[Niamh Murtagh]

I really enjoyed reading your reflection Conor, particularly your emphasis on selecting technology on the individual strengths, needs and learning goals of the pupils. I agree that technology should be used to remove barriers rather than simply being an additional resource. The range of literacy tools you identified, particularly Immersive Reader, Speech-to Text and digital books, can provide people to greater independence while also allowing them to demonstrate their understanding in different ways.

I also like your point about using technology to make numeracy more visual and accessible. Interactive resources and virtual manipulatives can be particularly useful when pupils find abstract mathematical concepts difficult to understand. Providing an opportunity to see concepts can help bridge the gap between practical experience and more abstract mathematical thinking.  I like your reference is School Development Planning section of the Inclusive Education Framework also stood out to me. I agree that effective use of technology cannot rely solely on an individual Special Education Teacher. In my own practice supporting pupils who are deaf or hard of hearing, I know how important whole-school understanding is when implementing assistive technologies such as FM or remote microphone and soundfield systems. Staff awareness, appropriate training and consistent use are essential if technology is going to have a meaningful impact.

I think your final point is particularly important careful planning and ongoing review are necessary to ensure technology continues to meet was changing needs and genuinely supports inclusion and participation.

[Niamh Murtagh]

<div></div>
<div>Reflective response – Technology to support Literacy and Numeracy</div>
<div>For this reflection, I have considered a primary school pupil with a moderate sensorineural hearing loss who uses hearing aids and experiences difficulties with vocabulary development, reading comprehension and accessing spoken information in the classroom. When considering technology to support this pupil, it is important to look the individual barriers to learning and select resources that improve access to the curriculum than simply providing technology.</div>
<div>For literacy, an iPad could provide access to Microsoft 365 tools such as Immersive Reader, Read Aloud and Picture Dictionary. These features could support the pupil when reading unfamiliar words, developing vocabulary and understanding short text. Speech-to-Text or Dictate could also reduce the barrier of handwriting or spelling when the focus is on expressing ideas. Visual supports, digital books and multimedia resources could further reinforce vocabulary and comprehension.</div>
<div>For numeracy, the iPad provides access to interactive Maths activities, visual representations, number lines and mathematical gains. Text-to-Speech and visual instructions could also ensure that difficulties accessing small instructions do not become a barrier to understanding mathematical concepts. Our remote microphone or FM system and sound field system could support access to the teacher’s explanations and whole-class instruction across board literacy and numeracy.</div>
<div>The School Development Planning approach is important because supporting inclusion should not depend solely on one teacher or one piece of equipment. Schools need to consider staff knowledge, access to appropriate knowledge, professional development and how digital resources can be incorporated consistently into teaching and learning.</div>

[Niamh Murtagh]

