Digital Literacy Case Study Presented by: Jayne Holt - Assistant Principal

Technology is used in everything we do at the College

It may be assumed that everyone is digitally literate… Many of the technologies in our organisation are mandatory and used by staff very well, for example our SharePoint online facilities, student tracking, and pastoral and disciplinary systems. There are also many other technologies within the organisation that are available to staff,e.g. Google drive, hangouts, webinars, forums, blogs, social networking and apps.

Skills and training need analysis… We wanted to know if staff were confident using a FULL range of technologies for teaching and learning, and if not, identify what could be improved.

The digital literacy self–assessment survey The College used questions from the Coralesce digital literacy self-assessment survey to carry out an online digital literacy survey across the organisation. Over 130 members of staff participated in this survey; data was collected, analysed and the results collated.

The questions were non-threatening for staff and covered a range of personal everyday technology skills, as well as technology skills for teaching and learning. As staff worked through the survey, the questions became increasingly focused on teaching and learning. The digital literacy self–assessment survey

Understanding training and development needs.

The headline results… Most of the staff surveyed were confident using general technologies like , the internet, applications, etc… However, 35% of staff surveyed did not feel confident using anti-virus and phishing software. ACTION: We will be offering training in security software alongside our e-safety Child Exploitation and Online Protection (CEOP) training.

The headline results… 70% of staff surveyed felt confident to share photos and video online… But, 35% of staff surveyed felt that they don’t fully understand copyright and licencing. ACTION: We will be offering copyright training alongside our e-communications dissemination sessions.

The headline results… 28% of staff surveyed felt confident to participate in synchronous online Continuing Professional Development (CPD) opportunities… Only 23% would feel confident to lead an online session. ACTION: We will be offering staff development and training in offering online synchronous sessions.

The conclusion… We will support our teachers to transform their practice using learning technologies, and will help them to develop other skills and areas identified as needing improvement. ACTION: To form a network of ‘have a go…’ teachers, who are willing to carry out training, innovative practice and research.

Happy to answer any questions

The self-assessment and benchmarking tool Several areas of the College participated in the online self-assessment tool. Due to time constraints, staff did not have the benefit of training, and therefore completed the SAT for their area online.

The self-assessment and benchmarking tool Feedback included that the tool took a while to fill in and was very subjective.

The self-assessment and benchmarking tool The tool was very useful for the College leadership, because we gained a real understanding of the perception in each area. Firstly, where they were and secondly their perception of where the College is. ACTION: We will be doing a lot more to communicate the College’s technology vision and strategy.

Happy to answer any questions