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VIEWS & OPINION Investing in the


future with edtech Comment by JIM WALLIS, Head of UKI Markets at Promethean Schools have faced unprecedented


challenges this year, with technology playing a pivotal role in enabling students to learn from home. While classroom-based teaching remains the primary pedagogical approach, continued disruption expected in 2021 means edtech needs to support teaching and learning – wherever it takes place. Drawing on insights from the State of Technology in Education Report 2020/21, I’d like to explore how edtech investments can help schools navigate this evolving landscape in the short term, and secure maximum education value in the future. Now in its fifth year, the Promethean State of Technology in Education


Report measures and monitors key education and technology trends. Having canvassed opinion from over 2,000 teachers, school leaders and ICT managers during one of the most challenging years for the sector, it provides unique insight into the impact of COVID-19 on schools and how it could influence the future of learning.


Investing in the future Pupil motivation was cited as the number one challenge facing teachers during national lockdown. Given the prolonged periods students spent away from school and outside of a social learning environment, this is not surprising. However, it does mean that re-engaging students in lessons will be a priority, and 80% of teachers believe technology is a great engagement tool. Insights from the report have also highlighted that three quarters of


educators believe that lack of access to technology is a barrier to learning in the classroom and at home. Schools will need to adopt a pragmatic approach to technology investment to bridge this gap. Solutions designed specifically for the education environment can not


only support teachers with student engagement, but also make teaching with technology even easier. Moreover, interactive flat panel displays (IFPDs), which are traditionally used to enhance classroom-based learning, can also make it easier to pivot to distance learning when needed, helping to support education continuity.


All-encompassing front of class solutions Supporting digital-first pedagogy, the Promethean ActivPanel is an advanced IFPD that enables teachers to deliver lessons to students in the classroom and those learning at home. ActivPanel lesson materials prepared for delivery in class can be easily


converted into resources for completion away from school. For example, Promethean’s ActivInspire software incorporates a Screen Recorder feature that allows a teacher to capture a video of lesson content as it’s being delivered in class. This can then be shared with any students unable to attend in person – without creating additional teacher workload. Conversely, if the teacher is unable to attend school because they are


self-isolating, IFPDs like the Promethean ActivPanel can help to bring the teacher into the classroom. Using the Promethean Screen Share App which is pre-installed on the ActivPanel as standard, the teacher can easily deliver a lesson remotely to the students. Ultimately, students learn most effectively in the classroom where they


have access to a more social and engaging experience. Given this will not always be possible under current circumstances, schools need the ability to seamlessly switch between classroom and home learning – ensuring equity across the two – and making technology decisions which support this will be key for achieving education continuity today, and in the future.


Are GCSEs condemned in light of new exam


measures? Comment by LARA PÉCHARD, Head at St Margaret’s School in Hertfordshire


As we approach the upcoming mock exam period, it is great to finally have some clarity for pupils on what the exam process will look like for 2021. the main, the news is positive.


In It’s also


evident that mental wellness and continuity of education has played a key part in the decisions made by the Department of Education, which is good to see. The plans to raise grade boundaries is certainly a kindness to the current examination Year groups, but it does leave one wondering what impact this will have on the future validity of GCSEs. The extra measures, which have been created to boost fairness and


support for students who have faced disruption amidst the pandemic, are something to celebrate; but it will undoubtedly raise questions about future GCSE exams, taking us to the next ‘uncertainty’. For example, where will this decision sit with the current Year 10 students who are already studying for their GCSE courses, and who may equally face some


disruption to their education as a result of COVID? Will they be granted the same fortunes of generous grading and foresight into exam paper topics in 2022? Will they be allowed to re-sit exams if they become ill and cannot attend? If so, where do you draw the line in the future and what does this say about the legitimacy of GCSEs moving forward? Although most Heads want to feel optimistic about the future exam


route, if last summer has taught us anything, it’s that nothing is a dead cert and there are no guarantees that further U-turns won’t crop up as we head into 2021. Schools like mine are focusing on the current advice but we are also acutely aware that we need a contingency, we have to prepare our pupils and staff for both CAG and exams, while continuing to ensure we collate an evidence trail of assessments, should it be required. The fact is, most pupils really do want to sit their exams, they don’t


want teacher assessments to determine the next stage in the journey. Yet, anxiety around COVID is still very much a part of our lives and pupils are still worried about the impact this will have on them personally. At least now we have an indication of the potential avenues open to them, should they find themselves directly impacted. Giving pupils greater insight into exam paper topics is also another area that we need to look very carefully at, as a sector. We need to understand more about the content itself and the choices available. While the future for exams is not necessarily crystal clear, the waters


are a lot less murky than they were in 2020, we have a direction to follow and we can start to prepare pupils for their exams in line with the changes. What is needed though, is more detail from the Department of Education in terms of contingency plans for ‘validated teacher assessment’ in the event that a pupil cannot sit their normal papers. We need much greater clarity on the definition of this term so that we can ensure every pupil is covered fairly by the system.


December 2020


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