<div></div>
<div>Part 1 – SETT Model and School Support File</div>
<div>The SETT Model provides a useful framework for identifying and selecting assist technology based on the individual needs of the people. The four areas student environment tasks and tools encourage A-Team to consider the whole learning context rather than simply selecting a piece of technology first.</div>
<div>I would use the set model alongside the pupil’s school support file to ensure that the information gathered contributes to the pupils individualised planning and support. The Student section will consider the pupils’ strengths, needs, interests, communication, literacy and current use of technology. The Environment would look at the classroom seating, background noise, teaching approaches and the people supporting the people. The asks would identify the specific activities, or curriculum demands that are creating barriers for the pupil. Only after considering these areas would the team explore appropriate tools.</div>
<div>A range of assessment approaches could contribute to this process including observation, pupil voice, teacher and parent questionnaires, work samples and curriculum-based assessments. For a pupil who is for hard of hearing, information from audiological assessments and observations of access to spoken language would also be relevant. Where appropriate, practical trials of equipment should be used to determine whether a particular tool actually improves the pupils’ access and participation.</div>
<div></div>
<div>PART 2- Reflection on the SETT Plan</div>
<div>For my sample SETT plan I have chosen a primary school pupil with a moderate sensorineural hearing loss who experiences difficulties accessing spoken information in the classroom particularly when there is background noise or when the teacher is at a distance. The pupil also experiences literacy and vocabulary difficulties.</div>
<div>The SETT process helped me to think beyond simply recommending technology and instead identify the specific barriers the pupil is experiencing. In the Environment section, for example classroom acoustics, background noise and the pupil’s teaching position are important considerations. The Task considers activities listening to teacher instruction participating in class discussion and accessing new vocabulary.</div>
<div>Potential tools could also include an FM/remote microphone system, soundfield system and appropriate digital literacy supports. However, they should only be selected following assessment and discussion with the pupil appearance and relevant professions. The effective base of the technology needs to be monitored and reviewed as part of the School Support File. I found the SETT model useful because it provides a structured way of ensuring assistive technology remains student-centered. It reinforces the principle that we should identify the barrier first and then consider whether technology is the appropriate solution. The model also encourages collaboration and ongoing review rather than viewing the provision of a device or piece of equipment as the end point.</div>
<div></div>
<div></div>
<div></div>
<div>Suggested SETT plan structure</div>
<div></div>
<div>SETT area</div>
<div>Information</div>
<div></div>
<div></div>
<div>Student Strengths: Enjoys practical and visual activities and responds well to praise and encouragement. Interests: Enjoys stories, computers and visual learning activities. Hearing profile: Moderate sensorineural hearing loss and uses bilateral hearing aids. May have difficulty accessing speech when there is background noise, when the speaker is at a distance, or when several people are speaking.</div>
<div></div>
<div>Communication: Uses spoken language but may miss some spoken information, particularly in group situations. Benefits from clear speech, visual information and repetition/rephrasing.</div>
<div>Literacy: Experiences difficulties with vocabulary development, reading comprehension and accessing unfamiliar words. Current technology: Uses an iPad and is familiar with basic digital classroom activities.</div>
<div>Environment</div>
<div></div>
<div>Classroom: Mainstream primary classroom with whole-class, small-group and individual activities. Acoustics: Background noise from peers and classroom activities can make listening more difficult. Seating: Requires an appropriate seating position where the pupil can clearly see the teacher and classmates. Teacher: Teacher should be aware of the pupil’s hearing needs and use clear speech, visual supports and checks for understanding. Peers: Group discussion can be challenging when several pupils are speaking. Home: Parents can support the use of consistent strategies and technology at home where appropriate.</div>
<div></div>
<div>Tasks:Accessing whole-class teacher instruction; following multi-step verbal instructions; participating in class discussions; listening to stories and explanations; learning and understanding new vocabulary; reading short texts; answering comprehension questions; completing written tasks; accessing digital learning activities independently.</div>
<div></div>
<div>Tools:FM/remote microphone system to improve access to the teacher’s voice, particularly during whole-class teaching. Soundfield system, where appropriate, to improve access to spoken instruction across the classroom. iPad/Office 365 accessibility tools, including Immersive Reader, Read Aloud and Picture Dictionary, to support reading and vocabulary development. Visual supports, including pictures, key vocabulary and written instructions. The pupil should have opportunities to trial and compare tools to determine which are most effective.</div>
<div></div>
<div>Assessment Observation of the pupil in different classroom situations; discussion with the pupil to establish their experience and preferences; teacher and parent questionnaires; review of classwork and reading samples; assessment of vocabulary and reading comprehension; review of audiological information; observation of listening access with and without assistive technology; practical trial of FM/remote microphone and other technology; feedback from the pupil, teacher and parents following the trial.</div>
<div>Outcome The pupil will have improved access to spoken instruction and classroom discussion, particularly in situations where distance or background noise creates a barrier. The pupil will develop greater independence when accessing written information and unfamiliar vocabulary. They will be able to participate more confidently in classroom activities and demonstrate their knowledge without hearing or literacy difficulties unnecessarily restricting their participation.</div>
<div></div>
<div>Review:Effectiveness should be reviewed regularly through classroom observation, pupil voice, teacher feedback and work samples. The impact of the technology should be reviewed after an initial trial period, for example after 4–6 weeks, and then as part of the pupil’s ongoing School Support File review. The team should consider whether the technology is being used consistently, whether it is improving access and participation, and whether any adaptations or additional supports are required</div>
<div></div>
<div></div>

[Niamh Murtagh]

I found your explanation of the SETT model very clear, particularly your emphasis on using it alongside the Student’s Support File. I agree that the collaborative nature of the model is one of its greatest strengths, as it ensures that decisions about assistive technology are based on the individual pupil rather than simply selecting a device because it is available.

