VISION

Developing Our Digital Vision

Two factors underpin the digital vision for the Grantley Prescod Memorial Primary School: the existing vision of the school and the need to create a more equitable environment. As a result, to develop our digital vision, the vision of the school and what is meant by a more equitable environment must be unpacked.

The existing vision of the school states that it aims “To be an institution that promotes the importance of education and make it appealing in all aspects of life - academic, social, emotional and physical to the community of students, parents and guardians that the school caters to”. An analysis of this vision suggests that the school’s aim is to have a cadre of highly motivated learners who can see the relevance of education to every sphere of their lives. From this, two concepts stand out and must therefore gain prominence in our digital vision: motivation and relevance.

The second idea that must be unpacked is the concept of equity. Considering that many of the students do not have access to digital technologies, do not know how to use them for learning, and are challenged academically, equity has several meanings. It means that students at our school not only need to be given access to digital technologies, but they have to be taught how to use this technology as a tool to engage in creative, productive, life-long learning. In addition, equity also means that this technology must also be able to facilitate various student needs and abilities and lessen the impact of or eliminate hurdles to the learning process. 

 

Our Digital Vision

To leverage technology to create a more equitable, motivational and responsive teaching and learning environment that is relevant to students’ academic, social, emotional and physical needs.

How did we go About Developing our Digital Strategy?

Once the background of our students was considered and we developed a digital vision for our school. The next step was to do a needs-assessment, followed by a SWOT analysis. The needs assessments allowed us to determine the teachers’ digital literacy and capacity, including their knowledge of TPACK, their opinions on their student’s digital literacy and capacity, any issues they had with infrastructure (access to digital tools and internet etc), the IT teacher’s opinions on infrastructural needs, and any challenge’s the principal had in regard to her digital leadership. Some of the questions included the following:

Teachers

      How would you rate your technological/digital competence?

      Do you regularly integrate digital technologies into your instruction?

      What challenges do you face that prevent you from integrating technology?

      Are you aware of the TPACK framework for technological integration?

      Are you aware of the principles of Universal Design for Learning (UDL)?

      Would you be interested in PD workshops to help you integrate digital technologies into your instruction?

      Do your students have access to digital technologies at home?

      If yes, what type and for what purpose do they use them?

 

IT Coordinator

      What infrastructure is needed to improve the internet access and connectivity at the school?

      What systems are in place for the digital safety of students?

      What systems are in place for digital security

      Does the IT Lab have up to date equipment?

      If it doesn’t what would equipment would need to be procured to update it?

 

Principal

      How would you rate your digital competence?

      What systems do you have in place for teachers’ continuing professional development as it relates to IT?

      Do you have functioning PLCs in place?

      If no, how do you intend to facilitate the formation of PLCs throughout the school?

Some of the data from the needs assessment revealed:

Out of a teaching staff of 26 persons:

       2 persons reported above average digital competence; 18 average  digital competence, and 6 below average digital competence

      Only 2 persons regularly integrate technology into their teaching

      Only 2 persons were aware of TPACK and UDL

      20 persons reported access, internet issues and a lack of knowledge of useful digital tools as barriers to their integration of technology; 6 persons indicated that their low competence was a barrier

      23 persons were interested in Tech related PD, 3 persons were disinterested

      Teachers indicated that approximately 65% of the students in their classed did not have access to digital technologies; 25% only had access to a tablet or cell-phone which was usually shared.

      Of the fraction of students who had devices, they were used mainly for recreational purposes (social media & games)

As a result of the data provided from the needs assessments and with the digital vision in mind, we were then able to do a SWOT analysis.