Snaps of Apps - The GEMS App Journey...

Snaps of Apps: The GEMS app journey…

The GEMS Education Core Values of Leading Through Innovation, Pursuing Excellence, Growing by Learning and Global Citizenship provide all our schools with the basis and indeed, mandate, to innovate for educational excellence and to develop ways in which to use digital technology to transform learning, communication and collaboration.

Beginnings

Back in the spring of 2011, GEMS Royal Dubai School was the first in the region to co-develop and launch a school smartphone app, used to communicate with parents and share students’ achievements. Children as young as 5 years old were able to contribute directly to the content of the app, giving the young learners an authentic platform for content creation and publishing.

The success of this project provided the inspiration for the GEMS ‘3aDay’ Parental Engagement App, with the original design actually drawn up by a Royal Dubai School student.

GEMS Parental Engagement App

A Digital Complement to Sound Advice - the GEMS 3aday App

GEMS Education seeks to maintain high standards in parental engagement by insisting that schools include parents in the educational process, encouraging them to take the learning journey with their children. This approach is based on research which suggests that students perform better in school and have greater overall achievement when they receive consistent positive support within the home. However, it’s not always easy for parents to get it right; most are not trained teachers and don’t know what to do or say.

This is exactly why the 3aday app was created: to give parents the ‘what to do or say’ knowledge, so they too can give their children the proven benefits of home support. On the app, select “GEMS Teachers” contribute a variety of simple yet specific, age-appropriate topics for families to talk about, activities to share, or meaningful ways of encouraging children.

The first of its kind in the digital world, the app provides engagement ideas and guidance from educational experts direct to parents and care-givers, as well as a networking platform for like-minded parents keen to support learning. Unlike an educational app parents might ‘park’ their kids in front of like a TV screen, for children to use alone, or an app that gives parenting advice, the GEMS 3aday app feeds busy parents learning-focused activities for them to do WITH their children. When parents participate in learning with their children it sends the message, “learning is important in this family.”

With the combination of simple age-appropriate activity ideas and integration of contemporary smart phones and tablets, the 3aday app responds directly to the findings and recommendations of a 2011 report, ‘Best Practices in Parental Engagement’, published by the UK Department for Education. This report found that engagement works best when parents receive clear, specific and targeted information, and recommended the use of technology wherever possible to reach modern parents. (Source: Janet Goodall and John Vorhaus (2011) Review of Best Practice in Parental Engagement. London: Department for Education)

Research-based strategies – talk, share, encourage

The 3 daily strategies integrated into the 3aday app – talk about, share, and encourage learning, are reinforced by current international research.

The “talk” option suggests specific topics or ideas for parents to discuss and provides sample or model questions for parents to ask.

The “share” option gives parents specific activity ideas – the best of which is reading (in any language) to inspire a love for learning among primary children, and other hands-on suggestions such as kitchen science, math games, real-world applications and family challenges.

The “encourage” option guides parents to praise or encourage their children with real learning objectives – the most important feature, too often missed by busy parents.

Customized features and functions

In the Settings area, parents are able to request push notification when new ideas are posted and remind busy parents to engage.

Selected age range for age-appropriate ideas

Parents select an age group in order to receive ideas appropriate to their child. Alternatively, they may choose to receive the full range of teacher-driven engagement topics with the ‘all-ages’ option, and then use what fits best.

User generated content and social networking

Unique to the app, are the social networking functions, allowing parents to comment on Teacher posts to build a network with other like-minded parents and experts, to promote learning-focused engagement globally.

Registered users can share their most successful activity ideas or tips to start a dialogue, or comment on other posts to support each other with suggestions for, “how it worked with my child…”

Likes and Hearts

Parenting and supporting learning is a demanding and often thankless role. Stars for posts we like or hearts for comments we love, give parents validation and encouragement when they do engage with their children.

Families can make learning more interesting and effective when they participate in it together, and reinforce the message that learning is important in this family. The 3aday app facilitates and supports family engagement in learning – a smart use of technology to strengthen learning and family bonds.

Free to the public, the 3aday app is available now for iOS and Android phones, and will be available soon for iPads.

A School app – created by the students

At GEMS Winchester School, Jebel Ali, students were challenged to create an official app for the school, through which parents could access a wide range of services and information, including details of curriculum, homework, newsletters and even school bus services.  

The winning entry in the competition has been submitted to the App Store and Google Play for approval, where it will be available for download by parents very soon.

Sanjeera Siddiqui, Head of ICT/Digital Learning Leader, said:

“This competition turned out to be a huge success in terms of students’ creativity, motivation, ownership and general self-esteem. We are very proud of the young children who participated in the competition and challenged themselves in the field of technology and authentic innovation. The project also complemented the school’s focus on skills development and employability.”

