DIGITAL STRATEGY

A digital strategy basically is how an institution plans to use its technology resources. It gives insight into particular areas which must be paid attention to and assists with outlining and creating a clear path to attain strategic goals.

In order to reach these benchmarks, one must have a specified vision or principles to work towards. A digital strategy specifically catered to an institution can help it benefit and optimize performance of students, teachers and all other stakeholders.

INTRODUCTION

The Digital Strategy for the Lawrence T. Gay Memorial School like most educational institutions would be simply to improve efficiency and effectiveness at the institution.

Efficiency referring to the work being carried out by the teachers and the management team, while effectiveness refers to how teaching and student learning are taking place.

To achieve effectiveness and efficiency, there should be a plan to guide the successful achievement of attaining the goals and needs for technology use in the school.

Lets rewind to two years back, the digital strategy thrust upon us all was centered around using Google G Suite. This program was introduced by the Government of Barbados to assist all staff and students in primary and secondary schools. This software was to ensure teaching and learning took place during the Covid pandemic.

It allowed all stakeholders of the institution to work from their remote locations once they had access to an internet service. It was free to all users(students, teachers, parents), required a one time sign-on and storage of work and information such as attendance, grades and personal information were backed up on Google Drive which was ideal as work wouldn't be lost. The platform also seemed secure and safe for all to use.

Now that we are back in the classroom full time, we would still like to continue the strategy of using synchronous and asynchronous learning. However for this to work there must be a digital strategy which can be implemented to ensure that "everyone is on the same page" and in turn benefits.

For any educational organization to come up with an "ideal" Digital Strategy, there are some questions which can be asked.

-Can the curriculum be incorporated into this program /software so that the subject content can be taught?

-Can the program facilitate the teachers' and students' workload?

-Does the program facilitate parent / other stakeholder involvement?

-Can information be communicated effectively?

-Can this software support learning?

-Was the technology which was used before beneficial or can it be improved?

-Is the staff confident using technology? Has training been provided?

-Will the information stored be secure?

-Will tech support be readily available to all users?

-Can the school's infrastructure support the software/hardware?

-Is the Wi-Fi bandwidth adequate?

Based on the answers to these questions, plans can be put into place to decide on the technology tools and skills required.

FACTORS TO CONSIDER

A Digital Strategy should be assessed at least at the end of each term or mid term to determine if the goals which were set out were met or on the path to being met.

 Factors to consider include:

-Closely evaluating the technology which was already on the plant.

-Analyzing students' progress.

-Making a note of what problems and gains teachers and students encountered.

-Examining and discussing the problems which would've been experienced online by both teachers and students. 

A SWOT analysis of the strengths, weaknesses, opportunities and threats of the digital environment can be highlighted to give administration any clues to help chart the way forward. 

The issue of funding would also have to be considered. Along with the overall vision of the school and the teaching objectives. These factors would all have to be thought about before implementing a Digital Strategy.

All stakeholders of the educational institution play a proactive role in enhancing our education system and they should be on board and take some responsibility in incorporating successful technology practices.
There is no one perfect "one size fits all" approach which will work for all institutions as all schools are different.

In today's, modern education system, we can see that we live in a world of advanced technology which is rapidly changing. This will provide greater international competition. It is therefore necessary to adequately prepare our students by providing an enhanced, thriving educational environment in areas of teaching, learning and assessment.

OBJECTIVES OF DIGITAL STRATEGY

Some of the key points which will lead to the construction of the Digital Strategy are:

• To improve the child's learning experience.

• To increase productivity in regards to assessment procedures and enhance students' learning experiences.

• To incorporate technology into various subject areas.

• To foster innovation in teaching and learning development.

• To disseminate information in a timely manner to all stakeholders.

• To improve accessibility to all stakeholders.

• To secure personal information of students, parents and workers.

VISION FOR STRATEGY

To take full advantage of the digital technology available by enhancing teaching, learning and assessment, so that students become critical thinkers, excellent communicators, creative individuals and are able to participate fully in the local and international society. 

THREE SECTORS OF DIGITAL STRATEGY

There are mainly three sections which fall under digital strategy these are:

-Digital Literacy & Capability

-Digital Technology and Infrastructure

-Digital Leadership

https://sherryrbradshaw.blogspot.com/2022/11/post-3.html. This post shows one school which has highlighted the importance of Digital Strategy in their school.

We will highlight areas from each of these major categories to ensure there is some overall balance to our digital school environment. Communication and feedback will be essential in our digital journey.
We will therefore also discuss the roles of all stakeholders, teaching staff, students, parents, I.T.C and Administration to ensure the vision is kept on track.

