Views & Opinion
Embracing cloud technology within the classroom
Comment by Howard Jackson, CEO of HCSS Education
The cloud is a network of servers often positioned across multiple locations. This network of servers allow for the storage of large amounts of data in a secure environment that is easily accessible to users via the internet.
In the modern classroom, whiteboards and physical text books are almost entirely a thing of the past. These old classroom resources are now being replaced with digital systems, and forward thinking schools are adopting cloud- based technology to help with the learning process. Cloud computing has the potential to change the way in which schools can store information
and can encourage independent learning as students are able to access large amounts of information anywhere.
Cloud software can also help teachers to modernise their teaching methods as they are able to save large amounts of information, such as teaching plans, online. Resources and assignments can also be easily shared with pupils and it can help save money on reprographics. Similarly, students that need to work together on group projects can do so easily using a cloud-based application as the technology helps facilitate remote working, with several individuals able to access and save information to one central place. However, despite the considerable advantages of adopting cloud software within the classroom, one major barrier to adoption is concerns over security. In the majority of cases, private cloud environments are actually a much safer option than using a physical server. In terms of human risk, it is much more difficult for maliciously minded individuals to access certain data in the cloud as administrators can pick and choose who they share files with. Teachers using cloud software can make certain folders private so only they can view the content, but they can make other folders public so that all pupils can openly view and retrieve the information inside. Cloud businesses also face very tough industry standards and so the data centres built are extremely secure to prevent disgruntled customers, reputational damage and a loss of business. As well as security concerns, schools also face cultural challenges in integrating the new technology. More traditionally-minded teachers and school staff may view IT as a necessary evil and may have reservations about adopting the new technology because of security concerns or reservations to changes to the school culture. To ensure cloud software is really optimised in schools it is important for school leaders to sit down with staff and any concerned parents to explain the significant benefits of adoption and to reassure them that the software is safe and secure to use.
Cloud-based software can be of benefit to both students and teachers as it helps facilitate remote working and independent learning and allows for large amounts of resources to be saved securely in one central place. However for widespread adoption to take place, school leaders must reassure staff and parents that data is completely protected and that only those with authorisation can gain access to the information.
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www.education-today.co.uk
Does higher challenge result in greater
achievement? Comment by Natalie Harling, Head of Education Business Development at The Outward Bound Trust
With its school mantra of ‘nurturing potential and creating opportunity’ Great Barr Comprehensive in Birmingham is a co- educational secondary school which aims to do just that for all its 2,200 pupils. Over 50% of its young people qualify for pupil premium and come from a diverse ethnic mix with many E.A.L pupils. The school is no stranger to using adventure in the outdoors as a powerful and effective way of learning and school improvement. For many years Great Barr has been taking its inner city pupils to Ogwen Cottage in Snowdonia to nurture and encourage the potential of each child through challenge. October this year was no exception, with the school taking two groups to Wales for two high challenge yet very different Outward Bound® programmes. One group comprised of Year 12 &13 BTec Sports Students taking part in a Credit & Qualification course designed to develop skills in leadership, risk management and decision making by using water and land based activity. Named the Leadership Group, emphasis was placed on each pupil to be a positive role model to the second group from the school.
The second group (the Nurture Group) had pupils ranging from Year 7 to 11 from Great Barr’s inclusion support unit (ISU) taking part in a Raising Aspirations programme. Pupils from ISU were a combination of young people with learning, mental health, emotional and social issues. To embed learning, The Outward Bound Trust’s instructors gave both groups intense experiential outdoor learning experiences. The Trust’s lead instructor for the Great Barr Programme, Will Kilgore explains: “The pupils were challenged from the get go, arriving on a coach from Birmingham and immersed immediately into the remote Welsh wilderness of Dyffren Ogwen Valley. Both programmes involved the young people facing and overcoming challenges throughout the week, starting with small initiatives and then scaled up and moved to more challenging experiences.”
During the week the groups went abseiling in Cwm Idwal, canoeing on Llyn Padarn, rock climbing at Capel Curig and hill walking over the Snowdon range. Back in the small and intimate environment of Ogwen Cottage in the evenings, both groups were able to reflect on what they had learnt and achieved that day, as well as share their learning experiences.
Despite the Leadership Group’s relatively high level of fitness through their interest and participation in sport, they were amazed at the physical and mental demands of the outdoor challenges they met. This was especially powerful when they completed a two day, overnight, self- sufficient expedition which involved scaling the summit of Snowdon, the second highest peak in the UK. As Will Kilgore explains: “Not only is this an achievement for an accomplished mountaineer, but this is glorified by the fact that these students were also carrying everything essential to survive a night camping just below the summit.” Great Barr Deputy Head Teacher, Andy Williams concludes: “Immersing our urban pupils into the upland mountainous environment of Ogwen is really powerful. We’ve noticed that the more intense and greater the challenge The Trust set our pupils, as the week progressed, the more impactful the learning outcome. Outdoor learning has a positive impact on the school all round and improves our attendance data and progress data because it motivates and raises confidence in our pupils.”
January 2016
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