Serious Competition

In September 2014, GEMS Education and Mashreq  teamed up to launch a mobile app development competition. Students from nineteen schools were charged with creating a mobile app focused on educating corporate and investment banking clients on the benefits of online banking. Participants worked in multidisciplinary teams ensuring a balance of technical functionality, aesthetics, and business viability. Participants were given a two hour user experience and innovation workshop along with information on the Mashreq Matrix, Mashreq’s online banking platform, and had one and a half months to develop a working app. Winners of this challenge will be announced the Global Entrepreneurship Week Awards at Wellington International School in December 2014. (Christine Nasserghodsi, Director of Innovation at GEMS Wellington International School and Ritesh Dhanak, Senior Supervisor, Digital Learning at GEMS Modern Academy).

Teachers develop for their students

Not satisfied with generally available digital resources, the teachers at GEMS Our Own English High School Sharjah decided they wanted to offer a much more personalized digital learning experience for their students. A group of IT, English and mathematics teachers got together to create two high quality web apps for their students, both of which provide a personalized pathway for every student. Sheeba Ansar, Digital Learning Leader at the school, said, “We thought that we could give our students a better experience by creating a system and content that would better suit their needs. If the people creating the digital products actually know the children who will be using them, the learning outcomes are greatly improved.” The apps, ‘MathCafe’ and ‘LitGalore’ are accessed through the secure GEMS learning platform and have proved to be a great hit with students, who appreciate that their teachers have taken the time and made the effort to innovate in order to address their personal needs in such an engaging way.

Radio on the Go

The days of the school public address system look to be long gone at GEMS Winchester School in Oud Metha.  Digital Learning Leader, Mario Ross, has led a team of teachers and students to create the school’s own streaming radio station, which can be accessed anytime, anywhere, on all platforms and devices. A native app has been built for iOS, Android and Windows, making it even easier to connect with all members of the community. Students broadcast live during the school day and parents are able to listen live or playback the day’s show in the evening.  This is true innovation - technological creativity with a real purpose - as students discuss and debate real life, current issues on air, embedding the learning within a greatly enhanced curriculum. By providing mobile, digital access to the whole community, the school is bringing parents, students and teachers together, with greater shared purpose, as parental engagement in learning reaches new heights.

Phil Redhead

Senior Advisor, IT: Education Technology

GEMS Education

Cyberbullying

Just finished my article for Issue 3 of GEMS Family Magazine, due out in January...

Cyberbullying

In this edition, we look at the important issue of cyberbullying and hopefully provide some useful information and tips for parents, as well as links to websites for further reading. Together, we can keep our children and teens safe and happy in the online world.

What is Cyberbullying?

According to stopcyberbullying.org, "Cyberbullying is when a child, preteen or teen is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child, preteen or teen using the Internet, interactive and digital technologies or mobile phones. It has to have a minor on both sides, or at least have been instigated by a minor against another minor. Once adults become involved, it is plain and simple cyber-harassment or cyberstalking. Adult cyber-harassment or cyberstalking is NEVER called cyberbullying.”

Examples of cyberbullying include posting rumours, false or hurtful information about others online, direct messaging intended to harm others, posting embarrassing photographs or videos of others without their real consent, making threats directly or indirectly and any attempt to isolate a child socially. 

Why is it important that we raise our awareness of the issue and take steps to tackle cyberbullying?

The effects of bullying can last a lifetime and there is growing evidence suggest that it can lead to serious mental health issues, both in childhood and later in life. Cyberbullying is a particular concern for many reasons. Children who are cyberbullied:

·         are prone to an increased risk of stress, anxiety and depression

·         suffer a higher risk of suicidal thoughts

·         make less academic progress than their peers

·         are more likely to play truant or be unwilling to attend school

·         often also experience face to face bullying

·         are more likely to become cyberbullies themselves

·         in extreme cases, may go on to attempt suicide

Unlike face to face bullying, cyberbullying can take place anytime, anywhere, and there is often no safe haven for the victim. The bullying is also often far more public.  This can lead to a feeling of helplessness that can rapidly deteriorate into depression or worse. 

So what is the risk?

A recent study in the UK found that 35% of 11-17 year olds said they had experienced some form of cyberbullying, more than twice as many as in the previous year.  In other research, two-thirds of teachers surveyed said they had seen evidence of their students being bullied online. Similar statistics are common around the world so, not only is this is a very serious issue, it actually seems to be getting worse.  Another finding from repeated research suggests there is a huge gap between parental knowledge and concerns on the one hand and the reality of what their children are actually doing online. There is a ‘not my child’ belief among many parents, which is often not borne out when the children themselves are surveyed.  Accordingly, we should all take time to improve awareness of cyberbullying and renew our efforts to understand, support and guide our children’s online behaviour.

Why do children bully others online?

There are many reasons why a child may bully others online. Often, cyberbullies have low self-esteem and are trying to improve their own social standing or simply to feel better about themselves by putting others down. They may be motivated by revenge for a real life incident that has occurred, or they may just think they are being funny and their actions will make them more popular. Sometimes, children who are bullied can find that, in fighting back, they actually become the bully. Similarly, a child may begin retaliating on behalf of a friend, but this can quickly escalate – there are better ways to be an ‘upstander’.

How can I tell if my child is being bullied online?