Students should:

• Use the technology available to be exposed to innovative ways  of learning and styles of collaborating.

• Enjoy learning.

• Engage in meaningful educational practices.

• Make critical decisions.

• Accept responsibility of learning in and out of school and use devices in a responsible manner.

• Demonstrate ethical practices. (McGinn, 2007). 

Teachers should: 

• Provide an engaging and student -centered environment conducive to learning.

• Use creative and team-building exercises.

• Incorporate technology in all subject areas. to solve "real world" problems.

• Encourage collaboration and feedback 

• Support students in their creativity and innovation so they manage their own learning goals and activities.

• Actively participate and design learning communities using technology.

• Engage in continuous professional development. (Butler et al., 2013).

 I.T.Cs should:

• Spearhead and assist with the planning of the digital strategy.

• Train or set up workshops to get all staff and students confident in using technology and devices.

Schools should: 

• Plan how to implement technology in teaching, learning and assessment throughout the entire school.

• Provide Professional Learning Communities and Continuous Professional Development, taking into account feedback from staff and students.

• Communicate with parents and students both in class and online through the use of technology.

• Develop safe and ethical practices for all members when using technology.

• Build relationships in the community and with existing stakeholders.

 Parents/Guardians should:

• Engage and assist with their children’s learning through the use of digital technology.

• Collaborate with and participate in school activities and programs using technology.

• Encourage students to be responsible and ethical.

DIGITAL LITERACY & CAPACITY

PROFESSIONAL DEVELOPMENT

Continuous Professional Development is no stranger to our institution, as sessions are held at least once/ twice a school year  to foster teaching skills. However this may prove difficult with our current situation. 

The importance of maintaining a professional learning community is not to be taken lightly. Workshops based on integration of technology into the curriculum and in turn in classrooms is now of utmost importance, as this practice will be the new norm. Teachers need to be properly equipped with the knowledge and skills and confidence to integrate technology into their practice.

Technology is constantly updating and one must keep with with recent software and new tools. This knowledge must in turn be passed on to students so that they can grasp the opportunities which exist. The idea is to create positive changes which can improve learning. Innovative thinking from students should also be welcomed. 

Many staff members are at times hesitant to use unfamiliar software or equipment therefore getting every one into a place of comfort while using these devices is a step in the right direction. 

Teachers who are more tech-savvy can be delegated to assist in tasks such as training those who are less competent in the area. Basic apps can be used initially to build confidence and then upgrade to those which maybe a bit more challenging. 

 Cindy G.& Karuri M. (2015) wrote, 

“Everyone agrees that technology can be used in the classroom to the benefit of the students, and there is no stopping the advancement of technology. The challenge is in how the technology is implemented, utilized, and monitored.” 

 

COMMUNICATION

Good communication, constant feedback and support of staff is essential in maintaining this strategy. Reflective practice of our own professionals' usage of technology, sharing thoughts with colleagues and making everyone aware of the ethical standards is also imperative. All staff must be on board and everyone must be aware of the vision and goals which have been set. 

Digital tools such as laptops, tablets, chrome books, and even smart phones can be used or made readily available. Parents must also be communicated to and the subject content and pedagogy must be shared with all parties involved.

In addition, using tools such as video conferencing, online chats, and social media sites, teachers from various schools can "meet" and collaborate with each other and other professionals both locally and internationally to form online professional learning communities.

Parents are not to be left out as tailor made instructions and videos and sessions will also be set up for them so that they can assist their children at home. 

These methods will provide the school with guidance and examples of good practice on the effective, critical, and ethical use of technology for teaching, learning and assessment. 

DIGITAL TECHNOLOGY & INFRASTRUCTURE

INFRASTRUCTURE

Digital Infrastructure is one area where our school fails miserably as modifications are needed. A reliable, strong digital infrastructure is needed for institutions to effectively integrate technology in all aspects of the curriculum. 

Our school does not have this; as there is no computer lab. There is a M.I.S Room which is air conditioned and outfitted with a suitable electrical supply. This room is therefore used for storage of the school's technology and robotics equipment as it is secured with a metal gate and locks and outfitted with cabinets. 

This problem was attempted to be rectified  previously and  another room was designated to be set up as the new I.T lab but due to large numbers of students it is now being used as a classroom. However, there are a few green spaces which can be used for to facilitate this project.

There is a need for hardware and software updates. The necessary infrastructure to support all the technology resources is either not functioning or out dated. There are some students who may be in the need of tablets as some were not returned and some which were, are no longer in working condition. 

