 felly mae'n gwybod gwahanol, a chyn gallwch gyda'r bwynt? A fydde immense gwahanol yr ari, bod yn sicr wahanol fod yn dod diwg sydd mewn ymgyrchol a gwahanol, nad oedd o'r unrhyw meddwl ac yn cerddion newid ychydig, i fynd i'w meddwl ychydig yn ddechrau ar hyn. Rydyn ni'n gweld dwi'n ddweud sydd ar ein cwestiynau, ac yw'r ychydig wedi wneud ychydig y ddull nag tua. Mae'n bwyd i'ch cyfryd, rydyn ni'n gwybod gwahanol ychydig. Mae'n ddoch ar gwrth, ond yng Nghymru serio wedi swyddfyrdd hefyd, you can see the project beginning to happen and on that note many thanks! Thank you. Now it's really with great pleasure I'm going to invite Jim Fanning, a calling from Scotland up to station. It is one of these strange things that we probably meet more on the road down here than we do up in Scotland. Although we share the same building, welcome Jim! Joe, thanks class! I'll say I've done my media training as well, right, so they did tell me that I shouldn't wear my glasses on my head because that's off-putting. And they also said that I speak far too quickly as well. So if I do go too quickly, just raise your hand and get me to slow down a bit. Presentation this morning, the keynote on narratives I find particularly interesting. I think when Skinner talked about bringing the same level of control to the classroom that you would find in the kitchen, he obviously hadn't seen my kitchen. So anyway, that whole thing about narratives, particularly interesting. I'm going to talk about a piece of work that's taking place up in Scotland at the moment around mobile technologies and the use of mobile technologies in school classrooms. It's a piece of work that my team is involved in. I work for Education Scotland, which is an agency of the Scottish Government. And Jim Fanning, Head of Emergent Technologies, is my title. Education Scotland provides broad national guidance that is developed locally. So it really isn't a case of folks sitting at the centre saying, we know best and this is how you do it. I think again that is an interesting narrative as well. Prior to joining Education Scotland last year, I had spent the best part of ten years working down south in Kent and Sussex. I was an assistant head teacher in a school leading on the development of technology in that school. And in the year before I moved up to Scotland to take up post, there was a major piece of work around the use of mobile technologies and the development of mobile technologies in that particular school. And somebody came up with a pot of money and head teacher said, look, pot of money is available and I really think we should be pushing at the big time in terms of mobile tech because we don't want to be seen as a dinosaur school. We want people to look in and in terms of narrative actually say that school is a 21st century school. Wherever you go in school you will find the use of mobile tech. So I think that's an interesting narrative. I sent members of my team from that school out in various schools down south to look at schools that said we've cracked it. We've got mobile tech. Go on and look at the headlines and the times. We've had some good publicity in the times and the times ahead so we must be doing a good job. But actually when you got into those schools you found a very different... The reality was different to the narrative that was being told in both the local and the national press. So you would go into schools where they said we've given every youngster an iPad, well they hadn't given every youngster an iPad. They actually had a charging model in place where for parents that could afford something like £25 or £30 a month their youngster got an iPad that was theirs after three years. For the other youngsters in those classes whose parents either couldn't afford to or didn't want to stump up that kind of dosh. We've got five or six iPads that have been purchased by the school and they are ready charged most of the time if you want to use them in lessen time. I actually called this presentation getting it right for every child. Getting it right for every child is a social agenda policy up in Scotland that really focuses on inclusion. I would say to you that if your school policy is that one we're going to charge you to have your own iPad and for those that can't afford it we're going to have those iPads that have been purchased by school and they might be available, they might not be available. There's not a great deal that's inclusive about that particular approach. Certainly again, time and time again when you talk about using mobile technologies within education you've got to drag people back from actually talking about the tech. Again this is just reflecting on my experience down south. Time and time again rather than talking about the learning and the teaching teachers by and large tended to be dragged towards the tech itself. We want this piece of tech, we want iPads because they are cool and sexy. We want this particular piece of tech because we've got one terabyte of storage space online etc. That isn't what it's about. The actual narrative that I talk about when I do presentations in Scotland is one that is built around learning and teaching. It's one that's built around curriculum for excellence. Curriculum for excellence is all about the kind of society that we want now and in the future and the kind of citizens that we want Scottish learners and Scottish youngsters to be and that's where the conversation starts up there. It doesn't start with the technology or it shouldn't. Time and time again when you do the rounds you will drag back into that narrative about the hardware and the software rather than those discussions about the kind of learning that you want to take place, the kind of teaching that you want to take place and really the kind of society that you want to live in. Education Scotland, we've got a clear policy focus in terms of the technology. The Cabinet Secretary has said that when we use technology it should be about a change in the culture of use of that technology. We should be about improving confidence amongst learners, teachers, school leaders and parents. We should be promoting new behaviours, there's that word behaviours, but promoting new behaviours for teaching. We should be deepening parental engagement and also strengthening the position on hardware and software associated with infrastructure in Scottish and Scottish skills. To give you some idea what the Scottish system looks like, 32 local authorities. Obviously if you're up in Shetland, top right hand corner, Orkney top left hand corner or the borders or if you're in Aberdeen City, Glasgow City or Edinburgh City some of your needs and some of your wants and some of your priorities will be very different in terms of that technology. 