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ASSIGNMENT
Write a forum post (150 words min) as a Reply to this post. Choose one relevant Digital Learning Framework or Looking at Our School 2022 focus. and reflecton your own practice
Briefly identify:
- one strength in your current practice
- one area you would like to develop
- Two or three specific, measurable actions
Then reply to at least one other participant. Your reply should
- identify one strength in their reflection or action plan
- explain why one of their actions feels realistic or well focused
- offer one helpful question or practical suggestion
Throughout, consider how the tools and resources covered in Module 1could be used in School Self-Evaluation (SSE) at your school.
Use of AI Tools: Our facilitators occasionally observe that course reflections may be generated with the assistance of AI tools. While AI can be a helpful support for drafting ideas or exploring different ways to express your thinking, it is essential that your forum posts reflect your own understanding and engagement with the course content. This is in line with the Department of Education and Youth’s Summer Course guidelines.
Before posting to the forum, we encourage you to take a moment to review your contributions and, if necessary, revise them to ensure they are appropriate and authentically your own. -
As I reflect on the LAOS 2022 domains and standards for learning and teaching, I feel I possess a strength in my individual practice and the continuous effort made to meet each pupil at where they are at by differentiating appropriately or adapting varying approaches.
In terms of development, my focus is to balance play and productivity, integrating both to create engaging learner experiences that will also embed the new revised curriculum.
I will need to reframe my thinking and the language used so pupils are exposed to the computational thinking language through many unplugged activities that we already currently do. Then I need to approach these tasks with the language that speaks to them. I will dedicate a notice board/wall space to our STEAM activities and include word wall and visuals to support their learning.-
I really enjoyed reading your reflection. One of the strengths in your action plan is your commitment to meeting each pupil where they are through differentiation. That learner-centred approach is so important in the primary classroom and links well with the LAOS 2022 focus on providing meaningful learning experiences for all pupils.
I think your idea of introducing computational thinking language through unplugged activities is particularly realistic because it builds on practices that are already part of your classroom. Rather than adding something completely new, you are adapting familiar activities and making the learning more explicit for pupils. This feels both manageable and sustainable.
I also like your idea of creating a STEAM display with a word wall and visuals. It will provide a constant reminder of the vocabulary and concepts pupils are learning. One suggestion might be to involve the children in creating the word wall by adding examples or pictures from their own learning. This could help reinforce the language and give pupils a greater sense of ownership. Have you considered using the display as evidence of pupil learning during your school’s School Self-Evaluation process?
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I agree with your observation of how important it is to meet every child’s individual needs through differentiation. This is essential in our classroom today and technology can help us do so. It is also great that you are focussing on something you are already doing and comfortable with and simply extending it by introducing computational thinking language to consolidate what you are already doing is an excellent place to start. This course focuses on making it manageable for teachers who already have so much to focus on and makes it very manageable to implement these ideas in a practical way in their classrooms.
As I work in a Gaelscoil I think your idea of a word wall and visual display is excellent and would work well also in my own setting. Concepts and vocabulary in this area are new in whatever language you are using and this is an excellent way of focusing on developing this area. We use this idea in order to build general vocab as Gaeilge, but using it for a specific subject as Gaeilge is a great idea. Children are growing up with these ideas and it will be part of their future. Therefore it is so important we prepare them for their future.
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Hi Deirdre, you have included many wonderful suggestions in your forum post. I particularly like the effort you put into topics when differentiating. The inclusion of a word/voabulary wall when teaching topic specific language/phrases is an excellent one and one which I will definitely use in my own room. We have quite a high number of EAL students in our school and have a constant visual reminder or the language expected of and from them will be extremely beneficial. Individuals can add to it then as the year progresses. Another member suggested using this as evidience of pupil learning for the SSE process which is ideal.
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Hi Deirdre, I really like your idea around embedding computational thinking language through unplugged activities the we already use in the classroom. I think placing more emphasis on unplugged approaches is really valuable. While digital tools are fantastic for learning, these hands on activities are just as important for developing problem-solving and logical thinking skills in a very accessible way.
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As a teacher in the senior classes (6th), one area of the Digital Learning Framework I’d like to focus on is using digital technologies to support assessment and feedback. A strength I have at the minute is that the children are already pretty comfortable using digital tools for research, presentations and completing other classroom tasks. They are generally confident with technology and enjoy opportunities to use it in their learning.
An area I would like to develop is using digital tools more regularly for formative assessment rather than mainly for completing finished pieces of work. My first action would be to use a short Google Forms quiz or exit ticket at least twice a month to check understanding. Secondly, I would use the results to identify common difficulties and adjust future lessons or groupings. Finally, I would give pupils opportunities to reflect on their own progress using simple digital self-assessment activities.
These tools could also contribute to the SSE process. Anonymous pupil surveys could gather pupil voice, while Forms and Sheets could help collect and analyse evidence. This would make it easier to identify patterns, agree realistic targets and review whether changes in teaching practice are having a positive impact.
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Your reflection is very interesting Grace, I think it is a great idea to use digital tools to support assessment. I agree that children already are pretty comfortable using some digital technologies especially by time they are in 6th class. Its a really efficient and effective way to gather and record the children’s thoughts and understanding.
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I really like the strength you identified in your reflection Grace, particularly that your 6th Class pupils are already confident and comfortable using digital tools. This gives you a strong starting point for developing their use of technology for assessment and feedback.
I think your action of using a short Google Forms quiz or exit ticket twice a month is particularly realistic and well focused. It is manageable within your existing practice and provides useful evidence of pupils’ understanding without taking up too much class time. I also like that you plan to use the results to adapt future lessons, as this makes the assessment meaningful rather than simply collecting data.
One practical suggestion would be to share some of the results with the pupils so they can see what they have done well and identify an area to improve. A question I would ask is: How could you involve the pupils in deciding what they need to work on after completing the digital assessment? -
Hi Deirdre,
I think your focus on meeting pupils where they are through differentiation is a significant strength and aligns well with the principles of inclusive teaching. I also like your idea of balancing play with purposeful learning, particularly as we continue to embed the revised primary curriculum.
Your point about reframing the language we already use really resonated with me. We often incorporate computational thinking without explicitly naming it, so introducing pupils to terms such as algorithms, debugging and decomposition during everyday unplugged activities is a simple but effective way to deepen their understanding.
I also think dedicating a STEAM display with a word wall and visual supports is an excellent idea. It will help reinforce new vocabulary, celebrate pupils’ work and keep computational thinking visible throughout the year. It’s certainly something I could see myself adopting in my own classroom.
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Hi Deirdre one strength that really stood out to me is your commitment to meeting pupils where they are by differentiating your teaching.
I think your action of introducing computational thinking language through unplugged activities is particularly realistic because it builds on activities you are already using rather than adding something completely new. This makes it much more manageable to implement consistently throughout the school year.
One suggestion I have is to involve pupils in creating the STEAM word wall by adding new vocabulary and examples as they learn. This could increase their ownership of the learning and encourage them to use the language more confidently.
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I really liked your focus on meeting each pupil where they are through differentiation. I think that’s a real strength because it helps create positive learning experiences for all children and makes it easier to introduce new ideas in a way that suits their needs.
I also think your idea of using computational thinking language during activities you’re already doing is very realistic. It doesn’t add extra work but instead builds on what is already happening in the classroom, making it easier for both teachers and pupils to develop confidence with the language over time.
One suggestion would be to use a short staff or pupil survey as part of the School Self-Evaluation (SSE) process. The Digital Learning Framework tools from Module 1 could help you gather a baseline and then measure how confident everyone feels using computational thinking language later in the year.
I was just wondering if you could also create a shared bank of unplugged computational thinking activities that staff could add to as they try new ideas. It could be a great way to support a whole-school approach.
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I am thinking in a similar way to you Deirdre in that I would like to focus more on unplugged activities for computational thinking particularly with junior classes. The collaboration and problem solving skillls that are required allow pupils to develop their thinking in the most important ways before they even turn on a device and will help them to feel more confident when they are programming later.
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The digital learning framework focus I have chosen is where pupils reflect on their progress as learners and develop a sense of ownership of their learning. I feel this is one of the most important things to develop in our classrooms as we want our students to feel self motivated and want to put their all in to their own work.
In my current practice, a strength is that I already use digital tools for pupils to show understanding in different ways, such as short videos, slides, or quizzes. One example of something simple that I use is Classroom Screen which we use every day. One of the many great features is the ¨Class Poll¨ element where students can vote on things in the classroom. It is possible to hide the responses which is what I do in order for children to feel they can answer honestly. We use this to vote on everything from our favourite season to the next brain break we will do. This supports engagement and gives me visible evidence of learning.
An area I would like to develop is giving pupils more structured opportunities to reflect on their progress and set their own digital learning goals. This is something I need to allow more time for as I feel it would also help children take ownership of their learning.
My three actions would be:
Introduce a simple digital reflection template for pupils once a fortnight.
Use more exit tickets or mini self-assessments after one lesson each week. My students love exit tickets so I need to incorporate these at least once a week.
Review pupil reflections and their feedback at the end of each month to identify one common next step for teaching.-
Hi Michelle, you have been very reflective on your current practice and it is easy to see where you hope to further improve your practice in the future through your reflection. I like how your currently use digital tools in your classroom. I really like your idea of introducing a digital reflection template for the pupils. I think this would be very informative as a teacher to identify areas the children enjoy and areas they find difficult. I wonder where you will get this template or would you create it yourself and if so what kind of questions would you include?
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Hi Michelle,
Thank you for sharing your thoughtful reflection on empowering your pupils to take ownership of their digital learning.
I liked your Intentional use of Anonymity, where you hid responses during the ‘class poll’ on Classroom Screen. This is a fantastic way to build a safe, honest, and high-engagement classroom culture.I too use Classroom Screen and the polls. I find them engaging and fun for the children. I find that by strategically hiding student responses, it fosters a safe, inclusive and honest environment where children feel secure sharing their true thoughts.
Your three proposed actions are also highly practical,clear, realistic, and directly support you goal of structured reflection.I’m wondering what specific digital tools or platforms you are considering using to build your fortnightly digital reflection template?
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I really like the focus on giving children more ownership of their learning. The Class Poll sounds like a great way of getting honest feedback from the children, especially with the responses hidden. I think your plan to use exit tickets once a week is very realistic too. It is often better to introduce one small routine and stick with it rather than trying loads of new ideas at once! One practical suggestion might be to keep the digital reflection template very short, maybe just three questions about what went well, what was difficult and what they would like to improve. Do you think pupils could look back at their previous reflections each month and see if they have made progress?
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Michelle I have really enjoyed reading your post. I will definitely be using your resources, Classroom screen and the use of exit tickets. I know that they will be used with excitement in my classroom and bring engagement levels up in a playful and purposeful way!
I think setting time for reflection is something I need to factor into my week also. We are often so busy getting things done we don’t allow appropriate time to reflect and this is vital for informing the learning and teaching as we move forward. I think though we need to not take on too much to begin with and make it achieveable.
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Using the LAOS document and the domain of learner outcomes and learner experiences; one strength in my current practice is using technology such as scratch to introduce children to coding and how to code using block coding. I also have the children completing research projects using ipads in the classroom and creating projects on Google slides. One area I definitely think I need to develop more is computational thinking and creating unplugged activities for the children to complete. This is not something that I have thought about before. I have heard of the phrase computational thinking but never gave it any great thought and I did not realise there were different steps to computational thinking. The next steps for my teaching firstly I need to reflect on my current practice. This includes looking at the resources available in the school and where there are gaps. And then to move forward the second action I think I need to take a step back. In September I will have 3rd to 6th class with a wide range of experience with technology. I think this will allow me to engage in unplugged activities such as the Dream Space lessons discussed in this module. I would start with one lesson and create a clear outcome (what do I want the children to learn from this), I would assess their learning and experience through teacher observation and discussions with the children by asking probing questions and use this to better inform my practice for future lessons.
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I enjoyed reading your reflection. I was the same as you when it came to computational thinking. I had heard the term before, but I never really understood what it involved until this module. I think your idea of starting with unplugged activities is a good one, especially with a mixed class. Starting small and seeing how the children respond before planning the next lesson makes a lot of sense. I also think your experience using Scratch and Google Slides will really help.
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Hi Cassandra,
Really enjoyed reading this. Your existing practice is stronger than you might be giving yourself credit for. Introducing block coding through Scratch and having children build research projects on iPads shows you are already creating rich learner experiences which sits right at the heart of that LAOS domain.
I thought your honesty about computational thinking was a strength in itself. Naming something as a genuine gap is exactly the kind of reflective practice that SSE is built on and it gives you a clear focus to work from.
Your plan to start with one lesson and set a clear outcome feels really realistic to me. It keeps things manageable and gives you something specific to observe against, so you are not trying to change everything at once.
One thought to build on your observation idea. It might help to pick one CT process to look for first, say decomposition or pattern recognition, so you know exactly what you are noticing when you watch the children work. Those observation notes could also become useful evidence if your school ever chose STEM as an SSE focus down the line.
Looking forward to seeing how you get on with the rest of the course. 🙂
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Hi Cassandra,
I really enjoyed reading your reflection. One strength in your action plan is that you have honestly identified computational thinking as an area you would like to develop. Recognising this and planning to build your knowledge is an important first step in improving your practice.
I think your action of starting with just one unplugged Dream Space lesson is very realistic and well focused. Beginning with a single lesson, having a clear learning intention, and using teacher observation and pupil discussion to assess learning makes your goal achievable. It also allows you to reflect on what worked well before introducing more activities, which is a practical approach when teaching a mixed-age class.
One suggestion I would make is to keep a simple reflection journal after each unplugged activity. Recording what pupils found easy or challenging and noting any changes you would make next time could help you track your progress and build your confidence in teaching computational thinking throughout the year.
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Hi Cassandra,
I enjoyed reading your post. One strength that stood out to me was your honest reflection on your own practice. You’re already using Scratch, iPads and Google Slides really well, and I like that you’ve identified computational thinking as an area you’d like to develop further.
I also think your plan to start with just one unplugged Dream Space lesson is very realistic. Having a clear learning intention and using observation and discussion to assess the lesson is a great way to build confidence before introducing more activities.
One suggestion would be to include pupil voice as part of your School Self-Evaluation (SSE). Asking children what they enjoyed, what they found challenging and what they learned could give you useful evidence to reflect on the impact of the lessons and help plan the next steps.
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One area of the Digital Learning Framework that links to my practice is learner experiences. I have been trying to use digital resources more often during lessons, especially for revision and checking pupils’ understanding e.g. short quizzes or Spelling programmes. A strength in my practice is that I choose digital activities that support the lesson rather than using technology just because it is available, e.g. giving a fact finding search on a website. I have found that pupils are usually more engaged and willing to take part when then have a device available to them. One area I would like to develop is using a wider range of digital tools that allow pupils to work together and be more creative.
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Hi Jennifer,
Really enjoyed this. A clear strength here is how deliberately you choose your digital tools. Picking activities that support the lesson rather than reaching for technology just because it is there shows real intent and it is exactly the kind of purposeful use the learner experiences dimension is looking for. It makes sense that engagement goes up too because the device is adding something to the learning and not just sitting alongside it.
Your instinct to move towards more collaborative and creative tools feels like a natural next step from where you already are. You have the purposeful mindset in place, so widening the range of tools is really just building on a strong foundation.
One thought to help you focus. Since your area to develop is quite broad, would it help to pick just one or two collaborative tools to trial when you go back to school and set a small measurable goal, say using one creative tool across three lessons and noting how pupils respond? That would give you something specific to observe and some early evidence for SSE.
Looking forward to seeing how you get on with the rest of the course. 🙂
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Hi Jennifer,
I really liked how you highlighted the importance of choosing technology with a clear learning purpose rather than using it just for the sake of it. I think that’s a real strength because it ensures the digital tool enhances pupils’ learning and engagement.
I also think your plan to gradually introduce more collaborative and creative digital tools is very realistic. Starting small and building your confidence with one or two tools before expanding further is a practical approach.
One suggestion might be to gather pupil feedback after using a new digital tool. A quick class discussion or exit ticket could give you valuable insight into what worked well and help you decide how to adapt future lessons.
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Hi Jennifer,
I really liked reading your reflection. One strength in your practice is that you use digital technology with a clear purpose rather than simply because it is available. I think this helps make learning more meaningful and keeps pupils engaged. Your goal of exploring a wider range of digital tools to encourage collaboration and creativity also feels realistic because you are already using technology confidently in your lessons and are looking to build on that. Have you come across any collaborative tools yet that you’re hoping to try with your class? I’d be interested to hear which ones you think would work best in the primary classroom.
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This module helped me to see that computational thinking is not just about coding but about developing problem-solving, logical thinking and creativity through everyday classroom activities. It also reinforced the importance of using School Self-Evaluation (SSE) to review and improve teaching and learning.
One strength in my current practice is that I regularly provide pupils with opportunities to work collaboratively to solve problems in Maths, STEM and play-based learning. I encourage them to explain their thinking, test different ideas and learn from mistakes, which supports many aspects of computational thinking.
One area I would like to develop is embedding computational thinking more deliberately across different curriculum areas, rather than using it only during STEM or digital technology activities.
To achieve this, I plan to:
Include at least one computational thinking activity each week in a subject such as Maths, Science or Gaeilge.
Record examples of pupils’ work and observations in my planning folder to provide evidence for our School Self-Evaluation process.
Share one successful activity with colleagues at a staff meeting each term to encourage discussion about how computational thinking can be developed across the school.I believe these actions are realistic and achievable within a primary classroom. The tools and resources introduced in Module 1 will help me plan purposeful learning experiences, gather evidence of pupil learning and contribute to our school’s ongoing School Self-Evaluation. By taking small, consistent steps, I hope to build pupils’ confidence in problem-solving while supporting whole-school improvement in digital learning.
