Using technology to enable learning in a post-pandemic future - Considerations for how we teach
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Using technology to enable learning
in a post-pandemic future
August 2021
Considerations for how we teach
Welcome
The world of education has been our mission is to improve the numeracy,
through a period of significant and therefore life opportunities, of five
million learners worldwide by 2030. We are
change, as unexpected as it was committed to driving positive change through
unwelcome. No-one has been immune the effective use of education technology.
from these changes but as a sector We know that the world of teaching has
changed and that the pandemic has
and as a society, we have had to accelerated conversations around the future
adapt, and fast. And it’s fair to say of technology in the classroom and online
that we are still adapting. The impact environments, but we also know that great
teachers can deliver great outcomes without
has been felt keenly by children and
technology. And that technology works best
families, as well as by teachers and when it facilitates teachers to deliver the best
everyone else involved in schooling. learning outcomes for children.
Education technology was thrust into the So what does the future of teaching look like?
limelight, with school closures and remote And what role will technology play in that
learning becoming the norm for long periods, future? These are big questions, and one of the
schools have needed to ensure pupils received reasons Sparx Learning was delighted to host
an education in challenging circumstances. the roundtable that this report is based on.
Let’s be clear, the fundamentals of the Our expert panellists discussed a range of
education sector remained the same, but important topics about the future of teaching
new solutions were needed, and education and the relationship between teaching and
technology was at the forefront of ensuring technology. I hope you find the insights
children continued to receive their education. contained in this report valuable.
But education technology only works when it
serves a purpose. Dan Sandhu,
CEO at Sparx Learning
As an education technology company, we
work hard to ensure our products solve
problems, not create them. At Sparx Learning,Introduction
This report is based on the themes • Dan Sandhu, CEO at Sparx Learning (roundtable chair)
and insights that emerged from an
online roundtable hosted by Sparx • Gráinne Hallahan, Senior Analyst at Tes and former
Learning on June 23rd 2021. ‘What secondary school English teacher
does the future role of a teacher look • Kate Richards, former Chief Inspector of the
like?’ brought together an audience Independent Schools Inspectorate, founder and CEO of
of Multi Academy Trust (MAT) Enrich Education Consultancy
CEOs, chairs and those involved in
supporting school trusts. There was • Colin Hegarty, Education Director at Sparx Learning,
an impressive array of speakers and award-winning teacher and the founder and CEO of
contributors: HegartyMaths
Did the pandemic change teachers’ perceptions of
technology and its potential in the classroom?
School closures during the pandemic Technology has been in the classroom for a
severely tested the education world’s model long time, but its use will have increased in
of delivering learning to pupils of all ages. ways that have presented both challenges
Regardless of a school’s use of education and opportunities. With this in mind, the
technology before March 2020, almost panel considered how teachers’ attitudes
overnight there was a collective need to and perceptions of education technology
adapt to a new model of teaching, of reaching have changed.
pupils, and of delivering the curriculum.
The panellists noted a real range of attitudes
The aim of the roundtable was not to dwell on that differed from subject to subject and
how schools, teachers, and pupils adapted, year group to year group. On the whole,
but to look at the lasting effects of those it was felt that teachers were keen on
changes. For example, many teachers learnt the capabilities presented by education
new skills during lockdown and taught in new technology. This was especially true when
ways, but will they continue to use technology schools reduced the number of platforms
and the skills they have learnt? teachers were asked to use.
Many of these new ways of working were In secondary schools, the panel felt that
forced upon teachers, some worked and teachers had faced a number of challenges,
some didn’t, but the panel agreed that the especially in practical subjects, perhaps due
teaching profession, and pupils, had coped to difficulties in translating teaching methods
very well. There was consensus, however, in a remote learning environment. There
that this has placed extra expectations on was some feeling among those teachers
teachers. For example, a teacher is expected that they had been neglected and just
to be willing to use Microsoft Teams or Google expected to ‘teach in a new way’. However,
Classroom to communicate with students and it was noted that where senior leadership
deliver teaching. teams had been less restrictive and allowed
teachers more flexibility, there had been a
Attitudes to technology more positive experience.
