This research investigated the use of Eye Gaze Tracking Technology as an assessment tool for learning, to provide additional evidence to confirm teacher assessment and provide further information to para-professionals and parents and professional to support students with PMLD. Data was obtained from a sample of 4 students with PMLD and physical needs located within a special needs school. The innovative technology project provided an independent data source on student assessment to support teachers’ judgement and provide support for future practice. Overall EGTT enabled a more accurate method of teacher assessment of PMLD students’ abilities, giving teachers more confidence with their judgments of more robust evidence to underpin their professional practice.
Mathematics teachers today face a kaleidoscope of software and hardware options that is sadly leading the majority to use none of it. Furthermore serious lack of training and the complicated use of some open-source titles are leading a whole generation of students to miss out on the educational benefits of digital resources in their Mathematics. Mathematics teachers use ICT more intensely than other subjects, so it is vital that any school-wide solution takes this into account – in particular it is quite common, and far from ideal, to force a mathematics department to use only tablets.
Cybersecuring the future
Authors: Lynne Dagg, Sheila Garfield and Steven Haswell, University of Sunderland
Computer Science Teachers work within a time of profound technological change which impacts on the curriculum they are asked to deliver. One such area is CyberSecurity. The aim of this research was to consider how aware students and teachers are about the topic of CyberSecurity and to gain an insight into where teachers felt they required training and where pupils would benefit from greater understanding.
This was a small scale study which was conducted using two online surveys. The first survey was aimed at University students of Computing including some who were undertaking Teacher Training Programs. The second was directly aimed at teachers. The first questions were similar between the two surveys although additional questions were asked to teachers relating to their teaching, their learning and the learning of their students.
Although the response size was small there were a number of interesting findings particularly relating to their practices of utilising security measures in their own contexts.
The study is important because it allows future consideration about two areas. Firstly the question why those who are generally more informed than the general public would not always comply with good practice when dealing with matters relating to passwords and digital footprint outside the educational context. Secondly, the study provides an insight into where teachers may require additional training relating to CyberSecurity and methods through which this may be effected.
Raising aspirations for digital education amongst school pupils and students: coding in the Czech Republic
Dr Bozena Mannova, MirandaNet Council, chair of Czech Miranda, Czech Technical University in Prague.
The Czech Miranda, an Anglo-Czech alliance, was set up in 1994 and MirandaNet members have been involved in a range of activities that illustrate how the learning journey from school pupil to university undergraduate has been greatly facilitated in Prague.
In the Czech Republic coding has been taught since the 1990s. However, with the availability of advanced personal computers in the 1990’s the educational activities were oriented towards mastering software products like MS Word, Excel and other well-known applications as it did in the UK. The teaching of coding lost its importance for a time as the educational focus moved to Computer Applications.
In the last few years we have seen a renaissance of teaching programming on a large scale both for school pupils and for students. Besides what is teaching at school in frame of course Informatics, there are many activities in the Czech Republic where school pupils and students are attracted to programming. Much is done in schools in cooperation with Universities and CTU in Prague is strongly involved in it.
Courses in coding for school pupils are taught also by university students with the support of universities. For example, there is a group of girl students at the Czech technical University in Prague (CTU) who teaches courses for children from elementary and secondary schools. The results are excellent and the project proves that this type of lessons can be implemented into standard teaching at schools. Activities, where school pupils are now exposed to basics of programming, are developing well. Several platforms which support teaching of programming for schools and students are used at CTU. The presentation will explain how the pupils respond to this program.
West Downs 9
Chair: Terry Freedman
Time 9.35 – 10.35
What digital skills teachers need and how to make full use of digital tools across the curriculum are not separate agendas – they are inextricably linked. The theory of affordance, or what objects in the world provide or furnish for us, suggests that the needs of individual educators directly drive which digital tools are most appropriate for their use in any single context.
This session will report on an ongoing initiative, currently being trialled in schools, that has produced a series of tools and techniques to help educators discover which digital tools are most appropriate for their needs. By first discovering their own level of TPK, or Technological Pedagogical Knowledge, mapped against six dimensions of teaching and learning, teachers can plan not only for ways in which to develop their digital skills but also discover the most appropriate, or apt, digital tools to suit that development.
Based on doctoral work at the University of Exeter, the underlying APT methodology will be described and presented, along with the TPK quiz, dimensions models of teaching practice and Tech Trumps which describe the affordance of digital apps. Attendees are encouraged to critique the approach, offer suggestions as to ways in which the APT methodology might be trialled further in schools, and discuss how this approach might raise aspirations for digital education.
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