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Hi Michaela,
This is a lovely, well thought out reflection. A real strength here is how clearly you connect computational thinking to what you are already doing. Framing collaborative problem-solving in Maths, STEM and play as CT in action shows you understand it as a way of thinking and not just a coding activity which is exactly the shift Module 1 is encouraging.
Your action to include one CT activity each week feels genuinely realistic. It is small and consistent, which is what makes it sustainable. Also, spreading it across Maths, Science and Gaeilge helps children see problem-solving as something that lives everywhere.
I also love your idea of sharing one successful activity with colleagues each term. That is such a generous, whole-school way to think about it and those discussions are often where real momentum builds across a staff.
One question to help you focus. When you record pupils’ work, would it help to note which CT process each activity draws on, say decomposition, pattern recognition, abstraction, algorithms, debugging or iteration? That way your SSE evidence shows range across the processes and not just frequency.
Looking forward to seeing how you get on with the rest of the course. 🙂
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I really like your plan to use CT activities in areas other than just STEM lessons as it is very easy to get focused on STEM as a stand alone activity. presenting at your staff meeting is something we have started this year and have found it really helpful as it allows people to share ideas when everyone is present however I have found that at times people don’t feel as comfortable to ask questions in a staff meeting format so an idea could be to have a shared document with your staff where they could share ideas after the meeting.
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Hi Michaela,
I really enjoyed reading your reflection. One strength that stood out to me was how you already encourage pupils to explain their thinking, test different ideas and learn from their mistakes. These are so important in computational thinking and its great to see that you’ve already embedded them through collaborative learning.
I also think your action plan is very realisic because you’ve set specific, managable goals such as including one computational thinking activity each week and collecting evidence through observations and pupils work. These are practical actions that can easily become part of the classroom everyday.
One suggeestion might be to ask pupils to complete short relfections about which computational skill they used the most during an activity. This could help them regcognise the skills and also help with the school self evaluation process.
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I think we can sometimes fall into the trap of including STEAM in our planning and teaching as a ‘tick the box’ but not using it to our advantage or tweaking and suiting it to the needs of our children and school. I, for one, have fallen into the trap of feeling like I need our school’s Chrome books as part of a lesson in order to fit between the guidelines and the (almost stereotypical) norm. In the coming year I plan to record more examples of the work the children complete in subjects such as Gaeilge and SESE as well as Maths and Science. I will also include more computational thinking across other subjects.
A strength I have at present is allowing the children to have as many opportunities as possible to collaboratively and actively solve problems. This can, in the majority of cases, give the children more confidence in engaging with others and this is read in the learner experiences domain of the LAOS document. This year I have used these opportunities to provide me with assessment data which has complimented all teaching and learning in the room. This can be easily gathered and printed and stored. I’ve shown the children also and connected it to the Data strand of Maths which they found fascinating.
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I enjoyed reading your contribution and I agree it is so true that we feel we should use digital technology even when we may not need to. One strength that really stood out to me was how you give the children lots of opportunities to work together to solve problems. Perhaps an option to build on collection of the assessment data, allow the children to choose the items they want to record/save. This way it encourages them to reflect on their own learning. I did something similar when children were presenting their google slides this year, I gave feedback and so did the children to each other and they were nearly more inclined to listen to the feedback from each other than me the teacher.
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Hi Linda. I like your thinking here of finding opportunities to use computational thinking across the subjects we teach. I find I am great at including it in subjects like Maths, Science, History and Geography for example but would like to use it for subjects like Gaeilge and English more this year. I think allowing the children the space to work collaboratively is so important. You mentioned you would like to use this for SESE and one way I have found to do this is to allow them to do research for group projects collaboratively. They love this but it is also something that takes practice and guidance. Assigning roles and jobs so the research is done correctly and also they need to know how to best present their findings which provides us the teachers with a great opportunity to improve their skills.
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<span style=”font-weight: 400;”>I really related to your point about feeling that STEM sometimes has to involve devices in order to “count”. This module definitely challenged that idea for me too and reminded me that some of the most valuable learning can happen through practical, hands-on activities without technology.</span>
<span style=”font-weight: 400;”>One strength that really stood out in your reflection is the emphasis you place on collaborative problem-solving. It’s great that you’re already using those opportunities to gather assessment information, as that gives you a much richer picture of children’s understanding than simply looking at a finished piece of work.</span>
<span style=”font-weight: 400;”>I also think your plan to incorporate more computational thinking into subjects like Gaeilge and SESE is very achievable because it builds on what you’re already doing rather than adding something completely new. One thing I’d be interested to know is how you might encourage pupils to explain the thinking behind their solutions as they work. In my own role, I’ve found that those conversations often reveal much more than the final answer and can really help to identify the next steps in learning.</span>
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Linda, I totally agree with the thoughts that including STEAM activities in our plans is a mere tick box element. Even as you pointed out with chromebooks and nearly using them for the sake of it. Having reflected through this lesson, I can also say I am guilty of this. I like how the Dreamspace lessons begin with the unplugged activities rather than jumping straight into devices, computational thinking can be started with unplugged activities. This will be all more important with the upcoming curriculum changes and focus on STEM.
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One area from the Digital Learning framework that I wish to discuss is Learner experiences. It highlights the importance of using digital technologies to support active, engaging, and collaborative learning experiences for the children in our classes. I am very fortunate in the school I am as there is a wide variety of digital resources that we have access to and lots of opportunities for the children to engage in meaningful learning activities. However, whilst I have a strength in using digital technologies to inform teaching and strengthen learning, I feel I could use it more to embed computational thinking into their learning and using the unplugged activities on Dream Space to get me started. Taken a step back and asking yourself, what is it that I want the children to learn from this, how will this inform their future thinking/learning and will it develop those skills necessary for lifelong learning.
Actions going forward-embedding unplugged activities into weekly/daily lessons across all subjects for example the Irish activity, Using the Dream Space lessons/activities to inform teaching and have more awareness of the Digital framework when planning lessons.
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Hi Orla,
Really enjoyed reading this. A clear strength here is how purposefully you already use digital technologies to inform teaching and strengthen learning. You are clearly making the most of the resources your school has and framing them around meaningful, active learning sits at the very heart of the learner experiences dimension.
I liked that your reflection kept coming back to those bigger questions, what do I want the children to learn and how will this develop skills for lifelong learning. Holding onto that purpose is what stops technology becoming an add-on and it will serve you well as you bring in more computational thinking.
Your action to embed unplugged activities across different subjects feels realistic and well focused. Starting with something like the Irish activity is a lovely way in, because it shows the children that CT is a way of thinking and not just a STEM or device task.
One question to help you focus. Would it help to pick one CT process to start with, so you have a clear thing to notice when the children work? That would also give you some specific evidence to draw on for SSE later.
Looking forward to seeing how you get on with the rest of the course. 🙂
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I really enjoy how you have identified a real strength in your practice — the way you create active and engaging digital learning experiences for your children. It’s clear you already make great use of the digital resources available in your school, and that foundation will really support any next steps you take.
One of your planned actions, embedding unplugged activities into weekly or daily lessons, feels especially realistic because it doesn’t require new equipment or major changes to your planning; it simply builds on what you’re already doing with the children while gradually strengthening computational thinking skills.
A helpful question to consider might be: how will you gather small pieces of evidence to see whether these unplugged activities are influencing the children’s problem‑solving or independence over time?
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Hi Orla,
I like how you have identified computational thinking as an area you want to develop. It shows you have thought about how digital learning can support children’s thinking skills, not just their use of technology.
I think your plan to use unplugged Dream Space activities regularly is realistic because they can be easily built into lessons without needing lots of devices or extra preparation.
One suggestion would be to start by trying one activity each week and then reflect on which ones worked best. Have you thought about asking the children for feedback on the activities to help plan the next steps?
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Strength: One thing I feel is working well in my digital learning practice is how confidently the children use shared digital tools to collaborate — they genuinely enjoy working together and it has become a natural part of we are learning daily in our classroom.
Area to Develop: Something I’d like to focus on now is bringing more UDL thinking into everyday lessons, especially by giving pupils more flexible ways to access material or show their understanding.
Action 1: I plan to incorporate two lessons each month where children can choose between different formats for accessing content or presenting their work, and I’ll keep track of this in my planning so I can see how consistently I’m doing it as an assessment strategy.
Action 2: I’m also going to use one accessibility feature — like captions, read‑aloud or voice typing — in every digital activity over a school term and write down any changes I notice in engagement or independence with the children.
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Hi Rachel, it is wonderful that the children are already well versed not only in the use of digital tools but in collaborating , this is a great foundation to build on going forward. Your action plan to provide pupils with more choice in how they access and submit content certainly should appeal to the cohort of pupils you have mentioned and I like the fact you have thought about how to track their engagement so you have a focus. A suggestion in terms of you gathering the data could be to gather data from the pupils while they engage with the technology , could be voice recording, uploading feedback on seesaw or engaging in a quick quiz as examples. Best of luck with it all.
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Hi Rachel,
I really like the way you’ve highlighted how naturally the children use digital tools to work together. That’s a real strength because it shows technology is supporting learning rather than being the focus itself.
I also think your second action is very achievable and a very novel one too. Introducing one accessibility feature into every digital activity over a term is realistic and it also gives you plenty of opportunities to see what works best for different pupils without feeling overwhelming. It’s also a wonderful idea to introduce these tools to pupils who are probably not aware they exist.
One suggestion might be to ask the children which accessibility features they find most useful. Their feedback could help shape your planning and might even highlight supports that benefit the whole class, not just those who need extra support.
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Reflecting on my own practice, I have chosen the Digital Learning Framework – Teaching and Learning: Learner Experiences as an area that is particularly relevant to my teaching. This focus encourages teachers to use digital technologies to enhance learning, promote inclusion, and provide meaningful opportunities for all pupils to engage in the learning process. As I prepare to teach in a primary school classroom, I recognise the importance of ensuring that digital technology supports the diverse needs of all learners.
One strength in my current practice is my willingness to use a range of digital resources to make lessons more engaging and accessible. I regularly use interactive whiteboard activities, educational videos, visual presentations, and online learning resources to present information in different ways. I believe these approaches help pupils remain motivated and support a variety of learning styles. I also try to encourage active participation by incorporating digital activities that allow children to collaborate and explore new concepts.
An area I would like to develop is my confidence in using assistive and accessibility technologies more consistently in the classroom. While I am aware of tools such as text-to-speech, speech-to-text, translation features, and closed captions, I would like to become more skilled in integrating them into everyday teaching. I believe these technologies can make learning more inclusive, particularly for pupils with additional educational needs, literacy difficulties, or English as an Additional Language.
To improve my practice, I have identified three specific and measurable actions. First, I will incorporate at least one accessibility feature, such as text-to-speech or speech-to-text, into a literacy lesson each week. Second, I will complete at least one professional learning course or webinar on inclusive digital technologies during the school year. Finally, I will reflect on my use of these tools each month by recording what worked well, identifying areas for improvement, and seeking feedback from colleagues or my mentor teacher.
By taking these steps, I hope to strengthen my confidence in using digital technologies effectively and create a classroom environment where every pupil has equal opportunities to participate, engage, and succeed.
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Hi Clodagh,
This is a thoughtful reflection and your focus on inclusion really comes through. A clear strength here is how intentionally you vary the way you present information. Using interactive whiteboard activities, videos, visuals and online resources side by side shows you are already thinking about different learners in the room which is right at the core of what the learner experiences dimension is reaching for.
Your area to develop is a lovely choice because accessibility technology is one of those things that quietly makes a huge difference for the learners who need it. The fact that you already know the tools means you are really just building the habit of reaching for them.
Your action to build in one accessibility feature each week feels genuinely realistic. It is small and repeatable which is what will make it stick and pairing it with your monthly reflection means you will actually see the impact over time rather than guessing at it.
One thought to help you focus. When you record what worked each month, would it help to note which pupils benefited and how, example a learner with EAL using translation? That turns your reflection into concrete evidence which would be really useful if your school looked at inclusion or digital learning as an SSE focus.
Looking forward to seeing how you get on with the rest of the course. 🙂
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I like how you identified developing your use of assistive and accessibility technologies as an area for growth. It shows a clear commitment to creating an inclusive classroom where all pupils can access and participate in learning.
Your action of incorporating one accessibility feature into a literacy lesson each week feels realistic because it is specific, manageable and easy to monitor over time. Introducing one new strategy at a time should help you build confidence while allowing you to see which tools have the greatest impact on pupils’ learning.
I would be interested to know how you might review the impact of these accessibility features on pupil engagement and learning. One way you could gather evidence of progress might be through pupil voice, observations, or samples of pupils’ work before and after introducing the tools.
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I have chosen to focus on TEACHING and LEARNING-LEARNER’S EXPERIENCES for this module. I use a lot of digital tools for my role as teacher and Deputy principal and really enjoy using them—I find they help clarify my points so well. I made a lot of presentations for staff and pupils. The pupils really enjoy the quizzes and online activities that I use with them. I find it keeps them engaged and interested. One area I would like to improve on is my use of digital technology for feedback and formal assessment—while I have tried this before, I’m not very confident in this area.
When I return to school I plan to use Microsoft Forms to monitor students understanding of the topics we have covered. I will use it too for feedback on a regular basis. I know that using this digital tool will really help me as part of the SSE process and help while we are updating our DEIS plan—it will be great for surveys etc.
The resources and tools mentioned in this section we help gather evidence, analyse progress and help me reflect on teaching practises. It will help me identify areas of improvement and areas of strength. This will help with my planning too
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Hi Aine,
Lovely to read this and you can really feel your enthusiasm for the tools coming through. A clear strength here is how confidently you already use digital technology to communicate whether that is presentations for staff or quizzes that keep the pupils engaged. That ease with the tools is a great foundation to build on.
I like your area to develop. Feedback and assessment is where digital tools can help save time while giving you a clearer picture of where the children are, so it is well worth growing your confidence there.
Your plan to use Microsoft Forms to check understanding feels really realistic, especially as you can start small with one topic and build from there. I like that you have linked it to both SSE and the DEIS plan too because the same piece of work is feeding a few things at once rather than being an extra job.
Looking forward to seeing how you get on with the rest of the course. 🙂
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Hi Aine
I enjoyed reading your reflection and it is clear how you are using digital tools well already with the use of presentations and quizzes.
Assessment is also my area for improvement, as like you, I feel less confident in this area. I have some limited experience however I will say Google Forms is a brilliant and very easy tool to use which might be helpful for you particularly for surveys like you mentioned.
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Your focus on Learner’s Experiences is fantastic! It’s clear your passion for digital tools already makes learning highly engaging and clear for your pupils.
Targeting digital feedback and assessment is a brilliant next step. It is completely normal to want to build confidence here. Using Microsoft Forms is a highly practical choice; its ability to provide instant data will make monitoring student understanding much more manageable.
As a school leader, you’ve made a great link to the SSE and DEIS planning processes. Using Forms for surveys will streamline how you gather school-community voice, giving you clean, visual data that cuts down on paperwork.
Ultimately, using digital tools to gather evidence and analyse progress won’t just support your students—it will beautifully guide your own planning and reflective practice.
Best of luck with implementing this when you return to school!
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I regularly use digital technology in teaching and learning and encourage pupils to work together, solve problems and think creatively through a variety of classroom activities. Our children have access to a range of different technologies from laptops, to ipads and digital camreas. I have a huge interest in STEAM and as I am a teacher in small school, I find we have more opportunity to explore and develop a STEAM culture. We run a STEAM Day each year and support this year we supported this with monthly STEAM sessions where the children from both classes work in smaller mixed-age groups. This year we also introduced more ICT into STEM and the children used stop-motion animation and filmmaking apps to create short videos as part of our Egg Drop Challenge.
Area for development
I would like to develop computational thinking skills more deliberately across the school. We have done some coding with the older classes and the children really enjoyed creating games, recording their voices and adding sound effects. However, I feel that they were often more focused on these creative elements than on the problem-solving skills involved. I would like to use more unplugged activities to help children understand concepts such as sequencing, pattern recognition and debugging before moving on to coding activities.
Specific, measurable actions
Include at least one unplugged computational thinking activity in each monthly STEAM session next year.
Introduce coding activities linked to at least two STEM themes during the school year.
Build in opportunities for pupils to explain how they solved problems and debugged their work during coding activities, rather than focusing only on the finished product.-
It’s great how you have embedded digital learning across a range of activities rather than treating it as a separate subject. Linking STEAM with digital technologies is a great idea and gives the children opportunities to be creative while also making connections to the curriculum. I also think it’s a great idea to have mixed-age groups, I’m sure that helps the older children develop their communication skills whilst the younger children are developing their own understanding.
I think your action of including at least one unplugged computational thinking activity in each monthly STEAM session is very realistic and achievable. It provides a clear target while allowing the children to build a strong understanding of computational thinking before moving on to coding.
To help the children understand concepts such as sequencing, pattern recognition and debugging, you could link this to real-life problems so they can see how these skills can be used outside of coding. -
Hi Felicity, I really like the way you have paired the older classes with younger ones regularly for STEAM activities. I think this must really help the confidence of the older children and helps encourage the younger children to share ideas and help each other out. It also helps the class teacher I’m sure as it gives the older children a purpose and helps the younger children implement their creativity. I have used Scratch Junior for coding with the younger classes and there are tutorials online that start by asking the children to try and complete a challenge or solve a problem and then it shows a possible answer. This could help with problem solving skills as opposed to the creative side of coding.
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Hi Felicity,
What a rich reflection to read. The STEAM culture you have built is a real strength and it is clear you are making the most of being in a small school. Those monthly mixed-age sessions are lovely and bringing stop-motion and filmmaking into the Egg Drop Challenge shows you are already blending creativity and problem-solving in a natural way.