There was consensus among the panel So, there were mixed reactions to remote
that teaching ordinarily works better with a learning, but one thing the panel all agreed
physical presence; that teachers and pupils on was that teachers were relieved to be
value face-to-face contact. There was no teaching in a classroom environment again.
desire for teaching to become an entirely
remote experience.How have teachers harnessed technology since March 2020?
Among the panel there was general agreement that teachers shouldn’t be expected to make
more use of technology as the world returns to normality, rather there should be a focus on
using technology appropriately. The expectation should always be to do the best thing for
children. However, there is no question that teachers will have learnt from the lockdown and
made use of technology, either new products or new ways of working, that will benefit their
practice moving forward.
For example:
• Creating videos to deliver lessons/learning
• Using low stakes assessments like online quizzes to gauge understanding
• Creating banks of centralised learning resources
• Better understanding of what can be taught remotely, and what can’t
• Greater understanding in the pedagogy of teaching remotely, or in a blended manner
But technology will not always be the answer. It is a resource that needs to be used appropriately
to deliver the intended learning outcomes, and great teachers can still deliver great outcomes
without it, so what role will education technology play moving forward?
EdTech - Facilitator for learning
Technology as support The panel also raised the issue that
although many children were happy to
It was clear from the discussion that no-one
be back at school, some students have
expects technology to replace teachers
thrived during periods of remote learning.
or support staff. Technology is at its best
Children who might identify as introverts,
when it facilitates teaching, that’s when it
who are quieter, and who struggle in big
works. It has to support them and help them
social groups and large classes have
to do what they love, which is to teach. If it
been empowered by technology. A noisy
gets in the way, undermines or overwhelms
classroom will not always create a suitable
teachers, then it becomes a problem. And,
learning environment for children. This will
a problem for teachers may translate into
be a challenge for teachers and schools
bad educational experiences for children.
– how to bring the positive experiences
these children have had from home into
A fresh approach to blended learning? the classroom. For example, how do you
encourage children who found their voice
There was agreement that there may well be using a ‘chat’ function to start putting their
further school closures and situations where hand up in class. How do you maintain that
pupils and staff were required to isolate for new-found confidence?
some time. This means teachers will need to
be adept at delivering a blended learning Professional development
model, with children being absent from school
at different times. Prior to school closures, The panel felt that schools will need to
the term blended learning usually meant think about how training and professional
that teachers used a blend of traditional and development can meet the demands of the
online teaching methods in the classroom. constantly evolving nature of technology
Now, the term can be used to describe a and how it can be used to support practice.
blend of home and classroom teaching. They also agreed that it is reasonable
to expect that teachers are adequately
trained in educational technology and thatthis must become a significant investment Is this the end of supply teachers?
for schools because both technology and
An audience member raised an interesting
training can quickly become out of date.
question regarding supply teachers.
Specifically, whether education technology
While the panel noted that nothing will
will remove the need to hire a specialist
replace the conversations that take place
teacher to provide cover. An example was
in the staff room over a cup of coffee,
provided of a school where a teaching
with teachers asking questions of each
assistant was asked to play children videos
other, discussing problems and listening to
of Bill Nye, the Science Guy on YouTube,
colleagues describe their day, technology
instead of hiring a supply teacher and it was
is already playing an increasingly important
found that the children had moved their
role in teacher learning.
learning forward considerably.
If lockdown proved one thing, it’s that
So, is this the future? No, was the resounding
technology will continue to provide real
answer! The panel agreed that supply
opportunities for the profession to think
teachers do so much more than just deliver
about how they meet each other and learn
the content of a lesson and so to remove
from each other. For example, training can
them would devalue the role of the teacher.
be delivered online, either live or via pre-
You can use technology to deliver the
recorded video. Teachers working remotely
subject content, but you need a highly skilled
can ‘meet up’ with colleagues to discuss
teacher to mediate the learning. In fact, the
issues with student learning and meetings can
panel felt that the support schools can offer
take place remotely via Zoom or Teams that
supply teachers is likely to improve as a
are more accessible to colleagues working
result of education technology, for example,
at a distance to each other, or who have
teachers can record videos of lessons
commitments outside of work. An example
or subject content that form a bank of
was given of teachers who have started a
resources that supply teachers can use when
WhatsApp group to get together and share
they deliver learning.
examples of practice, despite working in
schools in different parts of the country.