673,000 Scottish learners, 2,500 schools and 49,000 teachers. That's slightly out of date, those figures are from last year. That's what the system looks like. It is 32 different local authorities. Again, as I do the rounds and as my team has done the rounds from authority to authority individual authorities have taken different approaches to the use of mobile technologies. What government does at the centre is do things like making sure that the SWAN programme, Scottish wide area network, that there is a system in place for schools to effectively access those online resources through a high speed broadband programme. We've also got a national procurement framework that means that schools can get good value for money when it comes to actually purchasing the kit itself. When it comes to national advice, if you go back about a year, over 2013, there was a whole conversation that took place with a range of Scottish stakeholders relating to the use of mobile technologies in schools. Now again, if I reflect back south, in the school that I come from we opened up a discussion with parents, with teachers, with members of the local community in terms of the use of mobile technology in that particular school. We came back from parents' time and time again, wars. We don't want our kids to use mobile technologies in the classroom, whether it's their smart phones or tablet devices, because in actual fact we read the press, we see how dangerous this technology is, we see how it can detract from learning itself. A majority of teachers when we talked about technology again down south said that we want that mobile tech in the classroom for the following reasons. In terms of the way that it can benefit learning and teaching. There is a piece of guidance that's been published by Scottish Government. It came out on Christmas 2013. As it says, it's guidance on developing policies to promote the safe and responsible use of mobile technology in schools. It's not Scottish Government saying there is the policy, that is what you must do. It's actually Scottish Government saying there is guidance, there is advice and at a local level you need to work with your learners, with your teachers, with your parents, with other members of the community to actually come up with local guidance because we all know that learning is context driven. It wouldn't work, it's no good having a central policy if up in Aberdeen City your needs are different. The whole thrust of that particular document is to offer guidance and support. One of the statements in the document is engaging the whole school community, staff, children and young people and parents in policy development is the most effective means of ensuring engagement with and commitment to that particular policy. If you want one example of a school that's taken that forward, Elgin Academy has worked very effectively with all of those stakeholders to design its own specific local school policy in relation to the use and support for the use of mobile technologies in the classroom. Jo, I'm going to ask you this question, probably put you on the spot here. That's an article about tablet PCs. It says the tide is turning towards tablet PCs and it makes loads of predictions in terms of how tablet PCs will lead to greater personalised learning, flexible learning anytime, anywhere learning and all of that. Do you want to guess when that article was actually published? It's ten years ago in actual fact. That was back in 2003, 2004. Those devices that you see those sixth formers using are its research machines. Research machines back in 2003 produced a tablet device. It cost about £1,000 each. Again, they made all those predictions in relation to mobile tech. I think sometimes we do forget that the tech's been around longer than what we think. I did read something in the week that said the first smartphone was actually produced about 20 years ago and yet 20 years later we're still actually talking in schools about how we should use this new technology and how we can use it effectively. Tablet PCs, again, at least ten years. What do we know about the use of mobile tech in Scottish schools? If you come back a year, my team worked with a range of local authorities. We invited representatives from seven different authorities into the place called the Optima in Glasgow to take part in a learning conversation. That conversation event really aimed to map out what we understand about the use of mobile technology, use in Scottish schools at the moment. We don't know and what we are going to do as a team to take that forward and to find out more and to offer advice to Scottish schools. Scottish Government did over the past two years fund Hull University to do some specific research into the use of iPad devices in a number of Scottish primary schools. Edinburgh City also took on those Hull researchers to get involved in that research. One thing I should say, in terms of talking to those researchers after the event, their underlying philosophy was that if you flood a