Your area to develop is a sharp piece of noticing. Spotting that the children were drawn to the creative elements more than the problem-solving underneath is exactly the kind of insight that moves practice forward and your instinct to build the thinking first through unplugged activities is great.
Your action to include one unplugged activity each monthly session feels really realistic. You already have the structure in place, so you are threading computational thinking through something that is running anyway rather than adding a whole new thing to the calendar.
One question to help you focus. For your action about pupils explaining how they solved and debugged problems, would it help to give them a shared language for it, say a few prompt cards asking what went wrong, what they tried and what they changed? That makes their thinking visible and easy to capture for SSE.
Looking forward to seeing how you get on with the rest of the course. 🙂
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I agree that the children can be distracted by the technology and and creativity of STEM lessons and that unplugged activities would be a great way of focusing their attention on acquiring and practicing specific skills. As I also teach a multiclass I really liked the idea of mixed class groups working together on a STEM activity. As well as the younger children learning from the older children it also requires the older children to explain their thinking and using their questioning and reflecting skills. Younger children can also be more confident in coming up with creative ideas to solve a problem without being too worried about if it will work or not. Older children who can be more focused on getting things right are more comfortable and open to failure around younger peers. Perhaps the older children could create quizzes or games to practice vocabulary for the younger children ( there are games where you can enter the focus vocabulary). It could be a form of buddy teaching using technology or create collaborative storybooks.
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Strength:
I think one of my strengths is that I use digital learning across a variety of subject areas and link it back to the curriculum. I use digital resources in literacy, maths and SESE lessons to help make learning more engaging and relevant for the children. I feel comfortable trialling new digital tools and using them in the classroom.
Area to develop:
An area I would like to develop is using technology more effectively for assessment. At the moment I mainly use digital tools to support teaching and learning. I would like to become more confident in using them to check for understanding and give feedback to pupils. I think it would also allow for children to reflect on their own learning and improve their use of digital technologies.
Actions:
Use one digital assessment tool (such as quizzes or polls) at least once a week for the next six weeks.
Use digital self-assessment or peer-assessment activities with pupils at least twice a month.-
Hi Rebecca,
Really strong reflection to read. Using digital tools across literacy, maths and SESE and tying them back to the curriculum is a genuine strength and the fact that you happily trial new tools keeps your practice fresh.
I like your area to develop. Moving from using tech to support teaching into using it for assessment is where it starts to give you something back because you get a clear read on where the children are. I especially like that you have thought about pupils reflecting on their own learning since that is often where the deepest thinking happens.
Your action to use a digital assessment tool once a week for six weeks feels really realistic. That clear timeframe gives you a proper run at it rather than a one-off try.
One question to help you focus. When you use, for example, those quizzes or polls, would it help to decide in advance what you will do with the results, say revisiting a tricky concept the next day if lots of children miss it? That closes the loop from checking understanding to acting on it and those decisions make lovely evidence for SSE.
Looking forward to seeing how you get on with the rest of the course. 🙂
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One of my strengths is that I embrace new technologies and enjoy exploring innovative ways to enhance teaching and learning. I have previously taken part in the FÍS Film Competition with my classes, which provided pupils with meaningful opportunities to collaborate, solve problems, think creatively and communicate their ideas through digital media. Alongside this, we regularly engage in hands-on STEM learning through engineering challenges such as tower and bridge building, encouraging pupils to investigate, design, test and improve their ideas.
This year, I would like to refine my STEM practice by embedding a more consistent engineering design process and using assessment to better support the development of pupils’ computational thinking skills. My aim is to help pupils apply their digital competence and problem-solving skills in increasingly creative and innovative ways.
Design and implement one STEM challenge each half-term using clearly defined design constraints (e.g. a limited number of materials or a set budget) to encourage creative problem-solving and innovation.
Consistently embed the Plan–Do–Review process in every STEM project, enabling pupils to plan their approach, evaluate their solutions and identify improvements through structured reflection.
During each STEM project, focus observations on one computational thinking concept (e.g. decomposition, pattern recognition, abstraction or algorithms) and use these observations to identify pupils who require additional support and those who are ready for further challenge. -
One area from the Digital Learning Framework that I feel is a strength in my practice is creating engaging learning experiences where pupils actively participate and work collaboratively. In my 2nd Class, I try to use hands-on activities across the curriculum that encourage children to think, discuss and solve problems together rather than simply finding the correct answer. This links well with the ideas in this module around computational thinking and STEM learning through practical experiences.
An area I would like to continue developing is my confidence in integrating STEM and digital technologies more regularly into my classroom. Before completing this module, I associated STEM mainly with coding, but I now realise that computational thinking can begin through simple unplugged activities that are suitable for younger pupils.
Over the coming year, I have set myself three actions. Firstly, I will introduce one unplugged computational thinking activity each fortnight. Secondly, I will include at least one simple STEM challenge each month that links to our current SESE or Maths topic. Finally, I will reflect on these lessons with my pupils to gather their feedback and use it to improve future activities.
I think these actions are realistic and will also support our School Self-Evaluation process by helping to develop pupils’ problem-solving, collaboration and digital learning skills in a meaningful and age-appropriate way.
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Hi Lorna, I think the strongest part of your plan is that you are treating STEM as part of normal classroom practice rather than as an extra subject or a once-off activity. Linking the monthly challenge to an existing SESE or Maths topic makes that action particularly realistic, as the learning intention is already there and the STEM approach becomes a way of deepening the learning.
Your use of pupil reflection is also useful from an SSE point of view. Rather than relying only on teacher observation, you are building in pupil voice and gathering evidence about how children experience the activities.
One practical suggestion might be to keep a very simple record after each activity, The CT skill you noticed, one example of pupil learning and one change for next time. Over time, those short records could provide useful evidence of progress and help identify a more focused area for SSE.
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One area of the Digital Learning Framework that particularly resonates with me is Teaching and Learning – Teachers’ Individual Practice, especially the effective use of digital technologies to support active learning and assessment.
A strength in my current practice is that I regularly use digital tools such as presentations like Canva/Google Slides to encourage student participation. I have noticed that these approaches help maintain student engagement and allows me to cater for a variety of needs in my classroom.
An area I would like to develop is using digital assessment more consistently to inform my planning and provide more personalised feedback. While I use online quizzes occasionally, I would like to make formative assessment a more regular part of my lessons.
To achieve this, I will:
Use one digital formative assessment tool (such as Microsoft Forms or Kahoot) in at least one lesson each week during the next school term.
Analyse assessment data after each quiz and adapt at least one upcoming lesson based on the results.
Explore more options for digital resources to implement during the year to keep things interesting
I believe these actions will help me strengthen my use of digital technologies to improve both student learning and my own professional practice.
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Hi Michelle,
I enjoyed reading your response here.
I like how you use Canva and Google Slides. I’m sure this really helps to keep students engaged and also can be more inclusive than having them hand write everything.I think using one digital assessment tool a week also seems reasonable and achievable. Building it into your weekly routine can help with your own confidence and can inform your future planning.
have you considered having the children reflect on their own quiz results? This could be a good way of self-assessment or peer assessment and could encourage some independence!
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Hi Michelle,
Your post communicates your ease with a variety of valuable digital tech tools and a willingness to keep abreast of the ever changing playing field that is educational digital tech tools. I can’t wait to return to work next week and have my mind boggled by the mention of some new tech or AI tool! I love how Canva is ever changing and is continually relevant. Sometimes the oldies are the goodies!
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I like the idea of using Digital Technologies to support active and inclusive learning. I do use digital technologies in my classroom to make lessons more interactive eg. Virtual tours before going on school trips, using BeeBots when teaching directions etc. I also enjoy getting children to record themselves reading and listen back.
I would like to improve by both using the information gathered digitally as assessment and to inform my future planning. Although I use a variety of DL resources, I tend to forget about them once the children have competed the task rather than using that information for my plans.
I would like to spend more time with my colleagues sharing our experiences and new learning so that we can improve in a collaborative way.
i would also like to complete some more CPD courses in this area to continue to deepen my understanding.
I would also like to introduce specific digital assessment tools as part of my regular rotation of resources.
I believe these will all be helpful for my schools self-evaluation process aswell as adapting my own teaching.
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Hi Jane,
This was a lovely reflection to read. A real strength here is the range of ways you already bring digital technology in, from virtual tours before a trip to BeeBots for directions and children recording their own reading. That variety shows you are choosing tools to suit the learning.
Your area to develop is a really honest and useful one. Lots of us gather great information as children work and then move straight on without using it, so turning that into something that feeds your planning is exactly the right thing to focus on.
Your action to bring in specific digital assessment tools as part of your regular rotation feels realistic because you are building on habits you already have rather than starting from scratch. Pairing that with sharing experiences with colleagues is a lovely way to keep it going too.
One question to help you focus. When you gather information from a digital task, would it help to decide in advance one thing you are looking for, for example, who found a concept tricky, so the data points you straight to your next planning step? That closes the loop from assessment to action and those decisions make lovely evidence for SSE.
Looking forward to seeing how you get on with the rest of the course. 🙂
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One area of the Digital Learning Framework that stands out to me is Teaching and Learning – Teachers’ Individual Practice, especially using digital technology to support active and inclusive learning.
I think one of my strengths is using digital technology to make lessons more interesting and give children different ways to learn. For example, I use virtual tours before school trips, BeeBots when teaching directions and simple coding, and iPads for children to record themselves reading and listen back. I have found that these activities help to keep children engaged and encourage everyone to take part.
One area I would like to improve is using digital technology for assessment. Although I use lots of digital resources during lessons, I don’t always use the information from these activities when planning what to teach next. I would like to get better at using digital assessment to check children’s understanding and help me decide what they need to work on.
To help me improve, I plan to use digital assessment tools, such as quizzes or polls, more often as part of my teaching. I would also like to complete more CPD courses to learn about new ideas and resources. I think it would also be helpful to spend more time sharing ideas with colleagues and learning from each other’s experiences.
I feel these are realistic goals that will help me improve my teaching, support the children’s learning and contribute to our school’s work on digital learning.
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I really enjoyed reading your reflection. I like the variety of digital tools you already use in your classroom, especially the virtual tours before school trips and having pupils record themselves reading. Both are great examples of using technology in meaningful ways to increase engagement and support learning.
I also agree with your point about digital assessment. It can be easy to use technology to make lessons interactive, but using the information gathered to inform future planning is another important step. I think your goal of incorporating more quizzes and polls is very achievable, and these tools can provide quick insights into pupils’ understanding.
Your plan to engage in further CPD and collaborate with colleagues is also a great idea. Sharing practical experiences and successful strategies within a school can be one of the best ways to develop confidence with new digital approaches. Best of luck with implementing your actions—I think they will have a really positive impact on both your teaching and your pupils’ learning.
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Your reflection shows that you are using the digital learning framework in manageable and effective ways to engage your students and strengthen their STEAM knowledge and skills. Using virtual tours before class trips is a great digital tool, one which I also use with my students. I hope to also engage more with other digital tools that you mentioned such as Beebots.
You make a good point about using digital data for assessment in a more cohesive way, and I agree that these type of CPD courses are excellent ways to communicate with other teachers about strategies for incorporating such steps into our teaching. It would be great to have the support of a SET teacher too during these stages to allow for extra thoughts on gathering data and using it to plan next steps in achieving the learning objectives.
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After reflecting on the Looking at Our School (LAOS) 2022 framework, I have chosen to focus on the Learner Experiences domain, particularly the emphasis on pupils being actively engaged in meaningful learning and having opportunities to collaborate, think critically and take responsibility for their learning.
One strength in my current practice is that I regularly use collaborative learning activities where pupils work together to solve problems, complete investigations and share ideas. I also integrate digital tools such as interactive whiteboard activities and tablets to encourage participation and make lessons more engaging. I have found that pupils are more motivated when they can work together and use technology to present their learning in creative ways.
One area I would like to develop is giving pupils more opportunities to make choices about how they demonstrate their learning. While I provide a variety of activities, I would like to encourage greater pupil voice and ownership by allowing them to choose the digital tools or formats they use to complete certain tasks.
To develop this aspect of my practice, I will:
Offer pupils a choice of at least two digital formats (e.g. presentation, video or digital poster) for one assessment task each month.
Build in a pupil reflection activity at the end of one lesson each week to gather feedback on their learning experiences.
Review pupils’ work and reflections at the end of each term to evaluate whether increased choice has improved engagement and confidence.
I believe these actions are realistic and will help create a more learner-centred classroom where pupils feel empowered to take greater ownership of their learning while developing important digital and communication skills. -
I found the focus on the Digital Learning Framework, Domain 3: Teachers’ Individual Practice particularly relevant to my own practice. One of my strengths is my confidence and subject knowledge in STEM education. I regularly create opportunities for pupils to problem-solve, collaborate and learn through practical STEM challenges.
However, reflecting on my practice, I think an area I would like to develop is making pupils’ computational thinking more explicit and visible. At times, I know that a task involves computational thinking, but I may not always name the process for pupils or gather clear evidence of how their thinking developed. The point from the module about assessing the thinking process, rather than just whether the task was completed, really resonated with me.
I plan to explicitly identify one computational thinking process in at least one lesson each week. I will also use a short reflection question, such as What did you change and why?, to gather pupil feedback after each activity. Finally, I will collect and review three examples of pupil thinking each week, through photographs, annotated plans or pupil explanations, and use this evidence to adapt my next lesson.
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Hi Colm, the same struck me as regards enabling the children to reflect on a specific process rather than the outcome as part of their computational thinking.
I think this a strength in your action plan as it is can easily be so focused, and it really aligns with the curriculum in terms of reflecting on process over product.
I would suggest (and I also plan to do this!) choosing a monthly focus on one of the 6 specific parts of computational thinking outlined in this module. This might ensure clarity for us, as teachers, and our pupils.
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For the purpose of this reflection, I am choosing “Looking at our School 2022: A Quality Framework for Primary Schools and Special Schools”. This emphasises the need for all children to be included in learning in a way that suits their individual needs most. With such a range of needs in my classroom, and in most classrooms, I feel strongly about differentiation for the weaker and more able children.
I feel that I make good use of digital technology in my classroom in this regard. One such example is the website bookcreator.ie. This allows voice to text, predictive text, will read aloud what has been written and gives an opportunity for children to read and write at their own level. Work can be assigned to children in their individual books online and this can be tweaked to suit their needs helping them to reach attainable goals.
One area I would like to develop is managing my time better so I can be better prepared for more daily lessons. Sometimes I feel that with a young family at home it is difficult to prepare adequately for each lesson but I would like to get quicker at organising myself so the children are all being taught in the best way each.
Some measurable actions I could take would be to divide some of the preparation better with the support teacher working with me and the teacher in the other class at the same level as me. Another way would be to make small changes to lessons already created. I have the same level next year so should be able to reuse some of the topics from this year.-
Thanks for sharing your reflection. I can really relate to what you said about trying to balance planning with having a young family. I think a lot of teachers feel the same, and it’s great that you’re looking at practical ways to make things more manageable rather than trying to reinvent everything.
Book Creator is such a useful tool for differentiation, especially with features like voice-to-text and read-aloud that help children work more independently. I also like your idea of sharing planning with colleagues and building on lessons you’ve already created. That feels like a realistic and sustainable approach.
One thing that might also help is creating a shared bank of digital resources that you and your colleagues can keep adding to over the year. It could save time in the long run and would fit in really well with the whole-school approach to School Self-Evaluation.
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My focus from the Looking at Our Schools Document is the domain of learner outcomes and learner experiences. One strength in my current practice would be my commitment to completing a coding session weekly using lego we do or scratch jr on the ipads to teach kids the fundamentals of coding. They really enjoy these sessions but one area I need to develop/improve on is how to challenge my more able children. I feel myself I’m limited in my abilities to teach the more complex lines of code and could do with upskilling. Another area I could develop would be the development of a vocabulary or stem wall within each class and have a target word of the fortnight similar to Frásaí na Seachtaine. I feel this by developing these areas all pupils will benefit.
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I like that you want to give the more able pupils more opportunities to work together and really challenge themselves. Encouraging them to collaborate and reflect together would be a real strength because it helps build teamwork and critical thinking. Your idea of planning one lesson every week seems realistic and easy to keep going during the school year. It would be so interesting to ask pupils for short feedback after each lesson so you can use their ideas to support your School Self-Evaluation and plan your next steps.
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One thing that stands out is your weekly coding sessions with LEGO WeDo and Scratch Jr. We all know how hard it is to fit something in consistently every week, and the fact that the kids love it says a lot.
I think the STEM vocabulary wall idea is a really realistic one to run with. It’s simple to set up, doesn’t need extra tech skills, and it’ll really help pupils talk through their thinking, which fits nicely with the learner experience focus you’ve picked.
On stretching your more able pupils — could you maybe link it to the vocabulary wall? Like once someone gets the hang of a Scratch Jr. sequence, give them a word card (e.g. “loop” or “condition”) and get them to explain or show it to a partner. That way they’re being pushed both in their coding and their language, without you needing to jump into more complex code straight away
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Digital Learning Framework Statement – The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs.
Reflecting on my own practice, I think one of my strengths is that I am willing to try new digital tools and look for ways to make learning more accessible for pupils. As a SET teacher for the senior classes, I regularly use technology to support engagement and differentiation e.g. text to speech, EPIC books etc. and I have become much more aware of the value of the UDL plus-one approach through recent professional learning.
One area I would like to develop is using technology to support self-assessment and reflection, helping pupils to become more independent learners and giving them opportunities to recognise and celebrate their own progress.
Going forward my three actions would be:
1. Introduce Mentimeter to allow pupils to reflect on their understanding and confidence after a lesson.
2. I will explore digital self-assessment tools, such as simple exit tickets and quizzes, to help pupils identify what they have learned and any areas they need to revisit.