Teachers by their nature will always try to help
other teachers, and so there will always be a
need for both in person and remote professional
development, but online communities are
becoming an increasingly important method
of facilitating teacher learning.Considerations for future use of technology
The panel agreed that teaching and learning might start recording more lessons, which
has changed as a result of the pandemic. could then be offered to remote learners
Teaching may now incorporate some form and added to a bank of lessons held
of blended learning and teachers will look centrally for future use. Schools might
for solutions that will help them deliver a ask specific teachers to focus on building
curriculum that meets the needs of a class a repository of lessons, or professional
where some students may have to access development videos.
it from home. In those circumstances, the
panel felt that education technology has But the panel also felt that schools need to
the potential to ensure that all children, be wary of introducing too much technology.
regardless of where and how they access As stated earlier, if it overwhelms or
learning, receive the same quality of teaching. undermines a teacher then it becomes
a hindrance. Start with the problem you
Teachers will make increasing use of need to solve and find the technology that
technology to help deliver learning, provides the solution. Increasingly, when
whether that is through platforms, through schools are auditing technology in their
videos, through apps or in a way yet to be classrooms, they are asking what purpose
developed. Homework was seen as an area it serves, can they reduce the amount they
ripe for better use of technology, allowing use, and can they do it better?
for higher visibility and tracking. Teachers
Advice on using EdTech in the classroom
When it comes to using education technology in the
classroom, the panel had some excellent advice:
• Don’t reverse the problem and the solution. Finding a product and thinking,
‘this will solve a problem’ is the wrong way round. Think about the issues you
want to overcome, and then find the technology that solves that problem.
Often, one of the biggest complaints from teachers is that education
technology is solving problems they don’t have.
• When you are considering a product, it’s always best to try before you buy.
Our panellists recommend taking at least a month to try new technology,
preferably half a term. Some companies will let you run a trial for a year.
It’s worth asking the question!
• Start small and pilot with one class or a section of a year group.
Evaluate the pilot and if it has proved effective, you then have evidence
when asking for more budget to roll it out further.
• Before you buy, remember ‘it’s got to be good for the students’.
Ask yourself: “Is it helping children? Is it solving a problem for the children
in front of me?” It can be tempting when faced with a difficult decision or
problem to assume technology will be the answer, but always go back to
what is best for children and make any decision on that basis.
• Technology isn’t always the answer. Sometimes pen and paper is the
best option. Teachers have the professional judgement, experience and
expertise to know when and how to make the best use of technologyAbout us
Sparx Learning is a socially focused Research undertaken by RAND Europe and
education technology company that has the Faculty of Education at the University of
been reimagining the way children learn at Cambridge has found that time spent using
home and in school since 2010. It aims to Sparx Maths is associated with better maths
improve life opportunities for over five million outcomes for students and an improvement
learners worldwide by 2030 (#Ed5M). in predicted GCSE grade of up to 30%.
Sparx Learning incorporates Sparx Maths, Numerise is designed for student to learn at
HegartyMaths and Numerise which all make home and provides support for secondary
use of adaptive technology to provide maths. It uses the same award-winning
personalised learning to improve children’s personalised approach used in schools.
progress and attainment in maths. Sparx Learning is an award-winning
company and is led by CEO, Dan Sandhu.
Sparx Maths and HegartyMaths are used
in half of England’s secondary schools The principal shareholder is Oxygen House.
impacting more than a million learners.
Internationally, Sparx Maths is used in nine For more information visit: sparx-learning.com
countries including the USA, Spain, South
Africa and Malaysia.
Oxygen House, Exeter, Devon EX1 3LH
+44 (0) 1392 440 440
sparxlearning@sparx.co.ukYou can also read