school with mobile technology and if you give a primary school sufficient iPads for every youngster that sort of affects the change in terms of teaching and learning. I would argue something different than actual fact. I would argue that you need to have the intention to change. If that intention isn't there, it doesn't matter how many iPads or smartphones or mobile devices you flood a school with, it won't lead to the kind of changes that you may want. I'll give you a perfect example of that. It's like walking into a school, and I think it's been mentioned already. Walking into a school where a youngster is using a tablet device to simply access an ebook, Heinemann page 58. What's the difference between accessing Heinemann page 58 or your mobile device to actually accessing Heinemann page 58 in class as a textbook? There's a danger that I think when you flood schools with that tech, without thinking it through properly, without having proper and fundamental aims in terms of how you want to teach the learning and the teaching and what you want to achieve through the use of that technology, you simply replicate old practice. You simply do what we've done in the past, but you do it in a better way. The fundamental philosophy behind the Hull approach was that flooding the school with technology would lead to change. They actually said that the biggest impact that technology had was the fact that youngsters were actually able to take the tech home to engage their parents in what had been learned in school that day or that week or whatever. It's an interesting piece of research that is available online. Obviously, this presentation is going to go out after this presentation. All of the links are there. In terms of that piece of work my team is doing at the moment, what do we know? We know that Apple mobile devices are the most popular devices in Scottish schools, somewhere between 85% and 95% of all mobile devices in use. Depending on the authority, our Apple devices. We know that in a lot of cases the requirements of corporate and education IT networks are very different. One of the real struggles is to actually get that mobile tech out into schools and to get it used in a way that teachers and learners want it to be used because in many cases local authority corporate services will say, sorry, you can't do that. Obviously there's a challenge in schools to actually work with the local IT corporate services to actually work out solutions in classroom solutions. Teachers may not know where to find advice or information about the mobile tech they're using in the classroom and certainly about those mobile applications. I think there's quite a few instances where teachers may be using apps without fully understanding some of the data security issues relating to the use of those apps in the classroom. A lot of them rely on safe harbour agreements without actually understanding what a safe harbour agreement is. We know that approaches to safety and security issues differ from authority to authority. There is a system in Scotland called GLO that is built around Office 365 and one of the features of Office 365 is obviously OneDrive that enables you to upload your files, access them anytime, anywhere and share them. Yet there are a number of local authorities that will say, no, sorry, on your mobile devices in school you cannot access OneDrive because we consider it to be a security risk or a security issue. Again, relying on one device, those authorities that have pushed out the Apple devices are having difficulties at the moment actually accessing that range of Office 365 apps and tying them in with the Scottish Internet, the GLO 365 product. What you tend to find during the rounds is that education establishments are still operating around a desktop model of use. By and large, the learners that they are teaching don't operate within that model. By and large, those learners are accessing their smartphone devices and their tablet devices. I've talked about local contexts. If you go from authority to authority, you will find some interesting examples of the approaches they've taken to the rollout of mobile tech. Edinburgh City, for example, every school in Edinburgh City is Wi-Fi enabled. About three years ago, they did a pilot scheme where they'd actually given one school a set of iPads, one school a set of Android devices and one school a set of netbooks and they spend a year actually evaluating the use and the impacts of those different devices in those different schools. The Edinburgh policy is now to actually focus on Apple devices, on Apple iPads. There are something like 9,000 iPads in use across Edinburgh schools at the moment. Again, there are links there in relation to Edinburgh and the Edinburgh experience. Edinburgh, it's worthwhile visiting their website because over the past two to three years, they have recorded in detail the approach that they've taken, how they've worked with staff, how they've worked with learners, parents, external agencies, and the impact that the use of that technology has had on Edinburgh schools. Aberdeen City, something similar in Aberdeen City, except up in Aberdeen, they've taken what they would call a device agnostic approach. So there are something like 2,000 devices in use across Aberdeen City schools. Mainly Apple devices to be honest with you. I think the ratio is something like 3.301. So the majority of devices that they've pushed out are Apple, but they do have a device agnostic approach. So if a school wants to go for an Android approach, they've got support in place to ensure that that is the case. Once a school in Aberdeen has implemented a traffic light system in terms of BYOD and BYOT approaches to technologies, so basically when you go into the school, there are green zones, amber zones and red zones. If you're in a green zone as a student, you can use your mobile devices, your smart