3. I will use Book Creator to support pupils in creating digital learning journals where they can reflect on their progress over time.
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I found your reflection really thought provoking and has me reflecting on my own practice. I’m not very familiar with UDL plus one myself, but it’s something I’d like to really embrace after having a quick look into it, especially working in a small school where we have a wide range of needs in the one classroom. I like the idea of making learning more accessible for all pupils from the start.
I also really like your focus on pupil reflection and self-assessment. Your ideas around Mentimeter and Book Creator sound really practical and are definitely something I’d like to try myself. Thanks for sharing your ideas – you’ve given me a few things to think about and practical strategies to apply!
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For my reflection, I have chosen the Digital Learning Framework focus on Learner Experiences, particularly encouraging children to use digital technologies to collaborate, create and reflect on their learning.
One strength in my current practice is that I regularly use digital resources to make lessons more engaging. I use tools such as Scoilnet, interactive websites and AI to create quizzes, differentiated activities and visual supports. The children are always very motivated when digital resources are included, and I have found that they help to support different learning styles and abilities.
An area I would like to develop is giving children more opportunities to use technology creatively rather than just as consumers of information. I would like them to have more ownership of their learning by creating digital projects, presentations and short videos to demonstrate their understanding.
My actions for this year are:
* Introduce at least one digital creation activity in each SESE unit, where children create a presentation, poster or digital story.
* Gather pupil feedback through a short digital survey at the end of each term to evaluate engagement and confidence using technology.
* Share successful digital lessons and resources at one staff meeting each term to support collaboration and contribute to our School Self-Evaluation process.Using evidence from pupil surveys, samples of children’s work and teacher reflections will help identify what is working well and what could be improved. These findings can then be used as part of the school’s SSE process to support future planning and whole-school improvement.
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Hi Orlaith,
This is a lovely reflection to read. A clear strength is how purposefully you already use digital resources. I like that you draw on a real range, including Scoilnet, interactive sites and AI for quizzes and differentiated activities. Using these tools to support different abilities shows that the technology is being chosen with the learning in mind.
Your area for development is a really thoughtful one too. Moving pupils from consuming information to creating something of their own can lead to much deeper learning because they have to process what they know and decide how best to communicate it.
Your plan to include one digital creation activity in each SESE unit feels realistic and manageable. Linking it to units you are already teaching means it becomes part of the learning instead of another thing to fit in. Using presentations, posters and digital stories across the year will also give pupils a nice variety of ways to show their understanding.
One question to help you focus. When you gather pupil feedback each term, would it help to ask the same question about how confident they feel creating with technology? This would give you something consistent to compare across the year and provide clear evidence for SSE.
Looking forward to seeing how you get on with the rest of the course. 🙂
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In the Digital Learning Framework focus on Learner Experiences, I think one strength in my teaching is that I encourage pupils to work together and solve problems. I already use digital tools to make lessons more engaging and to give pupils opportunities to share their ideas.
One area I would like to develop is using computational thinking more regularly across different subjects, not just during STEM activities.
My actions are:
Plan and teach one Dream Space STEM lesson each month.
Complete one professional learning session on computational thinking this term.
Collect pupil feedback after STEM lessons and review it as part of our School Self-Evaluation (SSE).These actions are clear and achievable, and they will help me measure progress over time. Using the Dream Space resources and pupil feedback will support our SSE process by showing what is working well and where we can improve. I hope this will help build pupils’ confidence, creativity and problem-solving skills while improving my own teaching practice.
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I really like how you highlighted collaboration and problem-solving. Getting the children working together and sharing their ideas through digital tools is half the battle. Doing just one Dream Space lesson a month is a very realistic, smart way to go about it. In a busy school, our timetables are always packed, so a steady monthly pace gives you and the children plenty of breathing room to get stuck into the lessons without feeling rushed. To bring computational thinking into other subjects, you could try doing it ‘unplugged’ first without any screens. For example, in an English or History class, you could get the children to break down a story plot or a historical timeline into a step by step sequence.
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LAOS collaborative teacher practice
I think with the new curriculum coming it it provides an excellent opportunity for our school to look at collaborative practice within our school in the area of STEM to ensure all students are getting an opportunity to develop their STEM skills.
My school has taken in junior infants for the first time this year and we have created a progression pathway from JI – 2nd class using beebots to develop computational thinking in which the the skills the children learn in each class level are revised and built upon as they move up the school.
I think I had always thought of computational thinking development as needing a iPads or robotics but it is wonderful too see there can be so many hands on activities that do not need IT resources – I definitely need to work on developing more of those types of activities. Especially in the older class levels when iPads and chrome books are introduced in my school they are relied on for playing maths games etc.
Next year I plan to teach one unplugged computational thinking activity a fortnight. Assess the progress through observations and student feedback. I will present the activities with my staff at the halloween staff meeting and encourage discussion on how to use activities to develop computational thinking across each class level. I will create a shared document for staff to share ideas and see what staff would be interested in work on a plan to promote STEM throughout the school. I think it is important to take small steps to build buy in rather than trying to push too much stuff on people all at once.
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One strength in your reflection/action plan:
I really like how you have linked LAOS collaborative teacher practice with STEM and the new curriculum. The progression pathway from Junior Infants to 2nd class using Bee-Bots sounds like a very practical way to build computational thinking skills gradually across the school.Why one of your actions feels realistic or well focused:
Your plan to teach one unplugged computational thinking activity a fortnight feels very realistic. It is a manageable starting point and it also recognises that computational thinking does not always need iPads, Chromebooks or robotics. We use Bee-Bots in my school too, and I think pairing them with unplugged activities first would really help pupils understand sequencing, direction, debugging and problem-solving before moving on to the device.One helpful question or practical suggestion:
One way you could gather evidence of progress might be to keep short observation notes, photos of activities, and pupil comments about what they found tricky or how they solved a problem. Have you considered creating a simple shared folder where teachers could upload Bee-Bot activities, unplugged tasks and photos of pupil work? This could support collaboration and help build a whole-school STEM plan over time.
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As a senior teacher in a small two teacher school, I’ve been trying to figure out how to make our twice-weekly STEM sessions as impactful as possible across our mixed age groups.
Looking at the Digital Learning Framework specifically Learner Experiences, I’ve been reflecting on how our practice has evolved and where it needs to go next.
Up to now, we have been focusing on hands-on, practical STEM projects. The children are great at building structures, testing out physical materials, and working collaboratively in their teams. Because of our multi-class setup, our older children are also brilliant at peer-tutoring the younger children during these practical challenges.
While our hands on work is strong, we are definitely lacking on the technology side. I really want to introduce more ICT and coding into our STEM classes going forward so the children can start blending physical building with digital learning.
I hope to use ICT for reflection. I will get the children to use our school tablets at the end of a STEM project to take photos of their creation and audio-record a short explanation of how they did it.
Also, I would love to introduce Scratch Coding to my class. I would set a specific, achievable goal for every child to create a simple digital animation of an animal moving across the screen.
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I really enjoyed reading your reflection. One strength that stood out to me was the way you have already embedded hands-on STEM activities and peer tutoring into your mixed-age classroom. This is a great way to encourage collaboration and allows older pupils to take on leadership roles while supporting younger children.
I think your action of using tablets for pupils to photograph their work and record an explanation is particularly realistic and well focused. It is a simple strategy that promotes reflection, develops digital skills, and provides valuable evidence for School Self-Evaluation. Introducing Scratch coding through a simple animation is also a manageable next step that can gradually build pupils’ confidence.
One practical suggestion would be to encourage pupils to work in pairs when using Scratch, as this could promote discussion, problem-solving, and peer learning, particularly in a mixed-age setting. Including a short reflection at the end of each activity about what they learned and what they would improve next time would also provide valuable evidence for both pupil progress and School Self-Evaluation.
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I really like how you have built strong hands-on STEM experiences in your school and how the older children support the younger pupils during activities. Peer tutoring is a great strength in a multi-class setting. Your idea of using tablets for pupils to photograph their projects and record explanations is very realistic because it encourages reflection while also developing digital skills.
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Digital Learning Framework / Looking at Our School 2022: Learning and Teaching – Teachers’ Individual Practice
Reflection on my own practice:
One strength in my current practice is that I already use practical, hands-on activities to support pupils’ learning. I encourage pupils to talk through their thinking, work together and solve problems, which links well with computational thinking skills such as sequencing, pattern recognition and logical thinking.One area I would like to develop is making computational thinking more visible and intentional in my teaching. I would like to use more unplugged coding activities before moving on to digital coding tools, so that pupils build confidence with problem-solving, debugging and giving clear instructions.
Specific, measurable actions:
1. I will use one unplugged computational-thinking activity each month, such as a Dream Space Brain Bytes activity, with a small group or class.
2. I will focus on one computational thinking skill at a time, for example sequencing, debugging or pattern recognition, and use questioning to help pupils explain their thinking.
3. I will gather simple evidence of learning through photographs, pupil explanations, teacher observation notes or short reflections, and review this at the end of the term to decide the next step.
We could gather evidence through teacher observation, pupil explanations, photographs of group tasks, samples of pupil work and short reflections. This would help us identify what is already working well and what needs to be developed further.
A realistic SSE focus could be to introduce one unplugged computational-thinking activity each month and review how pupils explain their thinking and solve problems. This would support a whole-school approach to STEM and coding, while keeping the actions manageable and purposeful.
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One strength I identified in my current practice is that I regularly use collaborative, hands-on activities to encourage pupil engagement and problem-solving. I believe these activities help children become active participants in their learning and develop confidence in working together. An area I would like to develop is integrating computational thinking and digital technologies more consistently across different curriculum areas rather than using them as standalone activities.
Using the Digital Learning Framework, I would like to focus on enhancing pupils’ digital learning experiences. My first action will be to introduce at least one unplugged computational thinking activity each month. Secondly, I will plan and teach one curriculum-linked coding lesson using MakeCode or the micro each term. Finally, I will explore Minecraft Education or AI literacy resources with one class group during the school year and reflect on pupil engagement and learning outcomes. These actions are realistic, measurable, and will support our School Self-Evaluation by strengthening digital teaching and learning while helping pupils develop important future-focused skills.-
Hi Ciara,
I found your reflection engaging and very insightful. You highlighted the importance of active learning and explained collaboration in a thoughtful way. Your decision to incorporate AI literacy resources is a strong step forward, especially given the wide range of tools now available to teachers. I also think your plan to introduce at least one unplugged activity each month is a realistic and sustainable goal. It shows you are not placing unnecessary pressure on yourself and are giving pupils time to settle in and become familiar with new routines.
One suggestion I would make is to keep a simple log of the activities you try and note which ones worked best. This will support your future planning and help you build a bank of effective digital and unplugged learning experiences over time.
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One of my strengths is using technology to make teaching more engaging and manageable. As the school’s IT coordinator, I’m confident introducing new digital tools and supporting colleagues when they need help. I regularly use interactive presentations, online quizzes and AI tools to support my lesson planning, create differentiated resources and reduce planning time. Working in a DEIS school, these tools help me provide more accessible and engaging lessons to meet the needs of pupils with a wide range of abilities.
An area I would like to develop is using digital technology more effectively for formative assessment. While I collect evidence of learning, I would like to make better use of digital assessment tools to provide timely feedback and track pupil progress more consistently.
To achieve this, I will use an assessment tool such as Kahoot!, to check pupils’ understanding and will review the assessment data alongside pupils’ classwork to identify common gaps in learning and adjust my planning for individuals and small groups.
Finally, I will share one successful digital assessment strategy or tool with colleagues each term during a staff meeting encouraging staff to trial it in their own classrooms. During a recent workshop I heard about a school that holds a “TeachMeet’ once a term where they share new resources, tools or sites. I loved the idea. Some of the best ideas or resources I have found and use regularly came to me via a colleague or during a CPD course so it’s always good to share the nuggets.
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Hi! Thanks for your response, I really enjoyed it. Your use of Kahoot! to check understanding and then cross-reference it with pupils’ classwork is a real strength. I love using Kahoot! in my class but never really thought of it deeply like that before! I suppose you’re not just collecting data, you’re using it to spot gaps in their learning.
It’s cool because you are using something fun, engaging, easy to use and redirecting an existing habit toward formative assessment rather than adding something new to your workload. Perhaps you could keep a simple termly log of the gaps Kahoot! reveals and some planning adjustments you make in response. That would give you evidence of impact for both your own reflection and whole-school SSE.
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For this reflection I’m focusing on the Digital Learning Framework’s teaching and learning domain, specifically the statement of practice around using digital technologies to support assessment and feedback.
One area I feel confident in is using Google Slides for project-based work — pupils regularly build shared or individual slides for topic work (e.g. history or science projects), which gives them an audience for their work and lets me see their thinking develop draft by draft through the version history, rather than just marking a finished product.
Where I’m weaker is using digital tools to give the pupil and the learner ownership of their own progress — self-assessment, peer feedback, or tracking their own targets digitally rather than everything being teacher-led. To improve this side of my teaching practice, I could;
Introduce a simple digital learning log for one subject area where pupils record and reflect on their own progress weekly.
Trial one peer-feedback digital tool (e.g. Padlet comments) with a simple success criteria checklist.
Review pupil digital reflections every three weeks against agreed targets, and use this as evidence for our SSE focus on Learner Experiences — giving us actual pupil voice data rather than just teacher observation.
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The focus I have chosen from the Digital Learning Framework is pupil reflection on their own learning, and developing a sense of ownership of and responsibility for their own learning. It is important to ensure pupils take ownership of their work and have opportunities for decision making, strengthening their independence and building confidence as they reflect on their progress. Digital technologies provide many opportunities for this, such as using ePortfolios and recording work through documents, images, videos, etc.
One way in which I have already incorporated this into my current practice is by supporting pupils to record themselves reading during lessons. It is both engaging and interactive for the pupils, and creates an assessment log for both pupil and teacher. I also use simple digital questionnaires to gather information from pupils at the beginning of a module to assess prior knowledge, which informs my planning of the topic.
An area I would like to develop is using simple coding in classrooms. I will use some clear, measurable actions to achieve this, beginning with using an unplugged Brain Bytes task to develop computational thinking skills. Then I will link this to a digital computational thinking task. The pupils will be able to reflect on their progress over the two tasks and make the connection between both.
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I really like Louise’s use of ePortfolios and the idea of recording the pupils while they read. We had an incidental two years ago and the inspector informed us that we should listen to all the children reading individually on a daily basis. This is practically impossible when the class sizes are 30+ with no extra classroom support. However, recording the pupils reading would make this possible and it would provide evidence shared with parents where necessary at meetings and used to compared their ability throughout the year and after reading interventions like guided reading. I also like how you use questionnaires at the beginning of modules to assess prior knowledge. These same questionnaires could also be used at the end of lessons, I think the pupils would be more motivated to fill in digital questionnaires than the traditional KWL charts. Pupils with differentiated needs also have the option to use speech to text tools.
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For my reflection, I have chosen the Digital Learning Framework focus of Teachers Individual Practice. This focus encourages teachers to use digital technologies purposefully to enhance teaching, learning and assessment rather than using technology for its own sake.
One strength in my current practice is that I regularly use collaborative and hands-on learning activities that encourage pupils to problem-solve and explain their thinking. I also integrate digital tools such as interactive whiteboard activities and online quizzes when they support the learning intention.
An area I would like to develop is incorporating more computational thinking through unplugged activities before introducing digital tools. I particularly like the idea that computational thinking is about problem-solving rather than simply coding, and that pupils can develop these skills through practical, collaborative tasks.
To support this development, I will teach at least one unplugged computational thinking activity with my class every fortnight and record pupils’ reflections afterwards. I will then introduce one Dream Space TV or Brain Bytes activity linked to a STEM learning intention and gather evidence through observation, questioning and pupil work samples. -
One strength in my current practice is creating hands on collaborative STEM experiences for my students and the students in the school. As STEM coordinator in my school I try to give opportunities for the pupils to engage in engineering challenges, LEGO League and real world investigations that involve computational thinking skills. An area I would like to develop further is making pupils computational thinking more visable through purposeful questioning. Over the coming term I will try to include at least one computational thinking focus such as decomposing and debugging in a STEM lesson each month. I will aim to get pupil feedback and relfections on this. I will aim to also get the pupils to explain their thinking and problem solving strategies. I will also aim to work on this with my partner teacher as it is something we could both do and we discuss what it working and what improvements we can make.
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Charley,
I love how you give your students so many opportunities for engineering challenges. They are very lucky to have you! This allows for so much computational thinking, often without them even reaslising it.
I too aim, like you, to get more pupil feedback as part of my assessments. The feedback that the children give is invaluable and really is the best guage sometimes of where to go with your teaching. Working with a partner is also so beneficial. I have a partner who I work on IT and digital learning with. Further consultations and coming up with ideas is definitely on the pipline for us too!
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For this reflection I have chosen the Teachers’ Individual Practice area of the Digital Learning Framework.
Working in an additional educational needs role means I am constantly adapting learning to meet the needs of different pupils and supporting them to become more confident learners. One strength in my practice is creating practical, collaborative learning experiences where pupils feel safe to contribute, make mistakes and work through problems together. I have found that children are often more willing to take risks in their learning when the emphasis is on the process rather than getting the right answer first time.
This module reminded me that computational thinking is not about coding or using devices for every lesson. I realised that many of the skills we already encourage such as sequencing, problem-solving, recognising patterns and reflecting on mistakes—are part of computational thinking. I would like to become more intentional about recognising and planning for these skills across the different areas I support, particularly in literacy and numeracy interventions.
My actions for the coming term are:
I will plan at least one unplugged computational thinking activity each month with the groups I support and use questioning to encourage pupils to explain their thinking.