A child who is being cyberbullied may display one or more of these behaviours:

·                     Becomes withdrawn

·                     Is moody or agitated, especially when using devices

·                     Shows signs of depression

·                     Is aggressive or defensive

·                     Doesn’t want to go to school / performance dips / starts getting into trouble at school

·                     Loses interest in hobbies or activities

·                     Becomes secretive or protective about use of devices

·                     Is spending significantly more or less time than usual online or stops using devices altogether

·                     Change in friendship groups

·                     Change in sleeping habits

·                     Self-harming

What should I do if I think my child is being cyberbullied?

The most important thing parents can do in this situation is offer support and comfort to their child.  Talk to them and let them know that, whatever they are going through, it is not their fault and that you are there to help them.  Relating your own experiences of bullying from childhood can help to bring out the facts. Once your child opens up, it will be easier to take the steps necessary to deal with the situation and start collecting evidence.  It is also important to ensure that your child breaks off all online contact with the perpetrator as soon as you have seen evidence of the bullying. Responding online will only make things worse.  Take screenshots of the evidence and do not delete anything, but do not add fuel to the fire by fighting back on behalf of your child. Parents should never confront other families directly unless they are close friends and they are confident that the matter can be resolved amicably. 

It is very likely that such bullying originated from school peer groups so parents should contact the school as soon as there is good reason to believe cyberbullying is the cause of a child’s distress. Every school has a Child Protection Officer who will know how to help and will investigate the matter. Cyberbullying is a community issue and families need to know that schools are there to support them – no one should suffer in silence.

What can I do to prevent my child being cyberbullied?

Parents should look to create a climate of openness and trust, whilst modelling good digital etiquette at all times.  In this sense, the online world is not all that different to the world in which we were raised and family values can be applied to technology use just as they are to all aspects of how we raise our children. Taking time to familiarize yourself with the devices, apps and websites your children use is essential so that you are able to have open conversations about the benefits, risks, privacy issues and, of course, what to do if things go wrong. Talk to your children regularly about the sites and apps everyone in the family is using and set rules together for the use of these tools, making it clear that those rules are necessary to keep everyone safe.  

Finally, make sure you are aware of what the school is doing to educate your children about staying safe and acting responsibly online. A consistent message, education and support through a strong home-school partnership, built on shared values, is the best way to keep our children safe in today’s digital world.

Where can I find out more?

https://www.commonsensemedia.org/cyberbullying/most-popular

https://www.fosi.org/good-digital-parenting/

http://stopcyberbullying.org/index2.html

http://kidshealth.org/parent/positive/talk/cyberbullying.html

http://www.stopbullying.gov/cyberbullying/

SMART LEARNING - more questions from Gulf News...

• What initiatives have you undertaken to integrate smart technology in your classrooms?  

All GEMS schools are equipped with cutting edge learning technology and technical infrastructure, including industry-standard hardware and secure, high speed Internet access for students, teachers and guests.  Also, research shows that learning improves significantly when students have ownership of the devices they use every day, as well as the content held on those devices and in the cloud.  Accordingly, students in our schools are reaping the benefits of successful ‘Bring Your Own Technology’ schemes, empowering them to learn anywhere, anytime and resulting in deeper, more meaningful learning experiences.   Effective use of such technology is preparing our students for the world of work, as they learn to become responsible digital citizens and capable, independent, adaptable learners and innovators.  It is important that we recognise the role of parents in supporting such initiatives which can, at times, seem something of a bridge too far.  Through the GEMS Parent Engagement Programme, we work hard to ensure that our parents are aware of the aims of such innovations and that we provide the necessary information and support to empower them to engage with their children’s learning. 

I was privileged to attend an event at GEMS Winchester School recently, where the school was judging the winners of its annual ‘Technobizad’ event, a competition which challenges GEMS students to design and market a new product or service.  The judging panel included representatives from the digital technology industry, which provided further authenticity to the competition, as well as cementing valuable connections with the UAE business community.  The high quality of the finalists’ innovations was matched by the stunning creativity on show.  For example, two 12-year old students, ________ and __________ demonstrated the original concept of a fully integrated mobile application designed to provide visitors to Dubai Expo 2020 with a seamless experience, both at the exhibition and around the city, from the airport ePass, to paying for taxis, the show guide, smart pay at retail outlets and so on.  The concept was perfectly aligned with the goals of the Dubai Smart Government initiative and I have no doubt that such an app will be a commercial reality when the time comes. I would like to think that the students who came up with the concept will play a major role in its eventual launch.

·         Does it involve special training for teachers?  

Recent history has demonstrated that simply throwing technology into schools has little or no impact on learning and can, in fact, be detrimental to student achievement.  As U.S. Secretary for Education, Arne Duncan puts it, “Technology alone isn’t going to improve student achievement. The best combination is great teachers working with technology to engage students in the pursuit of the learning they need.” Professional development is a vital component of digital transformation and GEMS has a team of digital learning advisors working across its schools to provide the necessary support and quality assurance, based on a clearly defined set of Digital Standards.  In addition, every school has a designated Digital Learning Leader, a highly-skilled teacher who is responsible for ensuring outstanding practice throughout the school.  As technology becomes more intuitive, we are now seeing less of a focus on training with regard to specific tools and more on how technology is transforming the teaching and learning process.  This clear and sustained focus on learning and student achievement is the key to ensuring that we optimize the positive impact of technology in our schools.

