[Eoghan O’Neill]

Hi Ruth,

Welcome to the course and thank you for your post. It is certainly fair to say that there are a number of options out there when it comes to assistive technologies. In some ways, there are too many and there is limited expertise in this area. Children who are granted AT use often have very specific needs, and a tool that works for one child may not be as effective for another. The SETT model is such a useful framework for you to use and think about the different AT’s that may be useful for the child.

[Eoghan O’Neill]

Hi Gráinne,

Welcome to the online part of this course. Thank you for your post here. I feel that you are fully correct to point out the importance of stopping to evaluate our use of digital technologies in the classroom. Indeed, you could apply this to any work we are doing. Reflective practice is essential within our profession. We would have always surveyed the parents and children as part of the SSE cycle for the very reason you have outlined. We need to be cognisant of the entire school community, rather than just the teaching staff, when thinking about change initiatives.

[Eoghan O’Neill]

Hi Maeve,

Welcome to the online element of this course. Thank you for sharing your thoughts here. I think the area of improvement you have identified for yourself is one that almost all of us share. The potential of digital technology is endless, and it’s so important to view it as an integrated tool and resource, and one which can be used to develop both skills and knowledge. The Croke Park ‘Teach Meet’ idea is actually one that I have had myself (but have had little joy getting it off the ground). This would encourage everyone to be trialling innovative practice and feeding back to their colleagues – it’s a great idea for fostering a culture of innovation and improvement.

[Eoghan O’Neill]

Hi Deirdre,

Thank you for your post. You have provided us with a comprehensive overview of the features that Immersive Reader offers. The breadth of its use can really be seen in your post, which encapsulates just how powerful an assistive tool it is. The ‘visual crowding’ is a feature that I wouldn’t often highlight. However, now that I see it mentioned I can tell you that a number of students have found this to be hugely effective. Being able to isolate 1 or 3 lines of text can be huge in minimising distractions – changing the background colour and font are other small changes that have worked for some children I’ve taught.

[Eoghan O’Neill]

Hi Deirdre,

It is fantastic to hear that the use of Chromebooks and iPads has created a more engaged and motivate classroom, from your experience. I would concur from what I have seen in my own setting. The ‘inclusion’ you speak of is big for me – as mentioned earlier in the forum, it is so easy to differentiate, and the use of an online platform can make this essentially invisible. I feel the use of assistive tools can also really help those with literacy difficulties. Providing all children with a choice of how they respond (slideshow, audio file, etc.) to an activity can reduce the noticeable elements of differentiation also.

[Eoghan O’Neill]

Hi Roisin,

In today’s world, children are almost universally motivated by screens and digital technologies. It permeates their world and is all around them. Tapping into this from an education point of view can be very valuable as it can really appeal to their interests and motivate them. Creating a clear divide between how technologies are used at home and at school is really important, and should formulate an important part of the early use of digital devices. Engagement in CPD in this area is so important, as changes are coming on board so rapidly (as you have referred to).

[Eoghan O’Neill]

Hi Sandra,

Welcome to the online element of the course. Thank you for sharing your thoughts on digital technology integration in this post. You have listed many of the 21st century skills that can be developed through the appropriate use of digital technologies. With computation thinking in particular, elements and skills like critical thinking, collaboration and skilled decision making come to the fore. Pursuing a computation thinking line of work certainly will enhance digital skills and the other 21st century skills you have listed.

[Eoghan O’Neill]

Hi Ciara,

Thank you for your post. I fully concur with you in regards to digital technology use promoting and making differentiation easy to achieve within a classroom. Furthermore, the use of online platforms can make differentiating by task invisible (as all children are using the same device for their work). It is so important that you start small and focus on a small number of objectives. Ensuring that you meet objectives is really important in creating momentum behind the initiative and getting all members of staff on board.

[Eoghan O’Neill]

Hi Ríona,

I love how you have taken such a STEM-themed approach to a classic children’s book. I always loved using The Very Hungry Caterpillar with younger classes, and there are a number of messages that can be taken and teased out from the story. There is a clear progression and sequential order to the lesson, e.g. oral recount, picture steps, creating symbols as representations, etc.

[Eoghan O’Neill]

Hi Lorcan,

The education landscape has certainly changed over the past number of years, and will likely continue to change over the coming years. The onset of the Primary Curriculum Framework over the coming years will likely lead to changes in what and how we teach. I’m interested in your thoughts on how the incorporation of multimedia content can demystify complex concepts. I feel that being able to present material to children in different media forms allows all children to access it at some point – e.g. a child with reading difficulties may benefit from a video / the use of an assistive tool like Immersive Reader. We wish you the very best for the year ahead.

[Eoghan O’Neill]

Hi Sarah,

Welcome to the online part of this course. You are correct to point out the importance of identifying your goals at first. For buy-in to occur across the board, teachers need to know why you are planning this and what the benefits will be. This really steps to the ‘identify a focus’ step in the SSE process. As Ríona has already mentioned on this forum, the dynamism of digital technologies is one of their main benefits. As you have said, information can be presented and consumed through video, movies and infographics (to name but a few) – highlighting their dynamic nature.

[Eoghan O’Neill]

Hi Ríona,

Welcome to the online element of this course. I really like your use of the word ‘dynamic’, and find it so relevant in these contexts. We always hear talk about digital technologies can transform education, but I think the level of dynamism they carry are their greatest strength. The versality you have with a digital device and the ability to create learning experiences that go beyond what can be achieved with concrete materials is a clear benefit. The emergence of personalised learning pathways on your digital learning journey is something to be proud of, and it’s great that the SSE guidelines helped you on the process.

[Eoghan O’Neill]

Hi Lorcan,

Thank you for your post and for sharing your lesson with us. It is fair to say that this is a truly integrated lesson that navigates and develops a series of STEM skills. There is a strong structure to the lesson with development and progression noticeable throughout. I really like how you have discussed and expanded on the way’s in which you plan to assess the lesson – it showcases the integrated nature of the assessment continuum with provisions for both child-led and teacher-led assessment. I’m sure many of us will be taking inspiration from this lesson for next year.

[Eoghan O’Neill]

Hi Mark,

Thank you for your post. In my opinion, it goes without question that the use of digital technologies has great potential for enhancing the level of engagement and interest in a classroom. Game-based learning is something that is becoming very popular, and it is certainly supported and aided by the use of digital technologies. Many students with literacy difficulties do find typing easier than writing – however, the range of accessibility tools (such as Immersive Reader and Dictate) also make a strong argument for the use of digital technologies with these students.

[Eoghan O’Neill]

Hi David,

Thank you for your post here. Identifying the importance of regular assessment and evaluation of where you are at with digital technology use is a key part of a school’s improvement journey. I fully agree with you that a functioning digital ecosystem can make the school run more efficiently. Your post highlights an understanding of the important messages within the Digital Strategy for Schools to 2027 – aligning any improvement or change initiative with the principles of this will stand a school in good stead.

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