I will make a conscious effort to identify and use computational thinking vocabulary such as sequencing, patterns and debugging during lessons where it naturally fits.
I will collect simple evidence of pupils’ thinking through observation notes and examples of their work to support reflection as part of our School Self-Evaluation process.
These are realistic goals within my role and will help me become more purposeful in making pupils’ thinking visible. They should also contribute to our school’s ongoing reflection on effective teaching and learning by focusing on how children learn, rather than simply on the digital tools they use.-
Hi Susan,
It sounds like you have created a great atmosphere within your classroom that supports teaching and learning in a collaborative manner. I really like what you said about identifying what the students are already doing within lessons that aligns with ideas such as computational thinking. These phrases seemed quite daunting to me at first, but like you, the more I listened, the more I could see there are many elements to what I currently use in my classroom that align with computational thinking, debugging etc.,
I think your idea to include one unplugged activity a month is a really nice, realistic goal to start with. It means you aren’t overloading yourself trying to include one lesson a week, and gives you time to get to know your students and align the activities in relevant way to their goals and individual learning needs.
I wonder if you might consider taking photographs of your unplugged activities and adding these to your observations and work samples, to support reflection on activities?
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Currently, our school engages with the Microsoft Ambassador Programme, which provides pupils with meaningful opportunities to develop their digital literacy and computational thinking skills. Through this programme, I integrate digital technologies into teaching and learning, enabling pupils to collaborate, problem-solve and create using tools such as Microsoft Teams, OneNote and MakeCode with the micro:bit.
I would like to build on this by increasing the use of coding and physical computing across the curriculum, ensuring that all pupils have regular opportunities to design, test and refine their own digital solutions while developing computational thinking skills.
Specific and Measurable Actions:
- Deliver at least one micro:bit coding lesson every fortnight using MakeCode to develop pupils’ computational thinking and problem-solving skills.
- Incorporate peer and self-assessment into every coding lesson to encourage pupils to debug, improve and reflect on their programmes.
- Share examples of effective practice and pupil projects with colleagues at one staff meeting each term to support whole-school digital learning.
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Hi Paddy,
Really enjoyed reading this. A clear strength here is how embedded the digital learning already is in your school. Having the Dream Space Ambassador Programme running gives your pupils a real structure to work within and pairing it with Teams, OneNote and MakeCode means the technology is woven through the learning.
Your action to run a micro:bit lesson every fortnight feels realistic. It is regular enough for the children to build fluency but paced so it fits alongside everything else you are doing.
I especially like your second action about peer and self-assessment in every coding lesson. Getting pupils to debug, improve and reflect on their own programs is where some of the deepest computational thinking can happen and it takes some of the load off you as the only source of feedback in the room.
One question to help you focus. Would it help to give pupils a simple shared language for that reflection, say what went wrong, what they tried and what they changed? That makes their thinking visible and easy to capture for SSE.
Looking forward to seeing how you get on with the rest of the course. 😊
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I like how you highlighted your school’s involvement in the Microsoft Ambassador Programme. It is a great strength that pupils are already using tools such as Teams and OneNote to develop their digital skills. Your action to teach a micro:bit lesson every fortnight feels realistic because it provides regular opportunities for pupils to practise coding and problem-solving. I also think that including peer and self-assessment will help pupils to reflect and improve their work.
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Focus from the Digital Learning Framework: Using Digital Technology to Support Literacy.
As a SET teacher last year I used technology quite a bit in my teaching of literacy. I would be strong in its use for writing and phonics. I used things such as wordwall and Topmarks to reinforce learning of phonics for spelling and writing.
Another great tool I used to encourage writing is “StoryboardThat.com”. This brings characters and stories to life for children who struggle with both the motivation and the ability to write stories.
Minecraft is another great tool I use to encourage story writing and for children to engage with novels. They can build their own world based on a story they are writing or based on their novel to bring it to life.
An area I could use technology more for improving literacy is in my assessment.
IXL is a great tool I could use more for assessing comprehension skills in particular (it is very expensive so any ideas of alternatives welcome). It could be set as a homework assigment once a week by all teachers.
All data gathered from the online tools used in my teaching could be assessed in a simple form also every month.
I also could make more use of Microsoft Forms surveys and pupil voice questionnaires every time I review Support plans to indentify with students their strengths and areas for improvement as part of SELF assessment.
SET teachers meet regularly at our school so an agreed implementation for digital assessment in line with our school SSE would be ideal.
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Hi Brona I really like how you’re using Minecraft for writing. I think that’s a brilliant way for students who usually struggle with motivation or just getting their ideas down on paper to help bring their stories to life.
I hadn’t heard of Storyboard That until now and I’ll definitely be checking it out. It sounds and looks fab.
In relation to assessment have you heard of ReadTheory.org. It’s a free platform that gives students reading comprehension passages tailored to their level. It tracks their progress automatically, so it might be a great resource to help you get that data you’re looking for. I’ve been using it for years now and love it. If you are using it make sure to have an adblocker like UBlock Origin Lite installed as well. It will prevent all the ads from displaying.
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As an HSCL coordinator and ICT Lead in an urban DEIS Band 1 school, my reflection is guided by the Looking at Our School 2022 (LAOS) framework, focusing on how we “promote a culture of collaborative learning.”
Strength: We successfully use digital tools to bridge the gap between school and home, tailoring communication to support our community.
Area for Development: As an AP1 post holder, I want to embed tech into our School Self-Evaluation (SSE) process to address digital exclusion. I have noticed several parents struggling with the Aladdin app due to unmet literacy needs, so we must evaluate how our digital systems inadvertently create barriers.
Actions:
1. Design a highly visual, audio-supported consultation survey to capture baseline data on parents’ genuine barriers to using school apps.
2. Run targeted, small-group Aladdin workshops for parents, focusing on navigating the interface without relying heavily on text.
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I’ve been looking at the Digital Learning Framework, specifically the standard: 3.2 ‘The teacher selects and uses planning, preparation and assessment practices that progress pupils’ learning’. I’ve been thinking a lot about how I plan and assess my lessons and where I have room to grow.
My biggest strength is probably the culture of collaboration I foster in my classroom. My students are generally very good at working in pairs to solve problems. It’s great to see them talk through their ideas so naturally, which I think is a perfect foundation for STE(A)M-based work.
An area I’d like to develop is making computational thinking more explicit. I’m possibly not doing enough to help them name the processes they’re actually using. I’d like them to be able to identify when they’re using skills like decomposition or pattern recognition, even when we aren’t using any devices.
Specific measurable actions:
1. From October I’m going to start running one unplugged CT activity each week—I’m planning to pull some ideas from the Brain Bytes resources. The goal is to explicitly model one specific concept, like abstraction or algorithmic thinking, before starting a curriculum task.
2. To see if it’s sticking, I’m going to use targeted questioning during these sessions. For instance, if we’re working on abstraction, I’ll ask things like, “What part of this is essential, and what can we leave out?” I’ll keep a quick observation log to track how their responses change over the month.-
I like your answer because of the strength of collaboration within your classroom.
I think your plan of developing their computational thinking is a great focus to have going forward, as it will help them in all different aspects of schooling.
I think the continual assessment in adjusting lessons to make them more efficient is great practice, and it has inspired me to remember to do the same.
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One strength I have is making lessons enjoyable by using digital resources to consolidate information and to promote student engagement.
One area I would like to develop from the framework is ‘Help schools to develop a clear rationale for the embedding of digital technologies in teaching and learning and to inform infrastructure planning.’ I think that at the moment I am using digital resources for the enjoyment of the students, but I would like to make sure in the future that it is an informed practice, planned and as part of the digital learning plan that the school develops.
Measurable actions could include having a meeting to determine what needs investing in to improve within the school. I would also start Station teaching that is differentiated using digital resources to demonstrate how technology supports differentiation.-
I really liked your reflection on wanting to move from using digital technology because it’s enjoyable to using it more purposefully. Your idea of introducing differentiated station teaching is a realistic and practical action that could have a real impact on pupil learning. One suggestion might be to trial it with one subject or class first and gather feedback from pupils before rolling it out more widely.
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The focus I will look at is lies within the Digital Learning Framework: Domain 3 Teachers Individual Practice.
One strength that I feel I show within my practice in relation to this domain, is responding to individual learning needs and differentiating teaching and learning activities as necessary. This is a strength within my practice in relation to many curricular areas, such as differentiating maths tasks, materials provided, methods of response to English tasks etc.,
Within the area of digital technology specifically, facilitating “pupils’ active use of a range of digital technologies to address individual learning needs” is an area I would like to strengthen, and I feel it links in with another focus within this same domain, of the teaching having the knowledge to use this range of technologies in the first place. I feel that often, when trying to differentiate using technology, I’ve fallen short and relied on the use of games to support the activity and a very cursory knowledge of Google classroom for supporting written activities.
The first step that I think support me in this area is identifying one or two key digital learning tools that would be relevant and realistic to include in the classroom, and become more proficient in these myself before trying to add anything into the classroom itself.Following this, I would like to start small, by extending the choice of responses within a lesson to include one of these digital learning tools – for example, children could record their answers to comprehension questions rather than writing them down and submit it (somehow!) Making receiving work from students a manageable thing for myself is also key here – having 20 copies, 5 voice presentations, 3 slide shows etc., in a very busy classroom could be challenging. As I’m thinking through this post, I think that’s another thing I would like to look into – how to make the use of digital technologies for general classwork, assessment and feedback manageable.
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In my own teaching, one strength is that I regularly use is visual supports and interactive whiteboard activities to engage pupils in learning such as topmarks and classroom screen. An area I would like to develop would be giving pupils more opportunities to use digital technology to demonstrate their understanding in different ways, such as through voice recordings or digital presentations or digital stories.
To achieve this, I will:
• Introduce one new digital tool during literacy lessons each term.
• Collect pupil feedback on the use of digital learning activities.
• Share successful strategies with colleagues during staff meetings to support whole-school development and contribute to the School Self-Evaluation process.-
Hi Danielle,
I really enjoyed reading your reflection. One strength that stood out to me was your focus on using visual supports and interactive whiteboard activities such as Topmarks and ClassroomScreen to engage pupils.
I think your action of collecting pupil feedback on digital learning activities is particularly realistic and well focused.
One suggestion I would make is to start by introducing simple digital storytelling or voice-recording activities using one app or platform before expanding to other digital tools. This could help both you and your pupils build confidence gradually.
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As a teacher working with third to sixth class, I have chosen to focus on the Looking at Our School 2022 area of teachers individual practice, particularly how digital technologies can enhance learning and make pupils thinking visible. The module highlighted the importance of using technology purposefully and linking activities to clear learning intentions rather than using digital tools for their own sake.
One strength in my current practice is that I already provide pupils with many opportunities to work collaboratively and solve problems across different subjects. In Mathematics and SESE lessons, pupils regularly explain their thinking and work together to find solutions. I also use hands on activities to encourage creativity and discussion.
An area I would like to develop is the use of computational thinking and unplugged activities before introducing digital tools. The module emphasised that computational thinking involves skills such as decomposition, pattern recognition and debugging and that these skills can be developed without devices.
My actions for the coming term are: By October, I will introduce one unplugged computational thinking activity every fortnight with my third to sixth class pupils. I will use pupil reflection sheets and photographs to gather evidence of learning and problem-solving. During our next School Self-Evaluation cycle, I will share examples of these activities with colleagues and discuss how Dream Space resources could support STEM learning across the school. These actions will help ensure that digital learning is purposeful and will provide evidence that can inform future SSE planning.
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As a teacher in Junior Infants to 2nd Class, I have chosen to focus on the Looking at Our School 2022 area of learner experiences and how digital technologies can support purposeful and engaging learning.
One strength in my current practice is that I already use hands-on activities and collaborative learning to develop pupils’ problem-solving and communication skills. The children enjoy working together and exploring new concepts through play-based learning.
An area I would like to develop is the use of computational thinking and unplugged activities before introducing digital tools.
My actions for the coming term are:
By the end of the term, I will use one unplugged computational thinking activity with my class every fortnight.
I will introduce simple coding activities using age-appropriate resources and record pupils’ learning through photographs and observations.
I will share successful activities and resources with colleagues during our School Self-Evaluation process. -
For this reflection, I have chosen to focus on the Digital Learning Framework: Domain 3- Teachers’ Individual Practice. A key strength in my current practice is my ability to integrate a range of digital technologies to design meaningful learning and assessment activities for pupils. For example, during my 3rd Class placement last year, I used Microsoft Copilot during literacy lessons to support idea generation in narrative writing. This approach empowered pupils to take ownership of their learning and develop unique, creative stories, while also building their digital confidence.
An area I would like to further develop is using digital technologies to make assessment more clear, accessible and transparent for parents, enabling them to make informed decisions about their child’s learning. To strengthen this aspect of my practice, I plan to collaborate with my colleagues to share effective strategies, engage in additional CPD courses focused on digital assessment, and explore digital platforms such as ClassDojo or Aladdin to communicate pupil progress more effectively. These tools would support clearer reporting, enhance home school communication, and ensure parents have a deeper understanding of their child’s learning journey.
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Having read the LAOS 22 framework I think focusing on pupils engaging purposefully in meaningful learning activities would be of huge benefit in my classroom next year. Currently my pupils in the senior room in our school (4th-6th class) show a wide range of digital skills as would be expected for the range of classes in the room. My pupils have a very good range of digital skills by the time they reach 6th class which I build on each year.
I think I need to focus more explicitly on making sure the tasks given are meaningful and that they have a specific purpose. This targeted approach to their learning along with pupils engaging as active agents in their learning will definitely give my students the opportunities to engage and reflect on their learning at the level they are at. Teaching 4th- 6th means I have to tailor expectations for the different classes.Currently my students use Google classroom to engage with research and respond to tasks using Google Docs, create Powerpoints and it also allows for the easy sharing of work and collaborating on projects. I used to use digital portfolios and get the children to respond to assessments and tasks digitally. This is something I feel needs to be reintroduced in my classroom again in line with the revised curriculum. It would allow “Pupils reflect on their progress as learners and develop a sense of ownership of and responsibility for their learning”.
To do this I could reintroduce digital portfolios for STEAM areas, set targets and time for feedback and review. This will also be a huge help in informing my own teaching.-
I really like how you identified the importance of making digital learning activities purposeful rather than just using technology for the sake of it. It really links with the revised curriculum’s emphasis on meaningful learning experiences. I also liked reading about your use of Google Classroom and collaborative projects. Like yourself, I have spent the last number of years teaching senior classes, so I could really relate to what you said about building pupils’ digital skills over time.
Reintroducing digital portfolios feels like a very realistic action because it is something you have already used successfully in the past. We use the Seesaw app in our school as a digital portfolio, and I think it gives pupils a great opportunity to reflect on their learning and take ownership of their progress. It is something I would like to make more use of myself alongside developing computational thinking and unplugged activities next year.
One thing I would be interested to know is how you might adapt the digital portfolios for the different class levels in your multi-grade classroom. It would be interesting to see how pupils in Fourth, Fifth and Sixth Class engage with them in different ways.
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Hi Aoife,
I really enjoyed reading your reflection. I agree that making learning activities purposeful is key to ensuring digital technology has a meaningful impact rather than simply being an add-on.
I particularly like your idea of reintroducing digital portfolios. They provide an excellent opportunity for pupils to reflect on their learning, celebrate their progress, and take greater ownership of their work.
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I really enjoyed reading your reflection. One of the strengths of your post is that you clearly recognise the importance of making digital learning purposeful rather than simply using technology for its own sake. Your experience of teaching a range of age groups also shows that you are carefully considering the different needs of your pupils.
I think your action to reintroduce digital portfolios is particularly realistic and well focused. It builds on something you have already used successfully, so it should be manageable to implement while giving pupils regular opportunities to reflect on their learning and take greater ownership of their progress.
One suggestion would be to include a simple reflection prompt after each portfolio entry, such as “What computational thinking skill did I use today?” or “What would I do differently next time?” This could strengthen links with activities while also providing valuable evidence for your School Self-Evaluation process.
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Digital Learning Framework – Teaching and Learning
One strength in my current practice is that I provide pupils with a wide range of opportunities to engage with digital technologies. In my last five years in Sixth Class, I have been eager about teaching and engaging with coding, encouraging pupils to critically evaluate the reliability of online sources when researching, and have begun exploring age-appropriate uses of AI to develop digital literacy, critical thinking and responsible use of technology.
One area I would like to develop is my teaching of computational thinking through unplugged learning experiences. Reflecting on this module, I realise that I often move quickly to digital tools and coding activities. I would like to place greater emphasis on developing the underlying computational thinking skills of decomposition, pattern recognition, abstraction, algorithm design etc. before introducing technology. This will be particularly important as I move to Third Class next year, where pupils will really need to develop learning and the computational thinking skills through hands-on, reflective and also collaborative activities.
To develop my practice, I will: plan and teach at least one unplugged computational thinking activity every couple of weeks during the first term. I will teach and reinforce the elements of computational thinking during STEM and digital learning lessons. I will also use pupil observations and reflections to evaluate the effectiveness of these activities and adapt future planning to ensure the most effective practices to develop digital learning and particularly computational thinking.
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Hi Dean,
This is a really strong reflection. One clear strength is the range of digital learning experiences you already offer, from coding and evaluating online sources to age-appropriate AI. This gives your Sixth Class pupils a really rich digital learning experience and shows that you are thinking about critical use.
Your area for development also shows great self-awareness. Recognising that you sometimes move quickly to the digital tools and wanting to focus on the thinking skills first is a really positive shift. This will be especially important as you move to Third Class where those foundations really matter.
Your plan to introduce an unplugged activity every few weeks during the first term feels realistic and manageable. Starting with these activities will help the children build their computational thinking skills before using the technology.