• Does it require a complete overhaul of the curricula to appropriately integrate smart learning tools in the education system?

Not necessarily a complete overhaul, but integrating technology effectively certainly requires schools to take a step back and to re-evaluate the outcomes they are trying to help their students achieve.  It is important to recognise that we shouldn’t be re-inventing the curriculum just to integrate the available technology.  Rather, we must look to the desired outcomes we want for our children and provide a curriculum which meets their needs.  Only then should we consider how technology can help them achieve these new goals.  This re-evaluation is already having a transformational impact on how learning is organised.  Examination results are still very important, of course, but there is now widespread acceptance of the fact that we need to be giving our students so much more if they are to flourish in a digitally-driven, global community where the only certainty is uncertainty.   Skills, values and personal attributes are now key components in the curriculum of forward-thinking schools, as educators and policy-makers strive to provide our young people with the toolkit they will need after graduation.  ‘Learning to learn’ has been part of most curricula for many years and now ‘learning to learn digitally’ is beginning to establish itself as a key skill being taught in schools. 

• What, according to you, are the challenges of implementing smart learning in schools?

Infrastructure, the cost of devices, professional development and the time needed to step back and re-design the curriculum are all major challenges, but not insurmountable.  The main barrier to change, indeed, the elephant in the room, is the outdated public examination system we still see almost everywhere.  There is a damaging disconnect between the knowledge, skills, values and attributes most educators and industry leaders believe our students need to acquire and how the students are, in fact, ultimately assessed – for the most part by way of handwritten examinations, sat alone and in silence.  It does not have to be this way.  Denmark is leading the way with open-Internet exams and educational institutions there are finding that the level of challenge actually increases significantly in this model, as students are pushed to be more creative, to think more critically and to solve real problems, whilst demonstrating a far greater depth of learning than seen previously.  And the assessment system matches the modern and relevant curriculum.   In most systems, however, the results of largely handwritten final examinations remain the passport to higher education.  If smart learning is to really take off in schools, I suggest there needs to be a concerted effort in partnership with policy-makers, examination boards, universities and industry, to develop authentic assessment models which reflect the outcomes we really want for our students.  

·         How can schools effectively use technology and other digital media as tools for learning without exposing children to the inherent risks of smart technology?

One thing we know for certain is that banning anything simply sends it underground and makes it more dangerous.  As an educator, I believe that the best way to protect our children from such risks is education.  We teach our children to swim, cross the road, ride a bicycle and, eventually, drive a car safely.  It is, I believe, also our duty, as educators and parents, to teach them how to navigate the digital world safely and to become responsible and effective users of digital technology and media, including social media. This is why GEMS schools, as a key component of their transformation to smart learning organisations, are running comprehensive, fully assessed Digital Citizenship programmes.   For example, Common Sense Media, a US-based nonprofit organization dedicated to helping children and families thrive in a world of digital media and technology, provide a full K-12 Digital Citizenship curriculum.  Over the past six months, we have seen a growing number of our schools gain certification as ‘Common Sense’ institutions, demonstrating their commitment to the digital safety and well-being of the children in their care.  All GEMS schools are delivering this curriculum, or equivalent programmes, and it is something we take very seriously.  Again, the partnership with parents is vital and we are working closely with our communities to ensure that we give a consistent message to our young learners.   We have partnered with Common Sense Media to have all of the parent resources accompanying the curriculum translated into Arabic and these are being distributed to our Arabic-speaking families as the students cover the relevant topics in school. 

• Is it possible to have an education technology revolution with strong privacy protections for students? 

As part of our schools’ Digital Citizenship education, students are taught how to take necessary steps to keep their identities, passwords and personal information private in the online world and also how to build a positive online presence.  Student data is stored in secure systems and we are working to further improve our provision in this area, with the introduction of enhanced digital systems across all GEMS schools. 

Recent events have shown that, as an absolute ideal, privacy is a luxury that has arguably been lost as a result of sophisticated technology.  If one country’s security services can listen into the telephone calls of other world leaders and hackers can leak celebrity photos from the cloud, then we should indeed be wary of trusting any security system.  It may be that the best way to protect ourselves is to ensure that our online, or virtual persona, matches our real life behaviours - and that we have nothing to hide.  In short, and thanks to technology, it’s more difficult to be a bad person these days – and that surely has to be a good thing!

Global Collaboration with Alumni at GEMS International School, Dubai

This is an article published in issue 2 of GEMS Family Magazine.  Great work by the staff and Grade 3 students at GEMS International School in Dubai.  This brings in so many elements of real life learning and future skills that I just had to share!

See p51 for the article as published: http://gemsfamilymagazine.com/

A digital design project with Grade 3 students at GEMS International School Al Khail (GIS)  in Dubai was not only a fun learning experience but also produced some exciting surprises for all involved.

