Welcome to LCC SchoolTech!

scaffolding

Scaffolding by Victoria Pickering, shared under a Creative Commons Licence

Welcome to LCC SchoolTech!

Leicester City Council’s Building Schools for the Future (BSF) Programme is providing the city with a once in a lifetime opportunity to not only  improve school buildings, but to make sure schools in Leicester are at the forefront in the use of technologies for learning.  Leicester aspires to be an online, connected learning city, and the BSF Programme is equipping our schools with world class technologies – and enabling us to support staff in developing the skills and confidence to match.

Digital Literacy – the capability to live, learn, work and thrive in modern society – is essential for all our young people. Children’s Capital are rolling out events and activities across all secondary schools in Leicester designed to promote and embed digital literacy.  Work with the schools is organised into 6 priority areas designed to support school staff, and  help ensure all our young people can take advantages of the opportunities that effective and innovative use of technology affords. Our ambition is for learners in Leicester to  be confident, thoughtful, positive and creative in their use of technologies.

Our priority areas have been identified and developed in discussion with schools and with a range of individuals, governing bodies and working groups. They act as development framework markers to frame discussion, activity and research, and to structure the ongoing review of projects and commissioning taking place at individual school and estate-wide level.

The bullet points are indicative of areas that actions might be agreed and developed with schools to address. The majority of the 25 secondary schools have completed their first draft of actions and from these a range of activities and projects – either at individual schools, or where shared interests and issues have been identified, across clusters of schools, subject areas, or role.

Space & Place

  • Ensuring the best possible use is made of digital environments in relation to the physical environment of the school buildings and grounds in supporting learning and teaching.
  • Ensuring access and active participation as appropriate for all members of the school community from any location via both school and user owned internet connected devices; recognising that the function and role of the school is not confined to the school grounds and restricted by the school day.
  • Increasing the numbers of parents and carers actively engaging with and contributing to school activities.
  • Ensuring schools’ digital presence supports whole school community development, takes full advantage of engagement opportunities and keeps it’s community well informed of activities.

Continuing Professional Development (CPD) and Innovation

  • Identifying and addressing ICT training strengths and weaknesses at estate-wide and local school level.
  • Raising the level of skills and confidence across the estate to ensure schools and individual staff are equipped to recognise and take advantage of opportunities for technology to support and enhance learning, teaching and school management.
  • Promoting and supporting learner-centred and learner-led practice and pedagogy.
  • Supporting staff in modelling effective and positive uses of technology for both learners and peers.
  • Targeting the development of staff skills, competencies and confidence to support innovative and effective use of technology by learners.

Network Learning and Communities

  • Supporting staff and learners to participate within, develop, create and manage collaborative web and mobile based networks.
  • Ensuring staff and learners are equipped with the skills to support their own developmental personal learning networks.
  • Supporting and developing collaborative working practices and activities between learners across schools, the city, nationally and internationally, including learner-organised activity.
  • Supporting learners to utilise mobile and social technologies and practices for learning.
  • Embedding a whole community approach to school practice and engagement in decision making.
  • Ensure digital environments are safe and inclusive, support and promote equality of access for all members.

Information Management

  • Supporting a city wide, robust approach to information management school policy and practices which address the management, handling, storage and disposal of data legally, effectively and safety.
  • Managing the move to cloud based services and storage.
  • Planning and support for the management of User Owned Devices and Bring Your Own Device (BYOD) across the school estate.
  • Promoting the creation and use of Open Education Resources.

Green ICT

  • Ensuring a robust and accessible approach to Green ICT issues in schools, focusing on reducing unnecessary energy consumption and using technology to support schools in developing a culture of practical engagement with energy reduction.
  • Ensuring that energy consumption data can be easily and effectively used to support the curriculum and evidence the schools commitment to ensuring energy consumption is kept to a minimum.
  • Supporting effective user engagement programmes which allow learners and staff to manage their school environment.

e-Safety and Cyberbullying

  • Ensure robust internal education, policy and processes are in place to effectively address e-safety and cyberbullying with regard to awareness, prevention, reporting, incident reporting, response and sanctions.
  • Ensure that issues are addressed through whole community education and discussion, and responsible and safe use of technologies is addressed across the curriculum, wherever appropriate.
  • Ensure that discussion, planning and accounts for the schools wider responsibility to learners and employees, and activity taking place outside of the school day, premises and networks are recognised and action taken where the school has responsibility/liability.
  • Ensure that e-safety and cyberbullying guidance and activity accounts for the ways in which learners are using technologies, and that information, policy and planning remains up to date and relevant, and that learners are actively involved in shaping and supporting the schools approach.
  • Ensure that the needs of vulnerable learners are identified and met.

About Josie Fraser

UK-based Social and Educational Technologist, currently working for Leicester City Council (Local Government) as ICT Strategy Lead (Children's Capital). I support schools across the city in making effective and innovative use of technology to support learning, teaching and whole school development.
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