phones at will. In a number zone, you use it depending on teacher permission and in a red zone, it's actually no go. Can I just say to you, in terms of BYOD and BYOT, I have a feeling, although it's early days in terms of the work that my team is doing, that is a bit of a red herring, to be honest with you, in terms of school approaches to mobile tech. I think that a whole range of issues, forget the technical issues for a minute, there are a whole range of issues in terms of equity and inequity in the classroom when schools start to take an approach that does encourage youngsters to bring in their own tech and use their own tech in the classroom without actually putting in sufficient support for those youngsters that don't have access to that kind of technology. So anyway, Aberdeen City, if you want me to highlight one school in particular, Islay High School, and again, this is back to that article that I had shown earlier that said 10 years in terms of mobile tech, for the past nine years, Islay High School has been taking a one-to-one approach to the use of mobile tech in school to actually making sure that every student in that school has access to or ownership of their own mobile device. And again, I can put you in touch with the teachers and those who led on that particular project. But again, I think it's interesting looking at the way that learning in Islay High School really follows the principles of curriculum for excellence, where learners really are at the heart of that discussion about learning and the nature of learning and the style of learning that should take place. And again, if you want to know more, there is a Glow Scotland blog that will give you loads of good examples of the way that mobile tech is being used across Scottish schools. What we've discovered through these learning conversations, what we've discovered and what we don't know is that things like how well the teachers understand adoption frameworks in terms of the use of mobile technology. I'll give you a good example of this, a framework that isn't specifically related to mobile tech, but that I've seen being used where teachers are using mobile technology to actually encourage youngsters to engage in after-school discussions online about learning that's taking place in the classroom. Jilly Salmon, ex of the Open University, her five-step model of e-moderating is a model that I've seen applied to this kind of online conversations that can be supported through the use of mobile tech. And at most teachers, if you were to talk to them about the kind of teaching and learning frameworks that they should work to or apply in terms of the use of that technology, most don't really understand or have an awareness of those frameworks. My team, again, asks questions like where is the longitudinal research relating to the adoption and use of mobile technologies in the classroom? And that's an easy one to answer. It simply isn't there. There are loads of case studies, but we all know in terms of case studies, unless you build up a sufficient number of case studies, you won't really go anywhere in terms of understanding broadly what's happening in relation to the technology. Questions like where should teachers look to for advice and guidance and what kind of advice and guidance should be provided centrally. I've talked about BYOD and BYOT already in terms of that enabling or that approach enabling schools to deliver access to mobile technologies. And also that whole big question around teachers and our teachers are able to rationalise the benefits of mobile tech and how it really can be used to support learning outcomes. It's too easy to make assumptions. I've been in a school where the senior management team, God bless senior management teams have said, every learner in our school, every child, has got a smartphone, but they don't in actual fact. It's really important that when schools start to explore the use of mobile tech, that they do engage learners, they do engage parents, they do engage wider stakeholders in relation to things like ownership and how learners understand and how parents understand the ways in which that mobile tech can be used to support teaching and learning. I can just finish with this. I said the theme hasn't really been but the theme would be getting it right for every child. Back in 2009, HM Inspectorate of Education in Scotland reported on key priorities for education in Scotland. It said that we should identify and tackle barriers to learning before they become entrenched. We should find new ways to meet the needs of an increasingly diverse population of learners. We should explore personalised learning and how we can support it. They said that back then, there were too many Scottish learners that really couldn't access learning in order to improve outcomes, in order to improve learning outcomes. What I would argue is that unless we get the approach to mobile technologies right, we're simply going to replicate all those old existing issues and inequalities relating to the use of technology in the classroom. It's too easy to be seduced by the tech. It's too easy to say, we love those iPod devices, they're cool, they're sexy, get them in, everybody wants them. I think there is a need and it's something that my team is about to begin. There is a need to actually get into that conversation about success for all in terms of the use of that mobile tech. Rather than just being seduced by the tech, getting it into the classroom and really replicating what we've done in the past, we want the tech to make a difference to teaching and learning. Joe, I think that's me. You're about to tell me zero minutes. Thanks very much for that, folks. That presentation will be available. Five minutes for questions. Looking right, moving mice here. Questions about me? I promise I'm going to have the answer, by the way. Hi, Jim. It's Linda Crania from