VIEWS & OPINION


How ed-tech can enhance collaborative learning in


the classroom LIVIA BRAN is Content Manager at CYPHER LEARNING


Ever since the classroom was invented educators have been using the latest technologies to enhance the learning process and support students in achieving the best academic outcomes. If at first classroom technology consisted of pens and paper and the blackboard, the most recent ed-tech now includes interactive whiteboards, classroom projectors, laptops or tablets and even VR headsets.


Educators today can’t really complain about not having enough


options in terms of classroom technologies. What they can complain about though is the challenge they face when deciding upon which ed-tech is the right ed-tech for their classroom or school. It’s so easy to overlook important pedagogical aspects and go with the flow when implementing new technology, only to realise too late that another way would have been better. On the other hand, not implementing educational technology in


the classroom is no longer an option. Today’s students truly are digital natives; not only did they learn to use technology from a young age — they were born surrounded by it. When they’ll become adults the world they’ll live in will have even more (and more advanced) technology than we can imagine. It’s therefore natural for students and parents alike to expect ed-tech to be used in the classroom.


How ed-tech enhances collaborative learning One aspect that will forever be a part of the learning process of student is collaboration. Since we’re all social being, we also learn when we’re surrounded by others, discussing the same topics. Collaborative learning supports the innate need of students to get feedback regarding their progress and having their questions answered — by their teachers or by their peers. Even though collaboration is deeply human, education technology


can support and enhance it. Here are a few examples of ed-tech that teachers can use in their instruction to do just that: Chat tools. Exchanging ideas is the basis of collaboration.


Whether students are allowed to use chat tools they’re already familiar with from other aspects of their lives (like Facebook Messenger or Skype, for example) or the chat tool integrated within the school LMS (which is easier to control by faculty and comes with a better degree of online safety) they’ll express their ideas online and engage in debates regarding one learning subject or another. Online collaboration tools. Padlet, TalkBoard, GoSoapBox,


Recap, Google Apps for Education — these are all examples of websites and apps that help students collaborate during a lesson, contribute their own ideas and answer their peers’ questions, under the complete supervision and guidance of the teacher. Groups, blogs and wikis. These can each be a stand-alone


solution or integrated within the school LMS as well. Students can work together on assignments, receive feedback for their work and develop their skill of offering complete and considerate feedback to other colleagues’ work. Teachers can moderate discussions and encourage participation from all students, even from those that are not very engaged in face-to-face learning activities.


Closing thoughts The above examples of education technology that teachers can use in their instruction only scratch the surface of ed-tech for collaborative learning. It may take time to check each example and find out how it can enhance student learning, but once a few of these tools prove their potential all is worth it.


February 2019


2019 Ofsted framework: The Key’s


‘exit poll’ results Comment by AMY COOK, Head of Content, The Key


Following the release of Ofsted’s proposed 2019 framework, we polled school leaders in The Key’s network to get their reactions to the changes. Over 1,000 of our members responded, the results of which provide an interesting insight into the current sentiment of the sector.


New judgements welcomed, mixed opinion on the rest Our members have shown unanimous support for two of the biggest proposed changes in the draft framework - the revisions to the inspection judgements. This signals a step in the right direction for Ofsted and a positive move for the sector. However, they were less united, and typically less optimistic, in their views about the changes to inspection arrangements and what data inspectors look at. More than 8 in 10 (84%) respondents were in favour of the


curriculum-focused 'quality of education' judgement. Likewise, 80% were pleased with the separate judgements for 'behaviour and attitudes' and 'personal development'. Responses indicated that secondaries in particular were more likely to be positive about the split on judgements, with 86% in favour vs 76% in primaries. However, our results also show some hesitation about the


proposed logistical changes to inspections. Almost two-thirds (59%) of poll respondents were against the introduction of on-site preparation time for inspectors the day before an inspection, with only a quarter (25%) supporting the move. Similarly, half (52%) were hesitant about the idea of extending section 8 ('short') inspections from 1 day to 2 days. Interestingly, members were divided over the proposal for


inspectors not to look at a school's internal progress and attainment data, with 47% in favour and 43% against. Primary schools were marginally more likely to favour this proposal (51% vs 45% of secondary schools).


What’s next? In addition to our poll questions, we asked members to share with us the questions they’d like to put directly to HMCI Amanda Spielman. We received nearly 500 responses, which we will discuss with Ofsted on behalf of our members in the coming weeks. Areas of interest from the questions submitted include whether Ofsted will continue its campaign to inspect 'outstanding' schools as part of routine inspection, as well as how schools can maintain a broad and balanced curriculum, in the context of the DfE's ambition for 75% of pupils to take the EBacc by 2022. Similarly, some leaders shared concerns that the proposed


framework may actually add to their workload issues. Others question how Ofsted will make sure that inspectors on the ground are consistent in their approach - especially in assessing the curriculum. Of course, it’s early days, but we wouldn’t be surprised to see


these findings replicated in the consultation feedback itself as the sector debates the pros and cons of the proposals.


uThe consultation period is open now until the 5th April 2019, have your say here: www.smartsurvey.co.uk/s/EIFConsultation/


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