1. Digital Technologies: Challenges and Observations Cynthia C. Selby C.Selby@soton.ac.uk cselby@bayhouse.hants.sch.uk

2. Drivers for Change Disapplication of ICT Programme of Study (KS3-KS4) – Effective Sept 2012 Computing replaces ICT in the new National Curriculum (KS1-KS4) – First teaching Sept 2014 Ofqual changes Post-16 qualifications – First teaching Sept 2015 – Linear A-Levels, stand-alone AS-Levels – No January assessment Academies, Independents, and Free Schools are exempt 2

3. Key Stage 3: Challenges PoS includes only one line item which could be interpreted as IT/digital skills Will require creativity from a planning perspective to maintain digital skills coverage while delivering Computing May drive digital skills to a cross-curricular delivery mechanism Replacement for NC Levels not yet seen 3

4. Key Stage 4: Challenges ICT and Computing become “options” at Y10 and Y11 School infrastructure – Network, software, budgetary constraints Pupils’ attitudes – Perceived value of content – Sound bite learning Digital skills still in demand by employers (CBI) 4

5. Post-16: Challenges HE perception – Computing A-Level not required for studying Computer Science at HE School infrastructure – Network, software, budgetary constraints 5

6. How are digital skills taught in schools? KS3 – Timetabled lessons (~1 hour per week) KS4 – Options in ICT or Computing (~2 hours per week) – Cross-curricular in subjects Post-16 – Short courses (1 or 2 hours per week) – Key Skills Qualifications (ICT) 6

7. How is digital technology used to deliver education? VLE – Available across whole school BYOD - Bring your own devices Twitter for current affairs Specialist devices may be available – 3D printers – CNC machines – Large format or specialist printing 7

8. How does students’ informal learning of technology feed into the formal school context? Use of camera for images of white board Use of SMS for evidence of team working Establishing Facebook group for exam revision Use of self-help forums (TSR) Nonchalance toward data protection, intellectual property, and personal security 8

9. How does digital technology shape young people’s learning? Are short attention spans a reality? The myth of multi-tasking The skill 21 st Century students really lack 9

10. How does digital technology translate into post-compulsory education career choices? Perception of ICT Not relevant to my job “Fashion thing” CBI survey highlights digital skills deficit Teenagers' 'mismatched' job ambitions – 52% of 13-16 and 46% of 17-18 job aspirations lie in only 3 of 25 occupational categories Culture, Media and Sports occupations Health professionals Business, Media, and Public Service professionals 10 Links on notes.