Objective Three - New Behaviours

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Objective 3: Promote new behaviours for teaching


UpdateThe Cabinet Secretary has expanded on this objective and set the context in a post on Engage for Education.


Benefits: a measurable improvement in the application of technology in learning; increased innovation by teachers and learners in classroom practice; increased achievement by learners; increased sharing and collaboration amongst teachers to develop themselves as learners.


What do we need to do:



How will we do this:


  1. Have a basic standard for ICT competence in classroom - re-enforced by GTC , Teacher Training Institutions, HMIE ( Education Scotland) , SQA ( perhaps through appointee network and where necessary qualifications )
  2. Support development of subject networks and encourage subject specialists to belong to these as part of their continued professional development. Support independent services for subject specialists where they exist don't reinvent wheels.
  3. Agree nationally to change the nature of devices allowed in examinations through consultation with SQA, Scottish Government and other partners. 
  4. Provide central consultancy support (perhaps via Education Scotland?) to help schools and local authorities who wish to open up access to student and staff owned devices, deploy "1 to 1" computing initiatives or engage in other innovative learning space or school design projects. This will help avoid "reinventing the wheel".
  5. Teachers should be encouraged to take risks. Some of the savings generated from not continuing with the procurement of Glow Futures should be developed into a system of providing teachers with small amounts of money (grants) to try new things, observe lessons, visits other school and undertake training. This investment should be where it matters - at classroom level. This is key to enabling new practices which require additional ICT equipment, such as microphones or webcams.
  6. Develop resources to support schools in teaching on-line learning skills. These skills are an important part of a broad general education particularly as some learning in the senior phase is likely only to be accessible to some schools via on-line arrangements.
  7. Government or Education Scotland should investigate alternative models of centralised on-line schooling to assist individual local authorities deal with aspects of inclusion (for example travelling families, children in hospital, excluded children, children in care, children with phobia, etc.). Stephen Heppell’s  NotSchool.net model is also worth investigation.
  8. Scottish Government or Education Scotland along with local authority, industry and higher education partners should start to develop and capture examples of emerging pedagogical practice for learning, teaching and assessment. This should include 1:1, flipped classroom and mobile technologies in learning. Scotland may benefit from a centre of emerging practice. 
  9. Teachers, and pupils, should be able to access small amounts of funding (£100, £200, £500 or £1000) to trial new tools or resources and communicate the outcome. This could be done in conjunction with industry partners. Some of the money saved by cancelling the Glow Future procurement could be invested here where it will really have an impact in the hands of classroom teachers.








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