One question to consider is whether it might help to focus on one computational thinking process at a time when observing the pupils, such as pattern recognition. This could make it easier to see how the skill develops across the term and give you clearer evidence for SSE.
Looking forward to seeing how you get on with the rest of the course. 🙂
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I have chosen to reflect on the Digital Learning Framework focus of Learner Experiences.
One strength in my current practice is using digital technology to enhance pupil engagement rather than simply replacing traditional activities. I have factored iPads in to our Integrated Learning through Play time where we are developing a theme using a wide range of experiences, including digitally. In my classroom, I regularly use interactive resources, visual supports and digital storytelling to reinforce learning. I also encourage children to use technology creatively, for example by recording their learning or sharing their work on Seesaw with their families. I find this strengthens home-school communication and gives children a real sense of pride in their learning.
Currently, in this area, I would tend to model the use of Seesaw. However, an area I would like to develop is providing more opportunities for children to use Seesaw as creators rather than consumers. Even at infant level, there is scope for pupils to have greater ownership of digital learning through photography, audio recordings and simple digital projects.
To support this, I will:
* Plan at least one pupil-created digital activity within each theme using Seesaw on the iPads.
* Introduce more opportunities for children to reflect on and explain their learning through voice recordings and photographs.
* Work with colleagues to share effective digital learning practices and identify resources that support the redevelopment of the Primary Curriculum.As both a classroom teacher and a member of the school’s leadership team, I think it is important to model effective and purposeful use of digital technologies. Small, manageable changes in classroom practice can contribute to a culture of continuous improvement and support whole-school priorities identified through School Self-Evaluation.
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Hi Christine.
I think it is a great idea to promote the use of Seesaw as a creative tool as opposed to just consumers. Our school would be similar in this sense. It is mainly just used for homework which means we have access to an amazing tool, but it is so underused. It has such great potential for student use.
I think it is realistic to plan for just one activity per theme. I think a similar action would work in our school as it is not too overwhelming a task to ask of a teacher and they can do it in their year bands.
I think once these are saved and shared in the school library on Seesaw, they can be built upon in future years so that the children will have an increased number of creative activities to complete but the class teacher will have the majority already there to access.
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This module has been very interesting and caused me to reflect on my own practice. It has highlighted that digital technology can make learning more engaging when it is used with a clear purpose rather than simply using technology for its own sake.
A relevant focus from the Digital Learning Framework for me is Teaching and Learning – Learner Experiences, particularly creating opportunities for pupils to become more active and independent in their learning through the effective use of digital technologies.
One strength in my current practice is that I regularly use digital tools such as interactive quizzes and collaborative activities to increase pupil engagement and provide immediate feedback. These activities encourage participation from a wide range of learners and help me identify prior learning, misconceptions and overall learning quickly.
One area I would like to develop is providing more opportunities for pupils to build computational thinking and problem-solving skills through the use of both digital and unplugged learning experiences.
To support this, I will:
• Complete a Dream Space unplugged activity with my class every fortnight to develop pupils’ computational thinking and collaboration skills.
• Use a digital self-assessment or reflection tool at the end of one lesson each week to encourage pupils to evaluate their own learning.
• Review pupil engagement and learning outcomes after six weeks through observations and pupil feedback to evaluate the impact of these strategies and identify areas for further improvement.
I hope that these actions will help create a more learner-centred classroom while developing pupils’ confidence, creativity, and digital competence in meaningful ways. -
One area of the Digital Learning Framework that stands out for me is Teaching and Learning, Teachers’ Individual Practice, particularly using digital technologies to enhance pupil engagement and provide meaningful feedback.
A strength in my current practice is that I regularly use digital tools such as interactive presentations, quizzes, and collaborative platforms to make lessons more engaging. I have found that these tools encourage greater participation and allow me to quickly check pupils’ understanding during lessons.
An area I would like to develop is using digital technology more effectively to provide personalised feedback that helps pupils reflect on and improve their learning.
To improve this aspect of my practice, I will introduce one digital formative assessment tool, such as Microsoft Forms or Google Forms, in at least one lesson each week during the next school term.-
Hi Nicola,
I really enjoyed reading your reflection. One of the strengths that stood out to me was how you are already using a variety of digital tools to increase pupil engagement and check understanding during lessons. It shows that digital technology is already an embedded part of your teaching practice rather than being used just for the sake of it.
I think your action of introducing Microsoft Forms or Google Forms in one lesson each week is very realistic and achievable. Starting with one lesson at a time will allow you to build confidence with the tool and evaluate its impact before expanding its use.
One suggestion I would make is to encourage pupils to reflect on the feedback they receive by including a short self-assessment or “next steps” question at the end of each form. This could provide valuable evidence for your School Self-Evaluation process while also helping pupils become more involved in their own learning.
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One area of the Digital Learning Framework that is particularly relevant to my practice is Teaching and Learning, specifically creating meaningful opportunities for pupils to develop digital skills through active, hands-on learning.
One strength in my current practice is the use of LEGO Education coding activities with 1st and 2nd class. We are lucky enough to have a class set of LEGO We Do. These lessons encourage pupils to work collaboratively, solve problems, and develop computational thinking skills in an engaging way. I have found that the practical nature of LEGO coding motivates pupils of all abilities and helps build confidence in using technology to create and test solutions rather than simply consuming digital content.
An area I would like to develop further is using digital tools to assess and track pupils’ progress in coding and computational thinking. At present, I rely mainly on teacher observation, but I would like to gather more structured evidence of learning and use this to inform future planning.
To achieve this, I plan to:
- Use the Digital Learning Framework to review my current coding lessons against the relevant statements for Teaching and Learning by the end of this term.
- Introduce a simple digital assessment tool or pupil reflection activity after coding lessons to record progress and identify next steps.
- Share successful LEGO coding activities and assessment strategies with colleagues during a staff meeting to support whole-school School Self-Evaluation (SSE) in digital learning.
Using the tools and resources from Module 1 will help me reflect more effectively on my practice and provide evidence for our school’s SSE process. They will also support discussions with colleagues about strengths and areas for improvement, helping us to develop a more consistent approach to digital learning across the school.
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I really like how clearly you’ve identified the strength in your current practice. Your use of LEGO WeDo with younger classes stands out because it’s genuinely hands‑on and builds computational thinking in a way that feels playful rather than intimidating. It’s obvious that pupils are getting meaningful experience creating and testing solutions, which is exactly what the Digital Learning Framework emphasises.
One of your planned actions feels especially realistic: introducing a simple digital assessment or reflection tool after coding lessons. Because your pupils are already used to explaining their thinking during LEGO activities, adding a short digital reflection—maybe a quick Seesaw voice note or a two‑question Form—should slot in smoothly without disrupting the lesson flow.
A practical question to consider is: how might you involve pupils in co‑creating the success criteria for their coding tasks? Even a short discussion could help them recognise what “progress” looks like and make your assessment evidence richer.
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I’ve been thinking about the Looking at Our School 2022 focus on Teachers’ Individual Practice, especially how we make learning visible. One strength in my current 4th‑class practice is that I already use plenty of hands‑on, discussion‑based problem‑solving tasks. The Dream Space material reminded me that “unplugged does not mean less rigorous,” and I see this every time my class works through a sequencing or pattern‑spotting activity. They enjoy it, and it builds confidence before we ever touch a device.
An area I’d like to develop is gathering clearer evidence of pupils’ computational thinking. The document emphasises observation, questioning and simple documentation, and I know I could be more intentional about capturing those moments.
My specific actions are:
From September, I’ll run one unplugged computational‑thinking activity each week and collect short pupil reflections.
By October, I’ll use a simple checklist during problem‑solving tasks to note decomposition, debugging or pattern recognition.
Before Halloween, I’ll introduce a paired “explain your strategy” routine and record brief audio notes to help track progress. -
I will be looking at the ‘Learner Experiences’ from the Digital Framework from a whole school development point of view. I find we have access to quite a variety of resources in our school including iPads, laptops, lego coding kits, Beebots. The iPads and laptops are well used in the senior end of the school for researching projects, creating powerpoints, typing up work and playing educational games. But they are not used much in the Junior end of the school and the lego coding kits/Beebots are used very little.
In my role as one of the IT coordinators, I would like to improve this by extending the use of digital technology to junior classes, as well as refine our use throughout the school. A survey of staff will give us a baseline of where we currently are and ideas that can be shared between the staff. It will be important to ensure everybody understands that digital technology is not an additional lesson but used as a support to other curricular areas.
By the end of term 1, I will introduce the senior teaching staff to the process of computational thinking introduced in this module, including examples of its use in different curricular areas. We will develop a resource guided by this module to support teachers and students to use the process in their lessons, put it to use, and then feedback to the group.
By the end of term 1, I will introduce the use of unplugged activities as an introduction to technology, to all junior classroom teachers, and provide sample activities that the teachers can try based on Module 1. We will regroup after 4 weeks to feedback on our lessons and the children’s experience. -
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One strength in my current practice is that I regularly integrate digital technologies into my teaching in meaningful ways. As a primary school teacher, I use tools such as Minecraft Education, Scratch, Book Creator, Kahoot, and Chromebooks to promote engagement, creativity, and collaboration. These tools have been especially effective in supporting pupils with additional learning needs, helping them to demonstrate their understanding in different ways and build confidence.
An area I would like to develop is increasing the opportunities for pupils to take greater ownership of their learning through digital technologies. While I use a range of digital resources, I would like students to have more choice in selecting the tools they use and to engage more frequently in self-assessment and peer feedback using digital platforms.
To support this goal, I will:
Introduce at least one student-led digital project each month, where pupils choose the digital tool they use to present their learning.
Use digital self-assessment or peer-feedback tools (such as Microsoft Forms or Book Creator reflections) in at least one lesson each week.
Review pupil engagement and gather student feedback at the end of each term to evaluate the impact of these changes and inform my future planning.I believe these actions will help to develop greater learner agency while continuing to use digital technologies to enhance teaching and learning in an inclusive and engaging way.
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One area of the Digital Learning Framework that I would like to focus on is developing pupils’ problem-solving and reflective skills through the effective use of digital technologies. While I use iPads regularly in my classroom, I have realised that I tend to use them mainly for research activities. The children have benefited greatly from this and, over the course of the year, I have seen a huge improvement in their ability to find reliable information and use AI appropriately. They are beginning to understand that AI is a useful tool to support their thinking rather than something that simply gives them the answers.
If I’m honest, I don’t feel that I am using digital technology to its full potential. I have a lot to learn myself and would like to become more confident in using digital tools to promote deeper thinking and pupil reflection. I am also keen to include more unplugged activities, as I have found that some of the best learning happens when pupils are discussing ideas, making mistakes and working together to solve problems.An area I would like to develop is helping children to become more resilient learners who can evaluate their thinking and adapt their approach when faced with a challenge.
My specific, measurable actions are:
Incorporate at least one unplugged problem-solving activity each week that encourages pupils to think critically and re-evaluate their strategies.
Use Padlet once a month as a self-assessment tool to allow pupils to reflect on their learning and set goals.
Provide opportunities for pupils to explain how they have used AI or digital tools during research tasks and discuss what they found useful or challenging.
I hope that by making these small changes, I can help my pupils become more independent, reflective learners while continuing to develop my own digital teaching practice.
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Hi Miriam,
This was a lovely honest reflection. A real strength is the work you have already done around reliable information and AI. Helping children to see AI as something that supports their thinking without simply giving them answers is a big shift and it is great to hear how much they have developed in this area over the year.
Your area for development is a really thoughtful one too. Building resilience and encouraging children to evaluate and adapt their approach is where some of the deepest learning happens. Your instinct that much of this can take place away from screens is spot on.
Your plan to run one unplugged problem-solving activity each week feels realistic and manageable. It is small and consistent which is what will help it become part of the routine.
One question to help you focus. When pupils explain how they used AI or another digital tool, would it help to ask what they would do differently next time? This would move them beyond describing what they did and encourage deeper reflection on their learning.
Looking forward to seeing how you get on with the rest of the course. 🙂
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Using the LAOS framework, particularly the domains of Learner Outcomes and Learner Experiences, I can identify both strengths and areas for development in my teaching practice.
A strength of my practice is the way I use technology to support learning across the curriculum. For example, I regularly use interactive quizzes and games through platforms such as Kahoot! to check pupils’ understanding and increase engagement. I also encourage pupils to use digital tools to create presentations. These activities promote collaboration and creativity.
One area I would like to improve is my use of computational thinking across everyday lessons. Before completing this module, I tended to associate coding with using devices, but I now understand that computational thinking can be developed through practical, hands-on activities that do not require technology. This is an area I would like to explore further as I believe it will help pupils develop valuable problem-solving and logical thinking skills.
My next step is to review how digital technologies are currently used in my classroom and identify opportunities to incorporate more computational thinking activities. I plan to begin by introducing a simple activity that encourages pupils to work together to solve a problem using sequencing and logical thinking. I will evaluate the lesson through observation, questioning and pupil discussion to assess their understanding and use this information to guide my future planning.
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I enjoyed reading your reflection. A particular strength is how you have honestly identified your growing understanding of computational thinking and recognised that it extends beyond coding and digital devices. This shows a willingness to reflect on your practice and adapt your teaching to better support pupils’ learning.
Your action to introduce a simple sequencing and logical thinking activity before evaluating it through observation, questioning and pupil discussion feels both realistic and well focused. Starting with one manageable activity will allow you to build confidence while gathering meaningful evidence of pupil engagement and understanding before expanding computational thinking across the curriculum.
One suggestion would be to consider linking your computational thinking activity to an existing topic, such as maths, literacy or Aistear. This could make it easier to integrate into your fortnightly planning and help pupils see that computational thinking is a skill they use across many areas of learning.
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Digital Learning Framework Focus: Teaching and Learning: Learners’ Experiences, with a focus on developing pupils’ computational thinking through playful learning as I teach in the lower classes (Junior/Senior Infants last year and 1st Class this coming year)
One strength in my practice is that I already provide opportunities for pupils to develop computational thinking through unplugged activities. During Aistear, maths and oral language, children engage in sequencing, pattern recognition, problem-solving and giving simple instructions. Activities such as sequencing stories, building from plans and following routes encourage logical thinking and collaboration.
An area I would like to develop is making computational thinking more explicit across the curriculum. While these skills are already embedded in my teaching, I would like pupils to recognise when they are using sequencing, decomposition, debugging and algorithmic thinking.
To achieve this, I will:
Plan one computational thinking activity each week linked to literacy, maths or Aistear and identify the specific computational thinking skill being developed.
Use Bee-Bots or similar programmable toys at least twice per month to develop sequencing and debugging skills.
Record pupil progress at least twice a term using observation checklists and photographs to monitor development and inform future planning.
These actions will help pupils become more confident, creative and logical problem-solvers. -
One strength in my current practice is that I regularly use digital technology to support teaching and learning in school. I find that interactive resources help to keep the children interested and involved in lessons. I also try to give the children opportunities to work together and use technology safely and confidently.
One area I would like to develop is giving the children more chances to use technology to create and solve problems, rather than just using it to complete activities. I would like to build more computational thinking into everyday lessons through simple coding, sequencing and problem-solving tasks.
To help me do this, I plan to:
Include one computational thinking activity each month.
Use a simple coding or digital creation activity at least once each term.
Keep examples of the children’s digital work and take time to reflect on what worked well and what I could improve as part of our School Self-Evaluation.
I feel these small steps will help to build confidence in using digital technologies and give the children more opportunities to develop their creativity, problem-solving and digital skills in a fun and meaningful way.-
This was a lovely reflection and very realistic. Using the Digital learning framework your natural integration of digital technology in STEM lessons keeps learning engaging and authentic. Expanding computational thinking across Maths, Gaeilge, English, and SESE will help students apply it as a core way of thinking, and your plan for fortnightly cross-curricular lessons paired with monthly reflections is both realistic and sustainable.
To sharpen your reflections and gather clear evidence for SSE, I might consider tracking one specific computational thinking process—such as pattern recognition or decomposition—each month to monitor its development over the term and then make a plan from this data.
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Digital Learning Framework – Teaching and Learning: 2.2.
One strength in my current practice is that I provide pupils with opportunities to use digital technologies as a means to respectfully communicate, collaborate, and co-create knowledge. Throughout the year, particularly in the SESE subjects, pupils have researched and created projects as well as delving into the area of animation.
One area I would like to develop is a more conscious, explicit use of unplugged activities. While I can reflect on past examples of such activities, it is only following this module that I realise the opportunities there are to pull apart and focus on specific processes of computational thinking.
My actions for this year are:
1. Monthly focus on one particular process of computational thinking, i.e. – decomposition, pattern recognition, abstraction, algorithm design etc. before introducing technology.
2. Conditional thinking as an unplugged activity before moving to technology to code. I found the ‘Design a Boardgame’ episode really clear in explaining conditional thinking. It inspired me to plan a 2 week set of lessons, starting with playing familiar boardgames, explicitly outlining conditional thinking with the very useful phrase, ‘If…then…’, and asking the children to identify conditions in the boardgames they have just played. Week 2 would then involve the groupwork task of designing the boardgame, followed by testing, including peer testing and feedback, before making improvements and reflecting on a chosen process.
3. Be brave and move to coding. I have basic experience with Scratch but I avoided it this year, lacking the confidence. Following this course it is my intention to feel more confident at leading my 3rd & 4th class in transferring their computational thinking skills to technology. -
Chosen Digital Learning Framework:
The Digital Learning Framework (DLF), which supports effective integration of technology into teaching and learning.One strength in your current practice:
I actively encourage the use of digital technology in the classroom by incorporating interactive tools like coding platforms and educational apps that engage students and enhance their learning experiences.One area you would like to develop:
I would like to improve my ability to integrate digital technology seamlessly across multiple subjects, balancing the demands of teaching a broad primary curriculum while making technology use meaningful and manageable.Challenges:
It is often difficult to fully utilize digital technology given the wide range of subjects required in primary schools. Time constraints and curriculum demands can limit opportunities for in-depth technology integration, making it a challenge to cover all areas while ensuring quality digital learning.Two or three specific, measurable actions:
Plan and deliver interdisciplinary lessons that integrate digital technology with at least two subject areas each term to maximize time and relevance.
