Leading Digital Learning Series: Supporting Professional Learning – Primary
In this video from our Leading Digital Learning series, primary teachers and Technology in Education team members discuss effective approaches for supporting professional learning for teachers and all school staff. Senior Leader for Digital Technologies, Niall Larkin says that his team observes various approaches to professional learning in schools, usually led by digital technology coordinators or teams. This learning can be facilitated internally or by an external provider. Schools are encouraged to seek support from Oide by contacting digital technology advisors. One of the best models is sustained support involving multiple visits over a year. Informal practices like teachers sharing insights during lunch & coffee breaks can lead to more formal Continuous Professional Development (CPD), where educators might present apps or resources during Croke Park hours or staff meetings. These meetings are also a great opportunity to show a Oide’s good practice videos, featuring teachers sharing their experiences and ideas on using digital tools effectively in the classroom. Schools are also creating libraries of screencasts, ranging from basic tasks like attaching files to emails to more complex activities like providing online student feedback. In essence, schools are finding various effective ways to integrate technology into education. It is best to start small and set realistic goals. Supports are available from Oide school support and the website. Help can also be had through the local education centre or even another school.
Accessing and Encouraging CPD
Sandra Byrne, Talbot Senior National School, Clondalkin and Mark Boggins, Holy Family NS, Rathcoole outline ways in which teachers access CPD in their schools.
Both Sandra and Mark emphasis the importance of a supportive atmosphere when approaching digital learning, with both feeling that digital learning is at its most effective when teachers are supporting teachers and learning from each other. Both use staff meetings for sharing resources.
In Sandra’s school they introduced a rolling timetable which encouraged teachers to use the devices more. Teachers wanted to see what others were doing and others were happy to give little workshops when they could be facilitated.Sandra explains the use of the buddy system – where someone who may be lacking in digital confidence is paired with someone who is more confident. This colleague can come into the classroom and support them in what they might want to achieve.
Mark says there is a huge hunger among his staff for digital technology CPD and that teachers learn a lot by just being on the job. Several of the staff have done the Oide course over the summer and the whole school did Digital Citizenship and Eportfolio over the past 2 years.
Sharing Courses
Both Sandra and Mark actively encourage staff to share good courses they have done.
In Sandra’s school they have a sharing summer courses session in September. She gives the example of a podcasting course she had completed and shared with staff. She says 5 or 10 minutes can be enough to inspire someone to try it.
Role of the Digital Coordinator
As the co-ordinator Sandra views her role as promoting digital learning. She regularly shares digital courses with staff and if she knows that a teacher is using an app or resource well, she will ask them to share it at a staff meeting. Hearing another teacher explaining how it worked in their classroom encourages other teachers to give it a go themselves. She tries to promote the good things happening in classrooms by getting some photos and either putting them up on twitter, or showcase the class at staff meetings.
This interview is from our Leading Digital Learning course.
Visit our Digital Learning Hub for information and resources on planning and embedding digital learning.