I particularly like your point about considering the environment before moving on to Tools. In my own practice supporting pupils who are deaf or hard of hearing, factors such as classroom acoustics, background noise, seating position and distance from the teacher can have a significant impact on a pupil’s access to spoken language. Looking at these environmental factors, sometimes by simple changes that can improve access before additional technology is considered.

I also agree that pupil voice is an important part to the assessment process. A pupil may be able to tell us whether a particular technology actually helps them hear, understand, participate and feel more confident in the classroom. This is something that can potentially be overlooked if decisions are based solely on assessment reports’ recommendations.

Your point about ongoing monitoring is also important. As this technology should not be viewed as a one-off decision. As pupils develop and their educational demands change their needs and the effectiveness of their support should be reviewed. I think the SETT model provides a useful structure for ensuring that this review remains collaborative, purposeful and focused on meaningful outcomes for the pupil.

[Niamh Murtagh]

Part 1 – SETT Model and School Support File

The SETT Model provides a useful framework for identifying and selecting assist technology based on the individual needs of the people. The four areas student environment tasks and tools encourage A-Team to consider the whole learning context rather than simply selecting a piece of technology first.

I would use the set model alongside the pupil’s school support file to ensure that the information gathered contributes to the pupils individualised planning and support. The Student section will consider the pupils’ strengths, needs, interests, communication, literacy and current use of technology. The Environment would look at the classroom seating, background noise, teaching approaches and the people supporting the people. The asks would identify the specific activities, or curriculum demands that are creating barriers for the pupil. Only after considering these areas would the team explore appropriate tools.

A range of assessment approaches could contribute to this process including observation, pupil voice, teacher and parent questionnaires, work samples and curriculum-based assessments. For a pupil who is for hard of hearing, information from audiological assessments and observations of access to spoken language would also be relevant. Where appropriate, practical trials of equipment should be used to determine whether a particular tool actually improves the pupils’ access and participation.

 

PART 2- Reflection on the SETT Plan

Burn my sample SETT plan I have chosen a primary school pupil with a moderate sensorineural hearing loss who experiences difficulties accessing spoken information in the classroom particularly when there is background noise or when the teacher is at a distance. The pupil also experiences literacy and vocabulary difficulties.

The SETT process helped me to think beyond simply recommending technology and instead identify the specific barriers the pupil is experiencing. In the Environment section, for example classroom acoustics, background noise and the pupil’s teaching position are important considerations. The Task considers activities listening to teacher instruction participating in class discussion and accessing new vocabulary.

Potential tools could also include an FM/remote microphone system, soundfield system and appropriate digital literacy supports. However, they should only be selected following assessment and discussion with the pupil appearance and relevant professions. The effective base of the technology needs to be monitored and reviewed as part of the School Support File. I found the SETT model useful because it provides a structured way of ensuring assistive technology remains student-centered. It reinforces the principle that we should identify the barrier first and then consider whether technology is the appropriate solution. The model also encourages collaboration and ongoing review rather than viewing the provision of a device or piece of equipment as the end point.

