24 | CLOUD COMPUTING | PRIMARY AND SECONDARY Read more news on campus here: ht p://
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When cloud security company CensorNet surveyed 138 schools in January 2015, they found that 30% of them require pupils to work online for more than 10 classes per week. With such a proportion of the working day dedicated to ICT, how can schools harness the power of ICT to improve their learning, teaching and admin? Answer: 40% of schools surveyed were already using cloud services. Cloud computing is no longer a strategy,
it’s an everyday tool. Teachers across the world use it to plan and download curriculum, keep track of academic records and securely transfer student data and make it available throughout the system. Respondents agreed the biggest benefi t is lower administration and management costs, a key driver in the Ethiopian project which saw the government harness Microsoft Windows Azure back in 2009. At the back end, cloud storage prevents the accidental deletion or damage of data by child users because the data is backed up to the cloud in real time so accidental spillages or but on pressing need not mean lost projects, making it an appealing prospect for everyone from government ministers to grassroots educators.
Feedback and assessment Redland Green School in Bristol was an early adopter into the world of cloud computing with all students and staff having access to a Google Apps account since 2011. Tim Cox, assistant head teacher and curriculum team leader for ICT at the new secondary academy, argues that anytime anywhere access is vital. “The key area for us is students being able to collaborate on projects in real time but in diff ering locations. This could be a shared presentation, a script for a play or a revision mind map. Teachers are able to comment directly, review and give quick and targeted feedback direct to the students involved.” Cox concludes, “Allied to an Edmodo
account cloud computing becomes part of the social learning sphere with students discussing projects between themselves and their teacher, as well as handing in assignments in a paperless environment.” That paperless environment is another
driver for schools to use the cloud, and enables greater effi ciency of the school’s administration processes. At Redland Green, Google Drive is used to store, transfer and share fi les between students and of course as documents are held on the drive any amendments are immediately saved. The document transfers seamlessly between school and
“Teachers are able to comment directly, review and give quick and targeted feedback direct to the students involved”
Images (apart from RGS): BigStock
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