Grade 3 students at GIS were recently involved in an exciting project to design their own city using an online tool called Google SketchUp. The project was part of the PYP (Primary Years Programme) at GIS and related to their Unit of Inquiry entitled “How the world Works,”  the ‘Central Idea’ being “Successful Cities Require Planning.” The project also involved a surprising online collaborative process via YouTube with a teenager based in London, England. It was not until later we discovered that the teenager, Justin Kreule, was actually an ex-GEMS student from the GEMS school in Tripoli, Libya.  This alumnus connection proved to be very fruitful for all involved, demonstrating the enduring strength and support on offer within the GEMS family.

Initial planning involved the PYP teachers in Grade 3 and collaborative meetings with the Digital Learning Coach at GIS. As part of the process of ‘spinning,’ where gifted students work separately with the Digital Learning Coach, students experimented with a variety of applications that would suit the needs of the Unit of Inquiry. After a search of various applications and searching YouTube for examples of building cities, the students found an ambitious series of videos using the method of ‘speed building’ where the author, Justin Kreule used a form of time lapse or sped-up video footage of building a small city. The application he used was Google SketchUp and this was the beginning of an amazing journey of discovery.

The students quickly picked up the idea that using an island gave us the ability to contain the city and give it boundaries. Using the idea of a ‘flipped classroom,’ the students simultaneously began to watch the tutorial videos at home, plan their cities and experiment with the basics of SketchUp. The ‘spinning’ group gave short demonstrations and talks after analyzing Justin’s videos on the various tricks and techniques.   The process involved each student designing their own island with the appropriate amenities using pencil and A3 paper. Once the design was completed then the students began building their city on Google SketchUp. They followed the techniques and process as showed in Justin’s videos. Justin said later that he was amazed that children so young could learn these techniques and produce such sophisticated results.

We ran into some problems when we weren’t sure how Justin had created some aspects of his construction so we began asking questions on You Tube.  Justin was happy to reply and make suggestions and a dialogue began. At the beginning we didn’t t know where Justin was or how old he was so the Digital Learning Coach suggested a more formal contact and Justin began talking with the Digital Learning Coach via email. We found out that Justin was a teenager living in London, then a Skype conference and Q & A session was organized. Unfortunately the Skype session coincided with Justin’s exams and it didn’t happen. However, the dialogue continued and we found out that Justin had previously been a student at a GEMS school in Tripoli.

The students completed their projects and mounted them on display boards. We sent a video about the project set to music and put it up on our YouTube channel. The children were impressed that Justin was an ex-GEMS student and we all agreed that they would like to work with him again. Projects of this nature, collaborations with experts on the other side of the world, or being able to collaborate synchronously with another class of students, are now a normal and enjoyable part of learning at GEMS International School Al Khail.

Justin commented:  "My experience at a GEMS school was when I went to the International School of Tripoli from 2007 – 2009: two of the best years of my life! Many years later I spent a lot of time working on architectural projects on the SketchUp program, and posted YouTube videos of them. I had the opportunity to show students how to go about making cities, and they made a big display board of all their cities made on SketchUp. It was great to see kids engaging in SketchUp, a program usually considered suitable for advanced designers. I was really happy that my projects were inspiring others to create projects of their own."

Watch our video review of the project here:

http://gistechnology.weebly.com/gis-technology-blog/grade-3-city-project-with-sketch-up

Gavin McLean is Director of Digital Learning and Technology at GEMS International School Al Khail in Dubai.

Questions, questions...

I was asked to answer some questions on tablet use in schools for a national newspaper in the UAE... here's the uncut version!

When did GEMS schools start embracing digital learning in Dubai?

GEMS schools have long embraced digital learning as an essential element of 21^st Century education and a medium through which we strive to instill our four core values: Leading Through Innovation, Growing by Learning, Global Citizenship and Pursuing Excellence.  GEMS Royal Dubai School was the first in the emirate to deploy iPod Touch devices and iPads across the school, back in 2010.  Since then, the school has been recognized by UNESCO as a leading institution globally for effective digital learning. Recently, GEMS World Academy Dubai and Winchester School Dubai became the first schools in the region to be certified by Common Sense Media, a global leader in the provision of K-12 programmes in Digital Citizenship. 

Every GEMS school has a designated Digital Learning Leader, responsible for ensuring high standards and targeted innovation to improve student learning and this network meets regularly face to face in addition to collaborating online with GEMS schools around the world. It is vital that, as educators, we engage with and model this global and digital approach to professional development and school improvement, as we look to transform learning for our students.     

How many of your schools use tablets in classrooms instead of actual school books?

Although traditional textbooks are still in use in most of our schools, these are becoming more of an examination board and curriculum content guide, as expert teachers plan individualized learning paths for their students, using a vast array of digital content and tools. 

GEMS Kindergarten Starters School in Al Garhoud moved from a conventional textbook approach to a blended approach (e-learning combined with face to face sessions) in December 2012. The school piloted this approach for a period of four months before commencing a textbook-free programme in April 2013.

