Is there a divide with educational technology in schools?
Up and down the country the experiences of technology in schools are incredibly different. If you take part in regular twitter chats, or follow sites such as this one, it is easy to imagine that all schools have decent wifi, take on board new technology or allow teachers to experiment as they see fit. We are, however, sleep walking into a situation where pupils have radically different experiences depending on the school they attend. This is not about parental choice, it's not about a school that chooses to opt out of technology, it's about schools that cannot provide these experiences.
Some of us take for granted cloud computing such as google in school, or work email use at home and school, reliable internet that works all over the school building, even computers that don't take a long time to turn on. The experiences of teachers up and down the country however vary widely.
However these are common examples:
- Not replacing old computers / updating operating systems (renders their use pointless)
- Pupils not experiencing a wide range of devices (the experience at home being completely different to school)
- Staff email experience – no working email, not expected to use email
- Concerns about security leading to a completely different internet experience (everything blocked)
- No training for software, hardware and new expectations of curriculum (staff confidence and experience)
What is the impact of a widening digital gap?
It is much discussed and open to a certain level of argument, but the good use of digital technology can time save at work. Disseminating information via email (secure email) and then sharing updates with parents and the school community; electronic registers can then automatically record data, assessment data which can be picked apart and recorded, planning stored and shared on a platform that anyone can access, resources shared with all teachers. Websites which the school has control of, and can truly meet the needs of the schoo community. The list goes on, but a key point is the expectation that the professional can use technology in this way if they wish to. Sharing resources via the cloud, and then being able to collaborate on these resources has changed the way we work.
A growing digital divide manifests itself in other ways as well.
Internet connectivity is key to schools. To be clear I'm not talking about wireless and mobile digital devices. Instead, just basic high speed broadband. This has a huge impact on school life. Before we think about pupil resources and pedagogy think about the office. School management software, instant email communication, website management etc. Schools that can run the register completely electronically and downloading key documents from government.
Internet connectivity also impacts in the classroom – think of communication such as skype, streaming services and online resources which would not be available, or would be so slow that they are unuseable. Unreliable internet which means any online lessons could not be relied upon, or pupils rarely get the chance to experience the internet in any meaningful way. We have had days where the internet is not working and can quickly realise the impact this would have in the long term. A key aspect of online safety and curriculum experience has to mean that the internet, to some extent, can be relied upon.
There is an expectation that school will offer computing and digital literacy as part of the curriuculum – this expectation has worked wonders for the provision in school – but many are completely reliant on outside advice and expertise. Not that this is always a bad thing, but any work with outside experts should be sustainable and supported by a school SLT. Staff who are able to experiment and who are secure with technology themselves can be a huge push on the provision in schools, sad to say but the attitude of the headteacher or governors can shut down potential projects instantly. Some schools still have access to all social media shutdown, without any conversation as to the learning opportunities, or put no budget towards updating computer systems which means that the technology is unuseable and off-putting before we begin.
What is your experience?
I would be very interested to hear of your experiences at school and whether or not the new curriculum has had an impact on wider technological provision in school.
Prensky's 2001 paper: Digital Native, Digital Immigrants
BBC report – Sep 2014 – Digital Divide opening in UK schools