skin" option so you can see the last image

ghosted on the screen which lets you see the

last position of your plasticine, leaves, pen

marks etc - you don't even have to use lego!.

We've seen it used to create those popular

whiteboard animations , pupils telling the

history of Stirling Bridge and explaining solids,

liquids and gases using buttons. Free on the

App store.

Padcaster

If you'd like to take your movie making inclass to another level across the school, foranimations, news reporting, your schoolshow and green screen work then you couldconsider this piece of kit which acts as yourown professional TV studio. The Padcaster isa box that will host an iPad and comes with alighting and sound rig with a lens thread anda .45 wide angle lens.

You can purchase a tripod and a greenscreen kit alongside this for the wholesolution. The Padcaster itself comes in atapprox £275 depending on what size of iPadyou will be using it with.

Find out more from mconlon@pkc.gov.ukYammerYammer is the social network on Glowfor learners and teachers and isheading towards 15,000 unique usersacross Scotland. Teachers have beenusing it for Professional Learning

Communities or setting up groups for pupils intheir class to chat about learning beyond the wallsof the school. It's like twitter and facebook butsecure for learners and staff Why not search andjoin the PKC Digital Learning group to get a feel forit. We love that it is also an app for your phonewhich saves you going in to Glow to check thelatest conversation and you get notifications justlike you do with other social networks.

MicrosoftClassroomNews just in!MicrosoftClassroom will now appearas a tile in your Office 365apps in GLOW. This will become your

homepage for managing all of your classes.

Organize multiple class sections, create and

grade assignments, collaborate with other

teachers in Professional LearningCommunities (PLCs), and provide feedback

to students.Look out for updates on the blog after the

holidays or check out http://bit.ly/2bXGvpI

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Digital Learning in Perth & KinrossT: 01738 477851 | E: mconlon@pkc.gov.uk | @mconlon68 | https://blogs.glowscotland.org.uk/pk/digitalpkc/

The progress we'll make in developing Digital Learning and Teaching in Perth & Kinross will be wholly determinedby the community we develop and the stories we share with each other about how we are using the tools at ourdisposal and pupil engagement with them.Please visit the blog, follow twitter and join the "PKC Digital Learning" Yammer group in Glow and share with usyour experience.

https://blogs.glowscotland.org.uk/pk/digitalpkc/Join the Yammer group by searching in Yammer for

PKC Digital LearningSolve your glow problems at

glowadmin@pkc.gov.uk