“The declining costs of computational technology will probably place a tablet in the hands of every learner in the coming years that will transform the way children and adults learn. But it is not as simple as it seems. The answer lies in the way we use these technologies to harness the power of the e-revolution.” Asha Alexander, Principal, The Kindergarten Starters.

What are the advantages of using tablets as learning tools?

Textbooks are often out of date as soon as they are published, so there are obvious benefits to digital versions if they can be updated in real time.  Tools embedded in digital books and third party applications can provide students with an enhanced workflow, enabling learners to access and assimilate information more efficiently.  Furthermore, with a digital device in hand, students are able to collaborate, create, share and evaluate their own work and that of their peers in a seamless and dynamic learning process.  They can access sources of learning ‘beyond the book’ and they have the opportunity to continuously develop digital fluency, a key skill now and in the future.

Publishers are playing catch-up in this area, however, and we should be wary of simple substitution of digital over paper, even if digital versions bring video and simulations to the table. There is no benefit in students and teachers working through a digital textbook in much the same way as they did with the paper version. Real transformation comes from innovative curriculum design and expert teaching, embedding high quality formative assessment of student learning within both the online and face to face environments.  It is important to recognize that the device itself is not the key factor when considering a shift towards digital learning. Whether a student uses a tablet, laptop, smartphone or other device will depend on the suitability of that tool in any given situation. Learning to learn digitally is a key 21^st Century skill and selection of the most appropriate tool by the student is an essential element of this.

What is its impact on children’s learning?

Research shows that student ownership of digital devices transforms the learning process and also increases peer and family engagement, both key factors in raising student achievement.  It is important to recognize that the device itself does not transform learning.  There needs to be a change in mindset and our approach to how students learn and how teachers and parents engage in the learning process.  We cannot simply substitute digital for paper and keep doing the same things we have always done. 

“We need to move away from using these technologies merely as sources of information and computing to unleashing their power to help us think, collaborate and create. This is what we have been doing at our school and the impact is evident with students being excited and enthused by the learning.” Asha Alexander, Principal, The Kindergarten Starters.

What is its impact on teachers and parents? 

The shift to digital, online and blended learning presents a significant challenge to schools, teachers and the families they serve.  Success requires ‘unlearning’ and eradicating many of the outdated approaches that have been prevalent in education for centuries and moving towards a normalization of digital methodologies, whilst maintaining the elements of traditional teaching and learning that research shows still hold true.  Visionary school leadership, effective parent engagement, continuous professional development for teachers, student voice and a transparent, innovative approach to curriculum development, are all key elements in ensuring that digital innovations have real impact on learning.  Schools need to build and sustain effective and transparent partnerships with parents and students, formulating a vision of learning together, which is communicated to all stakeholders and then continuously evaluated and lived and breathed throughout the learning community.

“The fear of the new and the unchartered terrain is not something that draws out the best in everyone. There are many who cling to the comfort of the shoreline while dreaming of riding the waves. Just as in learning a language, the use of the digital technology requires fluency in the use of the medium and ultimately the mastery of a language is one’s ability to use it as a tool for expression of one’s thoughts and ideas. In order for that to happen, we have to place a device in the hands of learners. Mastery comes from practice, from using the technology to meet the needs of the learner. With digital fluency we are helping our children acquire the necessary prerequisites to obtain a job and find their place in the digital society of the future.”

Asha Alexander, Principal, The Kindergarten Starters

Did you know your child had a TATTOO?

This is the draft of my article for Issue 2 of the GEMS Family Magazine, due out in September. Comments welcome...

http://www.profitablesocialmedia.com/you-have-a-digital-tattoo/ 

At this time of year, many of our older students will have a keen eye on their futures beyond school. Will they be accepted by their first choice college?  Will they secure a place on their dream course, setting them up for the life and career they have already worked so hard for?  Exam results are important and they will also be working hard on their college applications this year, but there is another key factor to consider in this digital age - and it could make the difference between dreams being realised or shattered...

It is sometimes called a ‘digital footprint’ - the trail of data we leave behind every time we go online, everything about us stored, searchable and ‘out there.’  But is this footprint in sand, washed away twice a day by the tide, or is it set in stone forever?  The truth is probably somewhere towards the latter, which is why we are now also beginning to hear the phrase ‘Digital Tattoo.’  This gives the concept a far more permanent feel, perhaps more menacing - and it is something we should be taking very seriously.  Everything we post online, everything others post about us, even cookies stored on website sites we visit, can contribute to a permanent digital tattoo - our online presence, our reputation. In effect - us, our ‘digital selves.’   

