What’s Up, Docs? Digital Technology in English.

As  an English teacher I get no greater pleasure when I see a classroom full of children engrossed in a book. Whether that is a focused ten minutes on their own choices or hanging on every word of Macbeth, books are what got me here and books are what it should be about. So when it comes to tech, I’ve always approached with caution. With any new ‘innovation’, I always begin with two questions: will this help reduce my workload rather than increase it and will it genuinely be a better way to teach kids stuff? If the answer to either of those is ‘No’ then I’ll ignore it.

I have real concerns that some of the major international tech firms are looking on at Education in the UK and are rubbing their hands with glee. So much money; so much possibility. The blind swallowing of this thing called ‘21st Century skills’ often disguises the fact that good learning is good learning no matter the tools we have in front of us. But is it incumbent on us all to find out what might work for our classrooms and ourselves? Perhaps. Again, approaching with caution – and a firm eye on the price tag – is key.

Having said that, though, it is our professional responsibility to utilise the best strategies for our classrooms. Using effective tech is already part of what we do in Scotland. The Government issued document ‘Enhancing Learning and Teaching Through the Use of Digital Technology’   states that: Digital technology is already embedded within Scottish education. It has a place within Curriculum for Excellence, Initial Teacher Education and the Professional Standards set by the General Teaching Council for Scotland (GTCS).’ So, knowing that, I have always tried to use the best resources I could find for my classes. The danger comes, however, when we use tech just because it is there.

I have recently been dabbling with the  ‘Classroom’ suite of tools from a very big tech company. For writing in the senior school I have begun to see it as hugely impressive. Our students have to produce a Folio for Higher and National 5. Using Docs this term has allowed me to follow progress very closely, to mark and assess as they go along, and avoid the chasing up of late bits of paper. It both cuts down on my workload and helps the students to make progress. Sold. I would never use it with younger kids; they need to write accurately with pen or pencil before they should move on to more focused tools but for seniors it works really well.

As teachers we should be able to assess how tech works most effectively. Kids have loads of gadgets but are not as tech savvy as we may be lead to believe. In fact it is often  lazy assumption. They have tools with great power. Whether we can tap into that or not remains to be seen but we should find out of ourselves. Tech, if anything, should allow us to extend the classroom, providing genuine opportunities for learning. If it doesn’t do that the we should leave it alone. And get back to the books.

Show a Little Respect: Perhaps We Do Have More in Common

I have always resisted the urge to comment on the Michaela School in London. Aside from being a particularly heated, often nasty, occasionally cruel debate, I never see it as my place to comment on a school I’ve never been to, never worked at. It seems that we in Scotland have more with which to concern ourselves. However, their successful Ofsted report this week spurred me on to write something; their undoubted success might be symbolic of a greater divide in educational discourse.

I have read many blogs from their teachers, from their visitors, from their critics. And, while there may be things which seem anathema to me as a teacher, from what I’ve read and heard the kids love it at Michaela; teachers love working there; outsiders love visiting. That should be enough, shouldn’t it? Of course it should. Kids who wear their uniform with pride, set high standards for themselves and are polite and erudite is a noble aim. How Michaela get to that point is really nothing to do with anyone else.

And that’s not a damning indictment of anyone else’s school. There are great schools everywhere: not all of them have the same approaches as Michaela yet they work. I work at a Secondary School in a firmly working class area and we are a great school, improving all the time. But are the kids polite all the time? No. Do they always do their homework? No. They often come from backgrounds where school and education is not valued and that’s a genuine concern. There are a whole host of cultural reasons why schools become what they are. Michaela started from scratch, taking the opportunity to embed cultural and educational habits from the beginning and I commend them for that.

So, for those who feel antagonism towards Michaela and what they do, I wonder if it’s because we feel that their success is  slap in the face for what our own schools are doing, in some way their being right makes us wrong. It doesn’t. It’s just a school doing what they do very well indeed. I see teachers trumpeting their Ofsted/HMIe success all the time on social media. I often see criticism when poor reports are issued. We should all be delighted when any school does well. Their students deserve no less.

Our recent election cycle saw opposition parties in Scotland criticise our schools as disaster areas; oh, how the SNP have ruined our education system. And while there are undoubted problems, much of the criticism was dishonest nonsense. My greater concern though was for the kids sitting exams at the same time, hearing how terrible they were, how bad a deal they’d been served. Think about how the kids at Michaela feel when they read criticism of a school of which they are very proud. We should be celebrating the success of any school, embracing the good things happening. That doesn’t mean we have to be just like them, although there may well be lessons to learn on both sides. We might find that we have more in common than we think.