Suggested SETT plan structure

 
<table width=”601″>
<tbody>
<tr>
<td width=”301″>
<table>
<thead>
<tr>
<td>SETT area</td>
<td></td>
</tr>
</thead>
</table>
</td>
<td width=”301″>
<table>
<thead>
<tr>
<td></td>
<td><strong data-start=”328″ data-end=”343″>Information</td>
</tr>
</thead>
</table>
</td>
</tr>
<tr>
<td colspan=”2″ width=”601″>
<table>
<thead>
<tr>
<td> </td>
<td> </td>
</tr>
</thead>
<tbody>
<tr data-start=”356″ data-end=”1180″>
<td data-start=”356″ data-end=”370″ data-col-size=”sm”><strong data-start=”358″ data-end=”369″>Student</td>
<td data-col-size=”xl” data-start=”370″ data-end=”1180″><strong data-start=”372″ data-end=”386″>Strengths: Enjoys practical and visual activities and responds well to praise and encouragement. <strong data-start=”473″ data-end=”487″>Interests: Enjoys stories, computers and visual learning activities. <strong data-start=”546″ data-end=”566″>Hearing profile: Moderate sensorineural hearing loss and uses bilateral hearing aids. May have difficulty accessing speech when there is background noise, when the speaker is at a distance, or when several people are speaking. <strong data-start=”777″ data-end=”795″>Communication: Uses spoken language but may miss some spoken information, particularly in group situations. Benefits from clear speech, visual information and repetition/rephrasing. <strong data-start=”963″ data-end=”976″>Literacy: Experiences difficulties with vocabulary development, reading comprehension and accessing unfamiliar words. <strong data-start=”1085″ data-end=”1108″>Current technology: Uses an iPad and is familiar with basic digital classroom activities.</td>
</tr>
<tr data-start=”1181″ data-end=”1840″>
<td data-start=”1181″ data-end=”1199″ data-col-size=”sm”><strong data-start=”1183″ data-end=”1198″>Environment</td>
<td data-col-size=”xl” data-start=”1199″ data-end=”1840″><strong data-start=”1201″ data-end=”1215″>Classroom: Mainstream primary classroom with whole-class, small-group and individual activities. <strong data-start=”1302″ data-end=”1316″>Acoustics: Background noise from peers and classroom activities can make listening more difficult. <strong data-start=”1405″ data-end=”1417″>Seating: Requires an appropriate seating position where the pupil can clearly see the teacher and classmates. <strong data-start=”1519″ data-end=”1531″>Teacher: Teacher should be aware of the pupil’s hearing needs and use clear speech, visual supports and checks for understanding. <strong data-start=”1653″ data-end=”1663″>Peers: Group discussion can be challenging when several pupils are speaking. <strong data-start=”1734″ data-end=”1743″>Home: Parents can support the use of consistent strategies and technology at home where appropriate.</td>
</tr>
<tr data-start=”1841″ data-end=”2194″>
<td data-start=”1841″ data-end=”1853″ data-col-size=”sm”><strong data-start=”1843″ data-end=”1852″>Tasks</td>
<td data-start=”1853″ data-end=”2194″ data-col-size=”xl”>Accessing whole-class teacher instruction; following multi-step verbal instructions; participating in class discussions; listening to stories and explanations; learning and understanding new vocabulary; reading short texts; answering comprehension questions; completing written tasks; accessing digital learning activities independently.</td>
</tr>
<tr data-start=”2195″ data-end=”2765″>
<td data-start=”2195″ data-end=”2207″ data-col-size=”sm”><strong data-start=”2197″ data-end=”2206″>Tools</td>
<td data-start=”2207″ data-end=”2765″ data-col-size=”xl”><strong data-start=”2209″ data-end=”2240″>FM/remote microphone system to improve access to the teacher’s voice, particularly during whole-class teaching. <strong data-start=”2325″ data-end=”2346″>Soundfield system, where appropriate, to improve access to spoken instruction across the classroom. <strong data-start=”2429″ data-end=”2468″>iPad/Office 365 accessibility tools, including Immersive Reader, Read Aloud and Picture Dictionary, to support reading and vocabulary development. <strong data-start=”2580″ data-end=”2599″>Visual supports, including pictures, key vocabulary and written instructions. The pupil should have opportunities to trial and compare tools to determine which are most effective.</td>
</tr>
<tr data-start=”2766″ data-end=”3282″>
<td data-start=”2766″ data-end=”2783″ data-col-size=”sm”><strong data-start=”2768″ data-end=”2782″>Assessment</td>
<td data-col-size=”xl” data-start=”2783″ data-end=”3282″>Observation of the pupil in different classroom situations; discussion with the pupil to establish their experience and preferences; teacher and parent questionnaires; review of classwork and reading samples; assessment of vocabulary and reading comprehension; review of audiological information; observation of listening access with and without assistive technology; practical trial of FM/remote microphone and other technology; feedback from the pupil, teacher and parents following the trial.</td>
</tr>
<tr data-start=”3283″ data-end=”3765″>
<td data-start=”3283″ data-end=”3297″ data-col-size=”sm”><strong data-start=”3285″ data-end=”3296″>Outcome</td>
<td data-start=”3297″ data-end=”3765″ data-col-size=”xl”>The pupil will have improved access to spoken instruction and classroom discussion, particularly in situations where distance or background noise creates a barrier. The pupil will develop greater independence when accessing written information and unfamiliar vocabulary. They will be able to participate more confidently in classroom activities and demonstrate their knowledge without hearing or literacy difficulties unnecessarily restricting their participation.</td>
</tr>
<tr data-start=”3766″ data-end=”4275″>
<td data-start=”3766″ data-end=”3779″ data-col-size=”sm”><strong data-start=”3768″ data-end=”3778″>Review</td>
<td data-start=”3779″ data-end=”4275″ data-col-size=”xl”>Effectiveness should be reviewed regularly through classroom observation, pupil voice, teacher feedback and work samples. The impact of the technology should be reviewed after an initial trial period, for example after <strong data-start=”4000″ data-end=”4013″>4–6 weeks, and then as part of the pupil’s ongoing School Support File review. The team should consider whether the technology is being used consistently, whether it is improving access and participation, and whether any adaptations or additional supports are required</td>
</tr>
</tbody>
</table>
</td>
</tr>
</tbody>
</table>
 