So when should children start managing their online reputations?  Actually, the question should perhaps be: when do parents start building their children’s online reputations?  Almost invariably in the digital age, a child’s first footprint is the 12 or 20 week scan in the womb.  Seriously.  Then there’s the baby in the bath photo, so cute - and that swimming gala pic in Year 5, a proud moment indeed… and all over Facebook.  You get the picture, literally.  As proud parents, we may think that posting these images is harmless, but do we actually have a right to do it?  Does it conflict with the child’s right to one day manage his or her own reputation?  These treasured photographs used to be locked away in the family album drawer, brought out at gatherings to be shared with trusted friends and relatives.  Now they are, potentially, shared with the whole world, re-posted, stored and used for… well, who knows what and by whom.  And how will this indelible history be viewed by our children when they are 11, 21 or 31?  Will they thank us for charting their formative years so publicly?  The answer probably lies in the nature of the content, which is why we, as parents, should think seriously about modelling digital reputation management and guiding our children to take on that task themselves when they are ready.  

Creating a positive digital reputation starts with the parents, but it can be seen to become ever more important as our children become teenagers and start to think about college applications and careers.  A recent survey by Kaplan in the US found that, in 2013, 29% of college admission tutors had Googled prospective applicants and 31% had visited social media accounts to find out more information. Of those, 46% found something they felt negatively impacted the application. In 2008, the number of admissions tutors investigating applicants’ online reputation was around 10% and in 2011, 20%, so there is clearly a steep upward trend.  If this trend continues, it will not be long before the investigation of applicants’ digital presence becomes standard procedure in higher education.  Indeed, I met a teacher from the US recently who told me about one of her ex-students who has set up his own business offering exactly this service to colleges and universities.  He had created a new job for himself and is now, in effect, a ‘Digital Reputation Investigator.’

So what can our students do to ensure their digital reputation is positive and will act as a springboard and not a barrier to future success?   

Seppy Basili, Vice President at Kaplan Test Prep, says:

“Our advice to college applicants is to run themselves through online search engines on a regular basis to be aware of what information is available about them online, and know that what’s online is open to discovery and can impact them.  Sometimes that impact is beneficial, if online searches turn up postings of sports scores, awards, public performances or news of something interesting they’ve undertaken. But digital footprints aren’t always clean, so students should maintain a healthy dose of caution, and definitely think before posting.”

A digital tattoo, just like a real one, can be seen as a thing of beauty and pride or a permanent, unwanted blemish.  We need to help our children take control of their online reputations and futures - to help them design their own digital tattoos - before someone else does it for them!

Managing a Positive Online Presence: What can students do?

1. It starts with the parents - think carefully when posting online about your children.  Are you laying the foundations of a positive digital footprint which they themselves can build on in the future?  Have this conversation with your children as soon as they are old enough: what do they want to be shared with the world?  Respect their wishes.

2. Students should publicise their achievements, such as volunteer or charity work, sporting success, involvement in clubs and extra-curricular activities, awards and anything else that shows them in a positive light.

3.   Set up a blog or website, using a tool such as https://about.me/ to establish an official online area for colleges and prospective employers or contacts to view their profiles.

4. As well as sites such as Facebook and Twitter, teenagers may like to consider building their own profiles on LinkedIn or Google+, thereby getting a headstart with relevant and potentially influential contacts.  

5.   Carry out regular ‘self-searches’ using Google or specialist sites such as https://pipl.com/.  This will ensure that students are aware of what others may see if and when they become the subject of an online search.

Finally, always follow the THINK rule before posting online - always ask, “Is it…”

True?

Helpful?

Inspiring?

Necessary?

Kind?

...and follow the Golden Rule: ONLY POST WHAT YOU WOULD WANT THE WHOLE WORLD TO SEE - including your parents, grandparents, college admissions tutors and future employers or business contacts.

Parents, teachers and technology

This week I was asked to write an answer to the following prompt for a publication called 'Abu Dhabi Week.'

"The impact of gizmos, tablets, gaming consoles on children's mindset - what parents and teachers think should be done..."

This is my draft response - we'll have to wait and see what the final edit brings but I've had fun writing it... comments welcome!

The relatively recent explosion of consumer digital technology, in particular, smartphones, tablets and sophisticated gaming devices, has understandably given rise to serious concerns for parents, teachers, school leaders, educational policy-makers and all others involved in the education and welfare of today’s children.  The late US President Harry S. Truman predicted over half a century ago that technology may advance at a faster rate than we are capable of using it responsibly.  And therein lies the challenge.  

Distraction, technology addiction, cyberbullying, access to inappropriate content, risky online interactions, obesity, eye-strain, underdeveloped social skills, sleep and eating disorders and largely unknown radiation risks.  These are just some of the dangers we must better understand and actively guard against if we are to help our children safely navigate a path through what is now undoubtedly a digitally connected world.  It is easy to see just from this short list why there is so much fear around our children’s use of technology.  I do believe that we can prove Truman wrong - but we have to act together and act quickly, with a sensible, measured and balanced approach to the challenge before us.

Dr. Paul Howard-Jones, Reader in Neuroscience and Education at the University of Bristol in the UK, provides compelling evidence that video games can have a positive effect on brain development and boost learning significantly.  He argues that the technology itself is not inherently dangerous, rather it is a question of when, how much and what you do with it that counts.  