Glasgow Caledonian University. I enjoyed your talk and I think it's amazing what's happening in schools at the moment through mobile technology. I feel that from university perspective, we are not fully aware of what's happening in schools. I just wondered how we can extend the conversation and make sure that we are ready for these pupils coming into university. Right. I'm glad you said that. It's actually a piece of work that's going to be taking place over the next six months through my team to actually get out there in terms of ITE, so initial teacher education, and actually make sure that the universities are working with us and that we're working with the universities to make sure that what's happening out there in schools and what we want to happen in schools is that shared knowledge and that shared understanding. I certainly say, when my team launched on this particular piece of work, I had assumed that government being government. Government is good in terms of data. It's just that at times it's not the kind of data that we want to be honest with you. So the question, how are mobile technologies being used in Scottish schools, I honestly couldn't give you a straight up answer to that in terms of hard data and hard facts. So it is very much the beginning of that exploration of the tech and something my team will be in touch in terms of working with universities. Lady up the back. I'll get her in first. Was that somebody else? There's a lady. Thank you. Marion McDonnell, University of the Highlands and Islands. I would agree with you about having worries about equality issues in using mobile devices. It's not just the device itself, having access to the device itself. There's the mobile network access and there's bandwidth issues. And I think possibly in school level you probably would have mobiles, particularly when you're talking about mobile phones, these devices and the contracts would be paid for by parents. But when you come to third level the students are paying their own devices. So we find that it affects the content, the nature of the content that you're sending to devices. You have to consider whether you're going to send massive video files or stream large files to these devices. There's quite a lot of issues to consider around that. Marion, definitely. Certainly in terms of my previous school, when the head teacher said every youngster's got a smartphone device, it was prior to Christmas, did a bit of research in school, 35% of the students had access to what we would have defined as a smartphone. After Christmas that number jumped to something like 52%. And when we moved through, I think you're quite right in terms of those mobile contracts. I think two years is the average of those contracts and you then see a jump in terms of the mobile tech ownership. But yeah, absolutely in terms of that tech. Hi, Jason Norton University College London. With all the news this week about the government's new initiatives into code, into schools, trying to increase the technology input and we're seeing a BBC grant this year of code, that's going to affect what you're doing now. Do you think it's going to have a significant impact? Do you think the drive that's trying to push so quickly is going to have a negative impact because of the spread of technology? Well, I think the push for coding, Jason, is absolutely right to be honest with you. I know it's only anecdotal. I sit in the train in the morning and get into Glasgow and Edinburgh and I hear people saying things like, those aren't great, all those youngsters using their mobile tech. Wow, fantastic. In actual fact, all they're doing is using the mobile tech to be better consumers, to be honest with you. It's not just that music and to purchase those videos, etc. For me, that whole approach to coding, it actually puts learners back in the driving seat and enables them to become creators rather than simple consumers of the tech and all the services associated with the tech. Again, I think from a Scottish perspective, a bit the way that it's down south, there's a whole piece of work happening over this next year to actually push forward and those are genders relating to coding and programming. One more question. I'm just wondering if, so you're beginning to do some work now with the dovetailing into AG. Would you think that the BYOD issue and issues of equity will be different there for the 18-year-olds and higher because you said that was an issue for younger kids? Also, just another quick one on the back of it. Have you seen Chromebooks? Are your people starting to use those at all? I think if you look back on the Edinburgh pilot, they'd used Chromebooks through that particular school. Obviously went for iPads for particular reasons. Chromebooks... I'm not sure if there's much you can say about Chromebooks. I've seen some schools that have rolled them out really effectively and other schools that have made different decisions. I would still say that as long as those decisions are made around teaching and learning, that's where we start. It should never really start with the tech, except we want the tech to work. I've been in too many situations where the tech itself has become a barrier to use in schools because you've been promised one thing and the reality is somewhat different to be honest with you. I think the whole thing about generational use of smartphones and one as well. I am not too sure that when we look at 18 plus age range, that argument is something that, because they've grown up with the tech and they're used to it, is they use it in a more effective way than for example those of us that haven't. I'm just not too sure about those kind of arguments. On that note, we're now moving into a coffee break. Can we please just thank Jim for his presentation? I know you'll be about as well if you want to ask him any more questions after the session. Thank you.