9.6 Digital learning

9.6 Digital learning

Figure from page 264

When used effectively as part of teaching and learning, digital technologies facilitate children and young people to collaborate, solve engaging real-world problems, research and analyse information, communicate their ideas, and share what they create with others beyond the walls of their classrooms. International research148 highlights the importance of integrating digital technologies fully into teaching, learning and assessment processes. The experience of the COVID-19 pandemic highlighted the crucial role that digital learning played in mediating the curriculum safely in a remote learning environment. During the periods of closure, schools were supported by the Department and the Professional Development Service for Teachers (PDST) to develop an enhanced capacity to engage with digital technologies to support learning. It is now important that schools build on this good work and ensure that digital technologies form an integral part of our children and young people’s learning experiences.

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plan for integrating digital technologies into teaching and learning

digital technologies in Irish schools and classrooms. It set out a programme to digital technologies as part of learning.

technologies effectively into teaching and learning

Framework for Teachers for the Irish context, drawing also from other relevant European and international digital competency frameworks. The Digital Learning Framework was developed to assist schools in embedding digital technologies effectively into teaching, learning and assessment. During the 2017/2018 school year, the Department invited schools to participate in a trial of the framework, and the Educational Research Centre (ERC) conducted an independent evaluation of the trial. The findings of that trial, published in 2018, informed the final framework, which was made available for use in all schools in 2018/19.

To support schools in their use of the framework, the PDST developed a suite of resources; these included planning supports and video exemplars of good practice from Irish classrooms.

148 For example, see the literature review in Butler D., Leahy, M., Shiel, G. and Cosgrove, J. (2013) Building Towards a Learning Society: A National Digital Strategy for Schools- A Consultative Paper that informed the development of the Digital Strategy for schools. Available at: https://www.gov.ie/en/publication/69fb88-digital-strategy-for-schools/#see-also

The Digital Learning Framework

The Digital Learning Framework aligns directly with the domains and standards of Looking at Our School 2016. It provides clarity for school leaders and education providers in creating a shared vision for how technology can best meet the needs of all children and young people.

Inspection findings revealed considerable variations in the extent to which digital technologies were embedded in teaching and learning

During the period January 2019 to December 2019, the Inspectorate undertook an evaluation of digital learning in a sample of ELC settings, primary schools and post-primary schools. Despite many examples of positive practice noted in the evaluation, it was evident that the full potential of digital technologies to enhance teaching, learning and assessment had not yet been fully realised. The key findings included:

■There were considerable variations in the extent to which digital technologies were

embedded in teaching and learning:

■almost all settings and schools in the sample had taken positive first steps to further

develop their practice

■many ELC settings had considered, and begun to plan for, digital learning and a significant

majority of schools had created a digital learning plan

■there were many positive examples of digital technologies being integrated purposefully

into teaching and learning

■While acknowledging that the use of digital technology is not always the most appropriate

approach, inspectors found that digital technologies were under-utilised in many settings and schools.

■Policy advice and continuing professional development (CPD) to support the use of digital

technologies was not evident in ELC settings.

■Challenges cited by settings and schools included:

■varying levels of knowledge, experience and confidence in the use of digital technologies

among early years educators and teachers

■difficulties accessing high-speed broadband

■a lack of resources.

The COVID-19 pandemic served as a catalyst to increase schools’ use of digital technologies considerably

The periods of school closures, necessitated by the COVID-19 pandemic, highlighted the importance of digital technologies to accommodate teaching and learning in a remote environment. As outlined elsewhere in this report, the Department supported schools through guidance documents and funding, and the PDST provided CPD and resources. The Inspectorate research on the return to school in September-December 2020 indicated that there was a significant increase in the use of digital technologies by schools. The research also reported very positive findings with regard to the availability and use of digital technologies in schools. Almost all principals who participated in the research indicated that their schools had a digital learning platform in place to support teaching and learning, and that teachers and pupils/students were familiar with using it. Pupils and students who participated in focus groups were very positive about their teachers’ increased use of digital technologies. However, the findings of the Inspectorate’s research also indicated that there was varied knowledge among the staff of schools, particularly primary schools, on how to use digital platforms and that, because of difficulties with connectivity to high-speed broadband, some schools had limited opportunity to embed digital technologies in their approaches to teaching, learning and assessment.