I remember when NASA astronaut and Space Shuttle pilot, Barry “Butch” Wilmore visited GEMS schools in the UAE several years ago.  He was asked by a young student at one of our schools, “What do I need to do to become an astronaut?” Wilmore’s answer was very interesting:  “Study hard, go to college and major in science, technology, engineering or mathematics - and play video games… lots of video games.”  He was in no doubt of the potential that modern technology has to develop key skills and transform learning.

Of course, not many children will become astronauts and technology is not all about video games - even though ever more sophisticated games are now being developed which teach and assess real life skills such as collaboration, negotiation, critical thinking and decision-making.    Nevertheless, according to the European Commission, by 2020, 90% of jobs will need digital skills.  It is, perhaps, hard to imagine what the other 10% will be!  Digital literacy is now a key skill and schools are embedding this as an integral part of the curriculum.  Indeed, the Dubai Schools Inspection Bureau now expects students to “use technology effectively to support their learning” and the Abu Dhabi Education Council, through various initiatives and substantial investment, has taken significant steps towards its stated educational goals, as policy-makers, educators and industry partners look to “harness students’ technological prowess.”

As well as the on-going efforts of those of us privileged to be working in education, it is essential that we also acknowledge the key role of parents in meeting the digital challenge and that we work to form effective partnerships between the home and school.  As parents, we are our children’s first, longest-serving and most important teachers and research shows that effective parent engagement can add the equivalent of between two and three years to a child’s schooling.  Numerous studies and guidance from organisations such as the American Academy of Pediatrics also stress the importance of parents in monitoring their children’s use of media and providing a range of digital and non-digital activities, as well as ensuring that any digital media consumed is of high quality and that the parents actively engage with their children.  As Paul Howard-Jones contends, the technology itself is not the danger - if used correctly and responsibly, it can bring significant benefits.  

So I do believe we can prove Truman wrong.  The key to eliminating the dangers of technology is education and I believe it is an exciting time to be both an educator and a parent.  We need to understand and embrace the opportunities digital technology is offering to the new generation and come together as a community to realise the positive impact it can have on our children’s life chances, whilst promoting, teaching and modelling a balanced and healthy lifestyle.  ‘Digital citizenship’ and digital learning skills are fast becoming  key components of the modern curriculum and sites such as https://www.commonsensemedia.org/ are providing outstanding resources and guidance for both schools and parents.    

Common Sense Media, a US-based non-profit organization dedicated to helping children and families thrive in a world of digital media and technology, recently certified GEMS World Academy-Dubai as a Common Sense School for educating its students to be safe, smart and ethical digital citizens.  The Academy is the first school in the Middle East and the first GEMS school worldwide to be certified.

“We applaud GEMS World Academy-Dubai for embracing digital citizenship as an important part of their students’ education,” said Rebecca Randall, Vice President of Education Programs for Common Sense Media.  “GEMS World Academy-Dubai deserves high praise for giving its students the foundational skills they need to compete and succeed in the 21^st-century workplace and participate ethically in society at large.”

Other GEMS schools are now working towards this certification as they look to further enhance their digital citizenship provision for all students and to support parents in this key area.    

In Abu Dhabi, GEMS American Academy (GAA) is also blazing a trail in the community with their innovative online digital citizenship portal.  David Rynne, the Academy’s Digital Leader, explains:  “The integration of daily communication into the digital landscape requires that we ensure explicit preparation is given to young learners to make them thoughtful and careful users of social communication. The GAA digital environment prepares our students to be aware of the social aspects of online communication.  In this secure and managed environment, students have access to all the features of a social networking site and are able to develop familiarity with concepts such as instant chat, managing friend requests, creating and managing groups, creating and managing avatars, writing and tagging blogs and making thoughtful comments as part of an online community.”

In many ways, technology has transformed the world and schools are now embracing the best tools and methods to improve their students’ learning.  What hasn’t changed, however, is the need for our children to become well-rounded citizens, who know how to be successful and to live happy, healthy lives in perfect balance.  It is everyone’s responsibility to rise to this challenge and I believe that, by working within and across communities, we can harness the combined power of technology and humanity to make the world a better place.   The work continues.

Phil Redhead

Senior Advisor, Digital Learning  

GEMS Education

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Digital Balance: Top Tips for Parents

1.      Model the behaviours you want to see in your children.  If you are constantly checking emails and Facebook on your phone, this sends a powerful, negative message to your children.  Put your own technology out of reach (e.g. upstairs) at certain times when the kids are around.

2.      Have dinner together whenever possible.  Switch everything off and talk!

3.      Build relationships, based on shared interest, practice, accountability and trust.  Take an interest in your children’s technology and what they do with it.  Play the games they play and familiarise yourself with the sites they use.  The more interested you are in what interests them, the easier it will be to share in other, non-digital activities together.

4.      Keep all technology, including chargers, in shared areas.  There is simply no justification for children to have any sort of screen in their bedrooms.  That’s where they really need to sleep.

5.      Plan activities with and for your children that do not involve screen-based technology.  From karate to cooking, ballet to basketball, it is essential that we actively help our children to engage in a wide range of learning and leisure opportunities.