Set aside dedicated weekly time slots for digital activities to build consistency and routine in technology use.
Participate in professional learning communities or workshops focused on efficient digital integration strategies to better manage curriculum demands.
Through these actions, I aim to foster a classroom environment where digital technology supports learning across subjects, empowering students with essential 21st-century skills despite the challenges of a busy curriculum-
Hi Elizabeth,
This is a lovely reflection. A clear strength is how actively you already use digital tools from coding platforms to educational apps. It is also clear that you choose them because they support and engage the children.
Your honesty about the challenge is relatable too. Balancing a broad primary curriculum with finding time for meaningful digital learning is something every teacher experiences, so recognising it is an important first step.
Your plan to create interdisciplinary lessons linking technology with two subjects each term feels realistic and manageable.
One question to help you focus. When you set aside those weekly slots for digital activities, would it help to keep a quick note of what worked well and what you might change next time? This would build a simple record across the term and give you useful evidence for SSE.
Looking forward to seeing how you get on with the rest of the course. 🙂
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One strength in my current practice is the use of digital technology to support assessment. In the junior classes, we use Seesaw to document children’s learning, share work with parents, and provide timely feedback, although it has to be very teacher led at this age group. Across the school, 3rd class up we use Google Classroom for project work in SESE and to facilitate self-assessment in some areas e.g. Literacy
An area I would like to develop further is the use of unplugged STEAM activities alongside digital technologies. In many cases, I naturally jump straight to using digital devices when planning STEAM lessons. However, unplugged activities can be just as valuable in developing computational thinking, creativity, collaboration and problem-solving skills. For example, the design challenge such as “Design and create a simple desk organiser for a younger pupil” would encourage my senior pupils to apply the engineering design process by identifying a need, planning, creating a prototype, testing their ideas and refining their design. Activities like this promote hands-on learning while allowing pupils to focus on the design-thinking process before introducing digital tools where appropriate.
To support this goal, I plan to take the following specific and measurable actions: Plan and implement at least one unplugged STEAM design challenge each month with my senior class.
Incorporate the Computational Thinking Process into all unplugged STEAM activities and encourage pupils to reflect on each stage of the process.
Gather pupil feedback at the end of each STEAM unit through a short reflection (which can incorporate Google Classroom) to evaluate the impact of unplugged activities on their engagement, creativity and problem-solving skills. -
My students act as active agents in their learning when I provide opportunities for them to engage purposefully, respond in varied ways, and participate in meaningful discussions that inform my teaching. This directly aligns with the Looking at Our School LAOS 2022 standards for Learner Experiences, specifically the criterion where pupils are actively involved in the learning process rather than being passive recipients of information.
A key strength in my practice is meeting diverse pupil needs through targeted differentiation and adaptive teaching. Moving forward, my primary goal is balancing play with productivity to embed the revised curriculum effectively. To support this, I will explicitly integrate computational thinking language into our existing unplugged activities, backed by a dedicated STEAM display and word wall to reinforce visual learning.
By reframing my thinking and the language I use pupils are exposed to the computational thinking language through many unplugged activities that we already currently do.
I will execute two targeted actions over the coming term: (1) Deliver one weekly unplugged activity that explicitly incorporates core computational thinking vocabulary measuring progress through pre- and post-lesson pupil vocabulary checks; and (2) Design and install a dedicated interactive STEAM word wall by evaluating its efficacy by tracking pupil self-referencing of terms during independent and group tasks. -
I’m going to focus on the Digital Learning Framework, particularly Teachers’ Individual Practice —
My current practice, I think one thing I do well is using a good mix of digital tools to keep pupils engaged and to differentiate. Like most teachers, I use a variety of online teaching aids Kahoot for quick quizzes and revision, Wordwall for revision, Padlets, Splash Learn for maths, and online comprehension tools in English that automatically level texts for each child.However, If I’m being honest I think I’ve so much to learn. there’s a lot I still want to learn, particularly around using digital tools to deepen pupils’ thinking and reflection. At the same time, I want to bring in more unplugged activities, since some of the richest learning happens when pupils are discussing, making mistakes, and problem-solving together.
My aim is to include one unplugged design thinking activity that focuses on explicitly teaching and displaying the language of the engineering design process such as the suggested “design and create a desk organiser for a younger pupil,” pupils use this vocabulary unprompted in written or verbal reflections, tracked via a simple checklist or exit-ticket over the year.
Once a month, let pupils choose which digital tool would help them revise best (e.g. Kahoot vs a video) and get them to explain why — just to build up their own decision-making around this.
Get the children to use a simple online tool such as google classroom to respond to their learning.
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Hi Sinead,
This is a lovely honest reflection. A clear strength is the range of tools you use and the way you draw on them to support differentiation as well as engagement. Adapting comprehension texts to suit each child is a lovely example of technology quietly making something possible that would be very difficult to manage otherwise.
Your area for development is a really thoughtful choice too. Your instinct that some of the richest learning can happen when pupils are discussing, making mistakes and problem-solving together.
I really like your action around design thinking. Explicitly teaching the language of the engineering design process, then tracking whether pupils begin to use it independently, is a clever and concrete way to measure learning that can often stay invisible.
One question to help you focus. Would it help to choose two or three key words to listen for at first, such as prototype, improve and test? This would keep your checklist manageable and help you see how confidently pupils use the language across the year.
Looking forward to seeing how you get on with the rest of the course. 🙂
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I completely agree with your point about balancing digital tools with unplugged activities—some of the best problem-solving and critical thinking happen when pupils are collaborating and discussing ideas face-to-face.
I love your idea of combining an unplugged design thinking activity with digital reflection, as well as letting pupils choose their preferred digital revision tools to build agency. It’s a fantastic, balanced approach to the Digital Learning Framework.
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Strength: When planning out my lessons, I try my best to find and use a variety of different teaching approaches and create lessons where the pupils are active within their learning. Lessons are thematic across a number of different subjects throughout the week and are based over a number of weeks in order to provide pupils with the opportunity to fully develop their understanding. One such example of this would be where the class explored habitats in science this year. In pairs they chose a particular animal and over the course of four weeks, they created a habitat on a shoebox of that animal. The project incorporated other subject areas such as art, maths and English. The class used iPads to research information based on their animals exploring their habitats, create reports and learn how to draw and/or create their animals and their habitats out of different materials.
Area of development: My area of development focuses on the standard in the LAOS document Pupils enjoy their learning, are motivated to learn and expect to achieve as learners. While I aim for a high level of engagement through the content and focus of the lessons, one of the main stumbling blocks I find for some of my pupils is the ability to work collaboratively which in turn impacts on their engagement, enjoyment and achievement with the activities. Personality clashes often impede some pupils’ ability to develop their collaborative skills. Some pupils try to dominate the group while others are happy to sit back while others do the majority of the work. This does not occur among all pupils, however it does occur with a select few which in turn has an effect on the work of the whole group.
Action 1: Aim to create a focus among the pupils’ on their own learning and contribution. Place a focus on teaching the core elements of computational thinking. Explicitly teach each core component through unplugged activities. Complete the activities independently or pair groupings so the focus remains on their development of their computational skills. Once the skills are explicitly taught and learned the focus will remain on them as the pupils begin to work in groups.
Action 2: Use google forms at the end of activities to get the pupils to self assess their own contribution and learning during the activities.
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For my reflection, I have chosen the Digital Learning Framework focus on Learner Experiences, particularly enabling pupils to become active participants in their own learning through purposeful use of digital technologies.
One strength in my current practice is that I regularly use digital technology to enhance teaching and learning. Pupils use Chromebooks and Google Classroom to access resources, complete assigned work, collaborate with classmates and present their learning in different ways. I have found that these tools increase engagement and help pupils develop confidence in using technology across the curriculum.
An area I would like to develop is the integration of computational thinking into everyday classroom learning. Following Module 1, I can see the potential of the Microsoft Dream Space Brain Bytes activities to develop pupils’ problem-solving, pattern recognition, decomposition and logical thinking skills. Rather than viewing computational thinking as something linked only to coding, I would like to use the Brain Bytes activities to support learning across a range of subjects.
My action plan for next year is to:
* Introduce one Microsoft Dream Space Brain Bytes activity every fortnight and encourage pupils to reflect on the computational thinking skills they used/developed.
* Include at least one unplugged or Brain Bytes computational thinking activity within a cross-curricular unit each month.
* Use evidence from pupil reflections, work samples and teacher observations as part of our School Self-Evaluation (SSE) process to evaluate the impact of these activities on pupil engagement and problem-solving.I believe these actions are achievable and measurable. They will help me embed computational thinking more intentionally while also providing valuable evidence to support our school’s Digital Learning Framework and School Self-Evaluation priorities.
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Hi Niamh, it’s super that your pupils are so familiar with the use of Chromebooks and Google Classroom to access assigned work and they are given the opportunity to present their work in many different ways allowing differentiation. The Brain Bytes are a great plan to introduce and I agree with you that it will develop their computational thinking and saying you will do it every fortnight makes it manageable. Could they then use Google classroom to self assess their work by using a self assessment grid that would be assigned to them on Google classroom and it would be there as record for you also?
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Hi Niamh,
<p class=”isSelectedEnd”>I really liked your focus on developing computational thinking across different subjects rather than just linking it to coding. I think that’s a real strength in your reflection because it shows how these skills can be embedded naturally into everyday teaching.</p>
<p class=”isSelectedEnd”>I also think your plan to introduce one Brain Bytes activity every fortnight is very realistic. It’s a manageable goal that can easily become part of your classroom routine without feeling overwhelming, while still giving pupils regular opportunities to develop their problem-solving and logical thinking skills.</p>
One suggestion I have is to keep a simple record of which activities work best and how pupils respond to them. This could make it easier to build on successful activities in the future and provide useful evidence for your School Self-Evaluation process. Maybe asking pupils to complete a short reflection after each activity so you can track how their confidence and understanding develop over time?
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One strength in my current practice is the use of digital technology to support assessment. In the junior classes, we use Seesaw to document children’s learning, share work with parents, and provide timely feedback, although it has to be very teacher led at this age group. Across the school, 3rd class up we use Google Classroom for project work in SESE and to facilitate self-assessment in some areas e.g. Literacy
An area I would like to develop further is the use of unplugged STEAM activities alongside digital technologies. In many cases, I naturally jump straight to using digital devices when planning STEAM lessons. However, unplugged activities can be just as valuable in developing computational thinking, creativity, collaboration and problem-solving skills. For example, the design challenge such as, “Design and create a simple desk organiser for a younger pupil” would encourage my senior pupils to apply the engineering design process by identifying a need, planning, creating a prototype, testing their ideas and refining their design. Activities like this promote hands-on learning while allowing pupils to focus on the design-thinking process before introducing digital tools where appropriate.
To support this goal, I plan to take the following specific and measurable actions: Plan and implement at least one unplugged STEAM design challenge each month with my senior class.
I would hope to incorporate the Computational Thinking Process into all unplugged STEAM activities and encourage pupils to reflect on each stage of the process.
Gather pupil feedback at the end of each STEAM unit through a short reflection (which can incorporate Google Classroom) to evaluate the impact of unplugged activities on their engagement, creativity and problem-solving skills. -
I think one of my strengths is using digital tools to keep pupils engaged. I regularly use interactive quizzes, collaborative activities and online research tasks in my 6th class, and the pupils enjoy using technology as part of their learning.
One area I’d like to develop is using technology in more meaningful ways, rather than just replacing paper-based activities. I’d like to give pupils more opportunities to be creative and reflect on their own learning.
To work on this, I plan to:
– Use one digital activity each week that focuses on creativity or problem-solving.
– Include a digital self-assessment or peer-assessment activity at least once a week.
– Reflect on how these strategies are working by getting feedback from my pupils and discussing ideas with a colleague.
I think these small changes will help me use digital technology more effectively to support teaching and learning.-
I really like how you have identified the difference between simply using technology and using it in a more meaningful way. I think your strength in keeping pupils engaged through quizzes and collaborative activities is a great starting point for developing this further. Your plan to include one creative or problem-solving digital activity each week also feels very realistic
I particularly like that you have included pupil feedback and discussion with a colleague. I’d love to see a flexible reflection sheet, that the students could use every time, to reduce my workload and at the same time give them the same structure.
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Hi Sarah,
This is a lovely clear reflection. A real strength is how comfortably you already use digital tools to engage your 6th Class from quizzes and collaborative tasks to research. That gives you a really strong foundation to build on.
Your area for development shows great self-awareness too. Recognising the difference between using technology to replace something on paper and using it to create new learning opportunities is an important shift. Moving pupils towards creating, problem-solving and reflecting is where the deeper learning can really happen.
Your plan to include one creativity or problem-solving activity each week feels realistic and manageable. Pairing this with regular self or peer assessment is a lovely combination too as pupils are not only creating something but also learning to look critically at their own work.
One question to help you focus. When pupils complete that self or peer assessment, would it help to use one consistent prompt such as “What would you improve next time?” This could make their reflections easier to compare across the term.
Looking forward to seeing how you get on with the rest of the course. 🙂
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The digital learning framework focus I have chosen centers on empowering pupils to reflect on their own learning progress and foster independence. In 6th class, building this autonomy is crucial as students prepare for the transition to post-primary school and take greater responsibility for their education.
In my current practice, a key strength is incorporating platforms like Padlet and Mentimeter, allowing students to share thoughts, showcase project research, and complete quick check-ins. My 6th class particularly enjoys using interactive quizzes to demonstrate understanding in a collaborative, engaging way.
An area I would like to develop further is guiding pupils to set individual, actionable learning targets using digital learning logs, moving beyond quick check-ins toward deeper self-evaluation.
My three actions would be:
Introduce a bi-weekly digital learning journal where pupils set and track personal academic goals.
Implement regular digital exit tickets to gather meaningful student feedback at the end of key units.
Dedicate regular monthly time for pupils to review their digital portfolios and evaluate their overall growth.
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I feel that our school is particularly strong in the first area of the Digital Learning Framework – Learner Outcomes. Our students are generally confident and comfortable using digital technology to support their learning. They use a range of digital tools to research information, collaborate with others, create content and present their learning. Digital technology has become a natural part of classroom practice, and students are encouraged to use it in meaningful and responsible ways.
I feel that our main area for development is the second area- Teachers’ Individual Practice. While many teachers are confident using technology, there is some variation in how effectively and consistently it is used to enhance teaching and learning. We could benefit from more opportunities for professional development, sharing good practice and exploring new digital tools. Developing teachers’ confidence and skills would help us to use technology more purposefully and ensure that it has a greater impact on student learning.
Our measurable actions would be having each teacher complete an online course to improve their confidence and asking each teacher to share one idea or program which has worked well for them with other teachers in the school.
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Nicola,
I would agree that there are definitely inconsistencies in teachers’ individual practice. As a teacher myself I sometimes feel overwhelmed by the advancements in technology and sometimes feel that a certain knowledge and experience of technology is nearly expected of me and other teachers who started out with one solitary desktop in the back of the classroom. I would welcome the sharing of good practice and exploring new digital tools in our staffroom. A professional development course in technology that could be completed across the school would help as it would benefit all to discuss the content, to trial it in the classroom and feedback to all what worked or didn’t work in the classroom. It would also help to have some peer teaching among the teachers themselves. I would be hopeful after this course I would have some new ideas to use in the classroom and share with my colleagues.
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One area of the Digital Learning Framework that stood out to me was Computational Thinking (CT). As a primary teacher, I realised that I already use several elements of CT in my teaching, even though I would not necessarily have described them using that terminology before this module. I particularly enjoy using games and situations from the everyday lives of my pupils to make abstract concepts easier to understand. I feel this is one of my strengths, as it helps pupils connect new ideas to something familiar and meaningful.
An area I would like to develop is having a more structured approach to digital learning, so that the learning does not disappear once the lesson is finished. I would like pupils to be able to revisit examples, instructions or resources independently. A lot of our students are struggling with regular attendance, and I feel it to be unfair for them missing out on our content at school.
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For my reflection, I’m focusing on Learner Experiences, specifically regarding how students use digital technologies to reflect on their learning and engage in collaborative work. Strength in Current Practice: I regularly integrate digital tools like Google Slides and Kahoot to assess student understanding and gather feedback. This has made formative assessment much more interactive, keeping pupils engaged and giving me clear data to adapt my lessons. Area to Develop: While I use technology well to deliver content and assess learning, I want to transition from teacher-led digital instruction to student-led creation. Currently, students are mostly passive consumers of digital content rather than active digital creators or collaborative problem-solvers. Action Plan: To address this, I will aim to assess and gather feedbck through e-Portfolios: students will create digital portfolios (using Padlet/Google Sites), requiring students to select, upload an image, or write a brief reflection on two pieces of work per month. I will also aim to start STEAM lessons with unplugged activities. As mentioned previously, I have been guilty of jumping straight to technology rather than building knowledge and computational thinking.
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In the coming year I would like to focus on the Digital Learning Framework and strengthening my own response to this area in the classroom. It is important not just to use technology as a fun starter or early finisher task but to really incorporate and embed it into the teaching and learning within the classroom.
I am lucky to be in a school that has interactive whiteboards in every class, as well as a full class set of iPads that can be monitored by the teacher and also a few laptops in each classroom. Whilst we do already use them quite frequently in day to day classes, I wish to take that even further in the coming year.
