As a teacher of Modern Foreign Languages at Surbiton High School, Kingston Upon Thames, Assistant Principal José Picardo is an important part of the teaching community. As head of Digital Strategy at the school, he’s very keen to make sure that technology is implemented correctly in the classroom. He gives his thoughts on the latest Network.Ed piece.

Last September I started a new role as Assistant Principal at Surbiton High School. My brief is the school’s digital strategy. Now, I’m not the first to be appointed to lead a school’s digital strategy – there have been Directors of E-Learning or Directors of ICT elsewhere for some years, but I am one of the first to be appointed directly to the Senior Leadership Team with the specific purpose of devising and implementing a digital strategy to support teaching and learning. And I won’t be the last. Here’s why…

Technology supports teaching

Research shows that lessons are most effective when they are structured thus:

• An initial review of prior knowledge
• A formal presentation
• Guided practice
• Initial feedback
• Independent practice
• A follow-up review

Isn't it curious that all of you and and all of your students use the internet daily but none of you exploit its potential for teaching, learning and creativity? Isn't it curious that schools force their students to inhabit this alternative reality for six or seven hours every day where the internet doesn't exist?

Earlier this week I led a seminar for PGCE students at Nottingham University on the use of the internet and its potential for encouraging pupils’ creativity. To start, I asked those present to put their hands up if they used the internet daily. All hands went up. I then asked them to keep their hands up if their pupils used the internet on a daily basis. After a moment’s thought, all hands stayed up.

However, when I asked the PGCE students – who had all finished their first teaching placement – to keep their hands up if they planned or been encouraged to plan lessons, sequences of lessons or homework that required the use of the internet, all hands went down. Isn’t it curious, I asked them, that all of you and and all of your students use the internet daily but none of you exploit its potential for teaching, learning and creativity? Isn’t it curious that schools force their students to inhabit this alternative reality for six or seven hours every day where the internet doesn’t exist?

The work of a teacher is both challenging and complex and requires high standards of professional competence and commitment. However, research shows that formal professional development may not be the optimum means by which such high standards of professional competence can be achieved. The principal reason for this is that traditional CPD tends to be based on one-off events that can often be a solitary activity and can seem remote from colleagues, students and classroom practice in general.

Many teachers have begun to diverge from only using traditional CPD provision and started to address their individual and collective professional learning needs – which can often be perceived as being different by management – effectively by seeking informal professional development opportunities. An alternative model of regular peer-to-peer professional learning meetings – sometimes referred to as TeachMeets or Show and Tell sessions – is beginning to emerge as a more successful, supportive and motivating way of sharing best teaching practice with the aim of improving overall teaching and learning. Such bottom-up professional learning is more likely to be followed up and to result in innovative practices that are successfully embedded and sustained.

Following my response to Sir Michael Wilshaw’s call to ban mobile phones from the classroom, further questions need to be asked about the direction we are taking regarding the way our students communicate and the means they use to do so. Drawing from previous posts and subsequent comments, I’ll set out below why I think schools need to deal with the real reason why smartphones have become ubiquitous in our classrooms: social networking.

The use of social networking is increasing in all areas of society but, although students have been active in social networking for almost a decade now, during this time, schools and teachers have largely ignored their students’ clear desire for peer interaction and communication outside the classroom.

When we learn to write, we don’t start by studying the process through which the ink travels from the cartridge to the nib of our pen and on to the paper. When we learn to speak another language, we don’t first study buccopharyngeal anatomy in the hope it will facilitate the production of difficult foreign sounds. When we learn to drive a car, we worry more about making the machine work and less about how the machine works.

In each of these cases, achieving a successful outcome – becoming an accomplished writer, a gifted polyglot or a talented racing driver – is not dependent on the intimate knowledge of the processes involved and it can demonstrably be achieved with only a basic understanding thereof.