 

[Niamh Murtagh]

I really enjoyed reading your reflection Lisa particularly the way you have designed the activity around the pupil’s interest in dogs. I think this is a great example of how assistive technology can be most effective whether it is combined with something that is meaningful and motivating for the individual child. The predictable structure and visual supports also seem particularly appropriate for supporting the pupil’s autism while the Immersive Reader features provide opportunities to address her literacy and decoding needs.

I also like the reference to Universal Design for Learning. Providing different ways for the pupils to access information and demonstrate their understanding such as listening, pointing, selecting pictures or using Dictate allows the technology to support the pupil rather than the pupil having to adapt to one method of learning. This is something I think is particularly important when considering assistive technology.

I also agree with your comments about Cosán and teachers being lifelong learners. Your point that professional learning happens through collaboration reflection and shared practice as well as through formal courses really resonated with me. In my own practice working with pupils who are deaf or hard of hearing means continually developing my knowledge of technology and considering how it could be adapted to improve access to communication and learning. This module has reminded me that CPD is most valuable when we can take what we learn and apply directly to the needs of individual pupils.

I think your final point is particularly important CPD is not simply beneficial when working with pupils with diverse and complex needs, it is essential to ensure that our own practice remains responsive inclusive and learner centered.

[Niamh Murtagh]

<u>Part 1 – Designing an Activity Using Microsoft 365</u>

For this activity, I would use Microsoft PowerPoint to support a pupil without moderate sensorineural hearing loss who also experiences difficulties with literacy and vocabulary development. The aim would be for the pupil to create a simple e-book based on the topic or story of their choice. That music will contain a small amount of text on each page supported by pictures and carefully selected vocabulary.

Once the e-book has been created the pupil could use Immersive Reader to support them in leading their own text features such as Read Aloud, the Picture Dictionary and text spacing could help the pupils access unfamiliar vocabulary and develop their understanding of new words. The visual supports would also be particularly beneficial as the pupil’s hearing loss may make it more difficult to access information presented primarily through listening.

The activity is designed to give the pupil an opportunity to experience successful reading while also developing vocabulary and confidence.  By creating their own e-book, the pupil has ownership of the content and can work on an appropriate level. The use of technology therefore provides additional support without lowering the learning expectation.

 

<u>Part 2 – Cosán and Lifelong Learning</u>

The principles of Cosán have made me reflect on the importance of teachers being lifelong learners. Education is continually changing particularly with the development of digital technologies and assistive technology, so teachers need to continually develop their knowledge and skills. CPD is therefore important to ensure that teachers can provide appropriate and effective learning opportunities for all pupils.

This module has been a good example of the value of CPD for me I was now previously aware of some of the accessibility features available within Office 365 particularly the Picture Dictionary and Dictate functions in Immersive Reader. Exploring these tools has encouraged me to think about how they could be applied within my own practice to support individual pupils and remove barriers to learning.

I believe effective CPD should be ongoing relevant and connected to the needs of both teachers and learners. It should encourage teachers to reflect on their existing practice, explore new approaches and then apply their learning in meaningful ways. As technology continues to develop teachers need to remain open to learning and adapting their practice. For me being a lifelong learner is an important part of ensuring that the needs of individual pupils continue to be recognised and supported.

 

 

[Niamh Murtagh]

I really enjoyed reading your reflection Margaret, particularly your point about the picture dictionaries in Immersive Reader. I agree that they could be a really useful alternative to resources such as Widgit, particularly as they are already integrated into pupils that the pupils may be using regularly. The fact that you can access visual support without having to spend a significant amount of time creating resources could make a real difference to teachers. I think also your point about EAL pupils is very relevant, as the combination of text, visuals and audio could provide additional support for vocabulary development and understanding.