I love the concept of computational thinking and I can see how that would appeal to children in today’s world who are more and more in tune with technology. I like the ideas of sequencing and checking for bugs and see how this process could be applied to other areas. We are always telling children to check over their work and now they can see what would happen if they don’t. In a way that is real and tangible for them.
I also hope to encourage children to become more responsible online global citizens and ensure they are safe online. I think this should always be the starting point and most basic lesson before carrying out any other lessons online and it is something I try to do with every class I teach. Education is power.
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One strength in my current practice:
Instead of me spoon-feeding my pupils, I prefer to introduce a topic briefly, then task the boys with researching the information for themselves – depending on the topic, they can note-take, use a word document or create a brief presentation. This is done in groups/pairs or individually, depending on the outcome I am looking for. I have also tried jigsaw teaching where each group delves deeper into their topic, then teach each other in small groups with an ‘expert’ from each topic. Feedback is usually via 2 stars and a wish, by pupils and/or myself.
Sometimes we brainstorm questions first, then cluster the similar questions for research.
Emphasis is always on the source of the information. Each year, I used to ask my pupils to research the Tree Octopus – this was a great lesson on fake websites, however, this year my lesson was scuppered at the very start – ai informed the pupils that this was a fake website. We still had the discussion, but I felt that some of the impact had been lost…
One area I would like to develop:
I would like to broaden my use of digital technologies throughout the subjects, without losing the traditional forms of learning as well. I find it easy to bring tech into science, history, geography, English and Irish, but PE, music, and the arts is more of a challenge, and I find that I am less likely to use technology in these areas, if at all.
Two or three specific, measurable actions:
At the start of the year, brainstorm with the pupils as to how they envisage tech being used in the above subjects or beyond what they are already used to.
At least once a month, present a lesson where the children use Digital Technology to support and stretch their learning in P.E., Music, Drama, or Art.
Collect feedback on these lessons from the pupils – to inform and guide future lessons.
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Hi Rachel,
I was not familiar with the tree octopus, what a pity it’s now debunked before the kids even start. Your approach seems both educational and engaging and has inspired me to try jigsaw teaching again.
I think your goal of a monthly lesson with Digital technologies to support PE, Music, Drama or Art is very realistic and achievable. There are a lot of resources out there and a quick search can yield a lot. You can also use basics like Paint for children to explore particular styles in Art. Feedback from the pupils is also hugely helpful for future planning.
Try Chrome Music Lab – Rhythm for music, it is a fun way of composing and very child friendly.
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One strength in my current practice is my regular use of Ipads to facilitate learner experiences. I have a large mixed class of 1st and 2nd class. There are a lot of really great literacy and numeracy resources which allow the children to practice what we are working on in class independently and at their own pace. The math resources are particularly good for practicing math problems involving reasoning and practical math like time and money. In my experience these resources are far more effective than math books and copies for these areas. I have also used ICT resources to explore and create art and music.
Although I do use digital resources with puzzles and logic activities I have left the children work independently on them. I haven’t worked on them at a whole class level. Reading the breakdown of Computational Thinking skills and watching the Dreamspace tutorials I realised that I could work on some of these puzzles and challenges at a whole class level, promoting discussion and opportunities to use the new STEM vocabulary, explore problem solving attempts, strategies and predicting outcomes. As part of questioning and reflecting the children could work in pairs on a puzzle and then describe what actions they took, what worked or didn’t work and how they solved the puzzle. I feel that I could focus on the steps and vocabulary involved in computation thinking more. -
Looking at the Digital Learning Framework focus of teacher collective/collaborative practice an area of strength is my engagement with professional development as I am conscious that technology moves fast and I no longer embrace the latest advances in my personal life but am keen to keep abreast of technological advances to keep relevant in education.
I would like to further develop the standard of “Teachers contribute to building whole- staff capacity by sharing their expertise” as there is huge knowledge in my school but a gap between those who enjoy and are interested in technology and those who are still wary of it. We have good resources in our school and while they are heavily used, there is capacity to ensure more even use across the school with associated skill building.
To support this, the actions I will take this term are
1. To designate a fixed bi-weekly clinic for teachers to come together and share knowledge and resources, provide peer support or troubleshoot issues to help support their teaching and the learning in their classes.
2. Create a resource bank on our school Teams where teachers can share and access resources.-
Hi Sinead,
I really liked your point about the gap between colleagues who are confident with technology and those who are more hesitant. A strength of your reflection is that you recognise the value of the knowledge already within your school and want to use this to support others.
I think the bi-weekly technology clinic is a realistic action. Having a regular time for staff to share ideas, ask questions and troubleshoot problems makes it practical and easy to access, rather than adding another formal CPD commitment.
One suggestion would be to keep a simple list of the topics discussed at each clinic, which could then help build your Teams resource bank. You could also ask staff at the end of the term: Has the clinic increased your confidence in using technology in your teaching? This would give you a simple way to measure its impact.
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I chose the following statement from Domain 3, Teachers’ Individual Practice:
‘Teachers use appropriate digital technologies and teaching strategies to enable the development of pupils’ literacy and numeracy skills across the curriculum’.
I believe that this is done well in our school. Teachers have completed CPD to upskill and keep abreast of changes in digital technologies and some have completed courses on the use of AI in teaching and planning.
What also works very well for us is peer mentoring during literacy, numeracy and coding initiatives.In my context I would like to develop assessment practices using digital tech. I would like to make it more accessible for all and take the focus off assessing the end result and focus more, as was suggested in module 1, on one process eg the language used explaining choices or, the language used in describing the sequence of instructions.
This could be assessed through voice recordings on vocaroo, voice memos and photographs. Assessing the one process in this fashion should be accessible for all students and equally as importantly, accessible for the tech abilities of all teachers. -
A relevant area of the Digital Learning Framework that connects with my current practice is fostering a commitment to inclusion, equality of opportunity and the holistic development of each pupil.
One strength in my current practice is that I am comfortable using a range of digital tools to support learning and communication. I recognise that technology can provide valuable opportunities for pupils to work more independently and can help remove barriers to learning. I am particularly interested in how Assistive Technology can be used to support individual pupil needs and promote greater inclusion.
An area I would like to develop is my use of Assistive Technology. I would like to build my knowledge of the range of AT tools available and become more confident in selecting the most appropriate supports for individual pupils. I would also like to share this knowledge with colleagues to help build confidence in using AT across the school.
To support this development, I will:
- Trial at least three new AT tools or features over the next term and evaluate their impact on pupil learning and independence.
- Share one practical AT tip, strategy or resource with colleagues each month.
- Gather feedback from pupils and colleagues at the end of the term to assess the effectiveness of the AT tools being used and identify areas for further development.
My aim is to strengthen my own understanding of Assistive Technology while also supporting colleagues to use it confidently and effectively to meet pupils’ diverse needs and promote inclusion.
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Hi Fiona,
I really enjoyed reading your post. I think that the whole area of assistive technology can sometimes be overwhelming for mainstream teachers and SET teachers especially when assistive technology is constantly evolving. It is important as you say to upskill and share our own knowledge of new ATs with our colleagues throughout the year.
Something that I have come across in the senior classes is that at times some students prefer not to draw attention to themselves with the assistive technology. Therefore we created a “large standing desk/ workstation” in the classroom which has been fantastic for students who regulate & learn better when moving around various stations during the day. Standing while using assistive technology is seen as a novelty to the students.
It also allows for universal learning where all students have the opportunity and the choice to access different forms/ models of where and how they learn best.
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Hi Fiona, I really enjoyed reading your reflection. Your focus on Assistive Technology highlights a strong commitment to inclusion and meeting the diverse needs of pupils. I particularly like your measurable action steps, especially sharing AT strategies with colleagues. It can be an area that teachers find daunting especially at the start of the year, of how to support the implementation successfully in a busy classroom that allows a child/ children to benefit fully from it. Building confidence in AT across the school will benefit both staff and pupils and support more equitable learning opportunities.
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A Digital Learning Framework focus that is relevant to my practice in 1st Class is Domain 2: Learner Experiences, particularly supporting pupils to become active and engaged learners through the use of digital technology.
One strength in my current practice is that I use digital resources to make learning more interactive and enjoyable for young pupils. In 1st Class, children respond well to visual and interactive activities, particularly when learning literacy and numeracy skills. Digital resources can help to reinforce concepts and give children opportunities to practise skills in different ways.
An area I would like to develop is giving pupils more opportunities to use technology independently and creatively, rather than mainly using it as a teacher-led resource.
I will take three specific actions. First, I will include at least one pupil-led digital activity each week. Second, I will give pupils opportunities to create digital work, such as a drawing, recording their voice or completing a simple digital task, at least twice each month. Third, I will collect examples of pupils’ digital work each term to reflect on their progress.
The tools and resources from Module 1 could support School Self-Evaluation (SSE) by helping us gather evidence from pupil work, observations and feedback. This would help us identify how effectively digital technology is supporting learning and where further development is needed.-
Hey Danielle,
I really like the shift you are aiming for from mainly teacher-led use of technology towards giving the children more opportunities to use it themselves. For 1st Class, keeping those activities simple and purposeful, like drawing, recording their voice or completing a short task, feels very achievable.
Your actions are also nicely measurable. Having a weekly pupil-led activity and then keeping examples of their work each term should give you a good picture of how their confidence and independence develop over time.
One thing I would be interested to see is which type of pupil-led activity helps the children become independent most quickly. That could be a useful focus when you look back at their work later in the term.
Looking forward to seeing how you get on with the rest of the course.
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In looking at my own practice I chose Domain 2 form the Digital Learning Framework : Pupils engage purposefully in meaningful learning activities.
As a teacher who always felt on the back foot when it came to the use of technology I have always tried to adopt one new digital activity in the classroom each year.
Looking at the use of Unplugged activities has actually made me realise that I often used strategies like this although I didn’t actually realise I was using computational thinking.
I suppose one strength in my current practice is that I have encouraged children’s thinking and learning in unplugged activities like using a variety of different objects to design and make bridges and using different materials to prove the strength of a triangle. Activities like these were always ones the children enjoyed and engaged in most.
One area I would like to develop is using and explaining to the children the 6 processes involved in computational thinking.
I believe that if children have these processes in mind they can better decide how they want to solve a problem.
I would like to bring these processes back to the staffroom and develop a whole school plan using these as I feel like these processes need to be explicitly taught. I also plan to develop a bank of unplugged activities to use in the classroom and the Dreamspace videos will prove invaluable.-
Hey Emily,
This is such a positive reflection, especially the realisation that computational thinking was already happening in your classroom even though you might not have been calling it that. The bridge building and triangle activities are great examples of children planning, testing, noticing what works and improving their ideas, which is exactly the kind of thinking we have been exploring throughout the module.
I really like your plan to make the six computational thinking processes more explicit for the children. Giving them that shared language could help them recognise the strategies they are already using and begin to choose those strategies more independently when they meet a new problem.
Bringing this back to the staffroom is a fantastic next step too. A shared bank of unplugged activities could make computational thinking feel much more accessible across the school, particularly for colleagues who may also feel that digital learning has to begin with technology.
It might be interesting to start by introducing just one or two of the processes across the school and seeing where teachers notice them already happening in different subjects. I think you may find there is far more computational thinking taking place than people realise!
Really looking forward to seeing where you take this.
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In alignment with the DLF (Digital Learning Framework), specifically focusing on the teaching and Learning dimension under Domain 2, Learner Experiences, I have reflected deeply on my primary classroom practices.
A notable strength in my current practice is how I actively embed interactive digital technologies to cultivate high engagement during lessons. For instance, I frequently utilize live polling (Classroom Screen) and interactive whiteboards to encourage collective brainstorming, which successfully gives students an active voice in their day to day education.
However an are I would like to further develop is guiding pupils to use digital tools more systematically for tracking their own long-term learning goals and reflective self-assessments. To achieve this, my actions would be
1. Introduce a standardized digital reflection template via Google Slides. In the Junior Classes I would use Seesaw.
2. Allow time at the end of each lesson or perhaps weekly/Fortnightly to track short term comprehension.
3.Dedicate time for self reflection and group reflection. ‘Pair and Share’
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The digital learning framework focus that I have chosen is where students reflect on their progress as learners and develop a sense of accountability of their own learning.
As a SET teacher, working in a SET environment has taught me how powerful digital learning can be as a tool for our students with SET. I have seen firsthand that by having the opportunity to access short videos or visuals, students with specific learning needs can access information & create their own projects & portfolios of their learning using PowerPoint or slideshows. By using digital technology they are able to express their opinions & thoughts about topics more easily and their confidence as a learner grows. They begin to take ownership of their learning because they can access the information through technology. I have seen this through tools such as dragon speech, the C -Pen, Seesaw as a platform, visual kahoot quiz for self assessment etc.
An area that I would like to further develop and focus on is computational thinking especially in my numeracy groups. The CT process that I would focus on first would be pattern recognition.
Next I would start with one lesson based on the unplugged activities from this module and set a clear outcome to the group.
Following this I would observe the students as they worked on this activity. I would keep observation notes on each CT lesson as part of my own evaluation but this could also be part of our school’s SSE.
Then I would go one step further by conducting digital reflections ( mini self assessments) for the participating students asking them what they enjoyed, what they found challenging & what they learned, at the end of each unplugged activity.-
Hey Michelle,
This is a really thoughtful reflection and I particularly like how clearly you have connected digital learning with giving pupils greater independence and confidence in a SET setting.
Your plan for computational thinking is very well focused too. Starting with just one process and one unplugged activity feels realistic and gives you a chance to see how pupils respond before building from there.
I also really like that you are gathering evidence from both sides, your own observation notes and the pupils’ digital reflections. Asking what they enjoyed, found challenging and learned should give you some really useful insight, while also continuing that focus on pupils taking greater ownership of their learning.
A very strong and manageable next step and one that could feed naturally into your school’s SSE over time.
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I feel my strength curren;tly is digital literacy and skills. I work a lot in 3rd class on google docs, importing, uploading etc. One area I would like to work further on is collaboration with children. Giving the children and task to work on such as coding, but in a board game format, and then transfer to a digital format. Assigning each child a roll, and supporting them with the computational thinking, before they get started on their digital project.
Trying to make tasks fun and play based. Looking at the process and not the product, know ing that these are life skills, and we are teaching them a skill that they will use in their future.
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This is a really strong reflection on where you are currently and where you would like to develop next. You already have a good foundation in digital literacy with your 3rd class, and I like that you are now thinking about how those skills can move beyond individual tasks into more collaborative learning.
The idea of beginning with something unplugged, such as a board game, before moving into coding or a digital project is a great way to support computational thinking.
I also really like your focus on making the learning fun and play-based, while valuing the process rather than only the finished product. Those problem-solving, communication and collaboration skills are just as important as what pupils eventually create.
One thing I’d be interested to hear is, what roles might you give pupils within the group to make sure everyone has a meaningful part in the problem-solving process?
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One area of the Digital Learning Framework that is particularly relevant to my practice is Teaching and Learning: Learner Experiences. This focus encourages teachers to create opportunities for children to actively engage with digital technologies in meaningful ways that support learning, collaboration, and creativity.
A key strength in my current practice is the use of digital tools to enhance pupil engagement and participation specifically in SESE, Literacy and Maths. I regularly incorporate interactive quizzes, online learning platforms, and multimedia resources into lessons. These tools help make learning more accessible and engaging.
An area I would like to continue to develop is providing children with more opportunities to create and share their own digital content. While technology is used regularly in my classroom, with children creating PowerPoint presentations, written pieces, and digital word walls, I feel they could take a more active role in using digital tools to demonstrate their understanding and further develop their digital literacy skills. I have found these activities particularly effective with older pupils; however, as I move to a younger class, I want to ensure that I continue to maximise the use of digital technologies in an age-appropriate and meaningful ways.
To support this development, I plan to:
- Implement at least one pupil-created digital project each term, such as a presentation, video, podcast, or digital story.
- Use collaborative digital tools in at least one lesson per week to encourage communication, teamwork, and peer learning.
By focusing on learner experiences, I hope to promote greater pupil ownership of learning, strengthen digital literacy skills, and create a more collaborative and engaging learning environment for all learners.
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Hi Sinead,
This was a lovely reflection to read. A real strength is how naturally computational thinking already runs through your STEM lessons. Watching children break problems into smaller steps, spot patterns and improve their designs through the Dream Space activities shows that they are developing these skills without it ever feeling forced. The engagement you describe is exactly what keeps the learning meaningful.
Your area for development is fantastic. Spreading computational thinking across Maths, Gaeilge, English and SESE is where children really begin to see it as a way of thinking rather than a separate subject.
Your plan to teach one cross-curricular CT lesson every fortnight feels realistic. It is regular enough to build the habit but well-paced so that it fits alongside everything else. Pairing this with a monthly reflection using the framework also means you will be able to see the impact over time.
One question to help you focus. When reflecting on a lesson each month, would it help to track one CT process at a time, such as pattern recognition or decomposition? This would allow you to see how it develops across the term and give you clearer evidence for SSE.
Looking forward to seeing how you get on with the rest of the course. 🙂
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<span style=”font-weight: 400;”>I really like the focus you have placed on learner experiences within the Digital Learning Framework. A clear strength in your reflection is the emphasis you place on using technology to support meaningful, active learning rather than using it simply as an extra resource. </span>
<span style=”font-weight: 400;”>I think your action of introducing one cross-curricular lesson every fortnight that develops computational thinking is realistic and well focused. It is a manageable target that allows you to gradually embed these skills across different subjects rather than limiting them to STEM lessons. </span>
<span style=”font-weight: 400;”>One suggestion could be asking pupils to identify where they use computational thinking in their everyday learning. This could help them recognise that these skills are transferable across different subjects.</span>
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