Technology has become a fundamental part of our education, not only allowing us to deliver great teaching and learning but as a platform for collaboration and productivity.
We have witnessed first-hand the positive impact it can have, putting pupils at the heart of their learning by increasing engagement, developing intrinsic interpersonal skills and preparing them for the future of adult life.
We have taken the next step in our digital learning journey by providing pupils in Year 3 and above with a 1-to-1 device, either a laptop or an iPad. We believe that 1-to-1 devices are powerful tools that augment and transform the learning experience to help them grow and thrive in a fast changing world.
In a 1-to-1 environment, the learning shifts from the traditional instructor-led model to become more student-centred.
Access to online learning tools gives the pupil options that naturally engage them and enables them to take ownership of how their learning goals are achieved. Pupils experience greater independence, greater task completion and a more efficient workflow with the ability to electronically manage and share tasks in a single environment.
Pupils can benefit greatly from 1-to-1 in the development of their collaboration skills.
1-to-1 devices can support the communication and joint reasoning that’s essential to team collaboration. By sharing a digital workspace, pupils can create and edit content together, refine each other’s contributions and share information and ideas. Teachers can help pupils engage in expressive activities by allowing them to choose their communication tools and encouraging pupils to work together to ‘show what they know’.
1-to-1 technology makes it possible for pupils to receive differentiated content and assignments, using a variety of methods and tools.
For example, pupils can pause videos and review media content multiple times. In addition to video, electronic and online resources can be selected and shared with pupils, ensuring that the content is being delivered and standards are being met, in a way that can be best understood by all pupils.
Pupils can receive feedback in a myriad of new ways.
Teachers can digitally annotate a piece of work, leave voice recordings, a video, or a link to additional support online. The ability to leave voice marking creates a more personal, formative conversation in which the pupil can respond in a similar way. This shows teachers that their feedback is being acted upon which is critical for student progress.