I was interested in your comments about Dictate. I think this has huge potential for pupils who experience difficulties with handwriting spelling or getting their ideas onto paper. Removing the physical act of writing as a barrier could allow pupils to demonstrate their knowledge and understanding more effectively, particularly in subjects where written output is required.

Your point about Sharepoint also made me think about differentiation and accessibility. Having resources organised in one place could make it easier for pupils to access materials at an appropriate level and potentially encourage greater independence. I’m also interested in exploring how these tools could be used effectively at primary level and look forward to seeing how they can be incorporated into everyday practice.

[Niamh Murtagh]

This module has made me reflect on how many of the accessibility features already available within Microsoft 365 can be used to support literacy and make learning more accessible for pupils with SEN. I found Immersive Reader particularly useful, as features such as read aloud, line focus, text focus and syllable breakdown can help pupils access written information in a way that suits their individual needs. These tools could be particularly beneficial in a SET setting where pupils may have different literacy and learning profiles.

It has also encouraged me to think beyond simply providing a device and instead considering how existing equipment can be adapted to meet the needs of an individual pupil. Accessibility settings, alternative keyboards, switches, touchscreens, adapted mice or other input devices may allow a pupil who has difficulty using standard equipment to participate more independently.

This links closely with my own practice supporting pupils who are deaf or hard of hearing. I regularly consider how technology can be adapted to improve access to communication and learning, and the same principle applies more broadly to digital accessibility. The key is identifying the barrier first and then considering which technology or adaptation will best enable the pupil to overcome it. The learner-centered approach can support greater independence, engagement and participation in the classroom.

[Niamh Murtagh]

Thank you for sharing such an insightful reflection. I agree that the introduction of assistive technology requires careful planning and consideration of the individual learner’s needs. I particularly liked your point about the Digital Planning Tool and the importance of gathering information from the pupil, parents and teachers. This collaborative approach is essential to ensure that the technology is not introduced as a standalone solution, but as part of a wider plan to support participation, independence and access to learning.

Your point regarding the development of touch typing skills also stood out to me. It highlights that providing a device alone does not guarantee improved access or outcomes. Pupils need time, explicit teaching and ongoing support to develop the skills required to use technology effectively. This links closely with the Digital Learning Framework, as meaningful digital learning involves developing both teacher confidence and learner competence.

I also agree with your emphasis on a whole-school approach. For assistive technology to be successful, staff need to understand its purpose and how it can be integrated into everyday classroom practice. In my own practice supporting pupils who are deaf or hard of hearing, i have seen how assistive technologies such as FM and soundfield systems can significantly improve access to classroom communication when they are implemented effectively and supported by teacher awareness.

[Niamh Murtagh]

This module has made me reflect on the potential of assistive technology to support pupils with special educational needs and how technology can removed barriers to learning. I particularly found the practical examples involving tablets, iPads and Dreamspace useful, as they demonstrated that digital technology does not always have to be complicated to make a meaningful difference to a pupil’s learning experience.

Tablets and iPads can provide pupils with different ways to access information, communicate, complete activities and demonstrate their understanding. For some pupils, using technology can provide greater independence and engagement than more traditional approaches. I was also interested in Dreamspace and how digital tools can be used creatively to support pupils with additional needs. It reinforced for me the importance of considering the individual learner and choosing technology based on the specific barrier they are experiencing.

In my own practice, I have seen how assistive technologies, such as FM and soundfield systems, can support pupils who are deaf and hard of hearing. These technologies can improve access to spoken language and classroom instruction, particularly when background noise or distance from the teacher creates an additional barrier. This has reinforced for me that technology is most effective when it is carefully matched to the needs of the individual pupil and supported by appropriate teacher knowledge and practice.

I can see a strong connection between assistive technologies and School Self-Evaluation (SSE) process. Schools could reflect on whether digital technologies are been used effectively to support inclusion and whether all pupils have equitable opportunities to participate in learning. This could involve gathering feedback from pupils, teachers and parents, considering what technologies are currently available, and identifying areas where staff and identifying areas where staff may need further professional development.

The Digital Learning Framework provides a useful structure for this process. In particular, I can see links with standards relating to the use of digital technologies to enhance teaching and learning, support learner engagement and develop teacher’s professional practice. It is important that schools look beyond simply having access to devices and consider how effectively they are been used to improve leaning outcomes.

[Author]

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