We have been unable to invest in the internet infrastructure. Both the internet bandwidth and Wi-Fi distribution are inadequate, even though each classroom has a network point. The current 20 Mb /sec broadband as mentioned previously is totally inadequate. This poses problems as many persons cannot all use the internet in various subjects at the same time if at all.

The internet is also needed in producing students' termly reports. This is a constant end of term headache for many. All staff cannot use the OPENEMIS program at once as it will cause a bottleneck in the system. Not only this but around that time each term, the programs crashes due to the heavy use of the local teachers logged into the system.  This latter issue however is one which will have to rectified by the Ministry of Education and Vocational Training.

It will be in the plan to reach out to private companies in the community for adoption or to contact one of the major internet providers and inquire about paying solely as an institution. However that too will have its disadvantages as this service then still has to be evenly distributed to the various blocks on the school compound. 

Additional modems/ extenders would have to placed at strategic points to get the best service possible. These may have to be sourced via the Ministry of Education and Vocational Training.
It may be necessary to reach out to other community stakeholders for assistance in this area (maintenance and purchasing of hardware/ software). It will be ensured that the provision of equipment such as printers, desktops, projectors, and the availability of laptops /chrome books be sourced or funded from school grants or fund raisers. 

INTERNET USE

The importance of a child having their own device and access to internet at home should also be stressed to parents. As many new trends are taking place in regards to students bringing to school their own devices and using social media, the use of internet must also be carefully monitored among students. Teachers and leaders must therefore incorporate within the strategy ways to make better-informed decisions and make parents and the children aware of the good practices and the consequences of misuse of the internet. 

SECURITY ISSUES

The topic of Digital / Data and Online Safety is pertinent as the ISTE standards and Data Protection Act  must be upheld. Personal information which will be collected will remain confidential and used for the intended purposes. Encryption of data and proper password management must be done to ensure confidentiality and accountability. Information such as grades and exam results are usually kept in the Class teacher's drive. 

Pre-Covid most of this information was either stored on the school's database or kept as hard copies in secure areas in the principal's office. Material not needed was shredded and discarded. However, one noted advancement since then is that the storage of such confidential information has now been stored on the cloud or Google Drive which is accessible only by the authorized persons. To have access permission must be sought and/or reasons given to obtain various documents.  

Information includes dates of birth, identification numbers, martial statuses, to name a few. Privacy notes are usually sent to parents informing them of the use of information which is collected and this will continue once information is to be obtained. The use of Google forms has also taken a prime role in this data handling which allows for immediate submission, reduction in persons handling the information and less use of paper.

There is virus protection software (Avast Antivirus) provided on each teacher's and student's device and persons are educated on the importance of not clicking on malicious links / opening documents from unknown sources. 

DIGITAL LEADERSHIP

It will be necessary that all parties involved especially the I.T Team and  management team ensure that persons are kept in align with the plan discussed. Continuous Professional Development as stated will be necessary to ensure everyone stays up to date. It will be challenging but everyone must be on task to achieve meaningful integration of the technology.

REFLECTION & MONITORING

There is currently no written Digital Strategy, however, on reflection, I can state that under the direction of  the Information Technology Coordinator and team, we had already started to utilize keys factors of a digital strategy based on practices which we had already adopted.  Our peculiar relocation challenges will make total implementation unlikely at this time but we can continue to use the technology  which we have to assist in  storing information, managing our work load and improving our teaching, learning and assessing methods.

EVALUATION

Evaluation will also be a critical component of the new strategy and it must be on-going. After the implementation process, it must be monitored to ensure that progress is being made towards the goals or if there are too many challenges to see what is preventing them from being attained. Any modifications or recommendations can then be suggested towards the following term. 

Feedback from staff and students should also be taken into consideration as well as their willingness to participate. This can be done in the form of questionnaires or interviews. This information should be documented for future reference. Self-evaluation should also be encouraged at his stage and digital tools should be checked for any viruses, malfunctions, misuse etc.

Information which has been collected can also be documented and shared with other schools and the Ministry of Barbados so that these innovative practices are collected and shared with the wider teaching community to enhance the educational experiences of our students and teachers nationwide. 

There should be some published work on implementing digital strategy in educational institutions which is locally or regionally based so that educational leaders here have some guide or model which relates to "home soil" rather then having to use guides which have been based  on international schools.

IMPLEMENTATION

Based on everything discussed prior, we can now understand the importance of implementing a digital strategy. This is the final stage of the plan and must be carefully critiqued by the I.T team and management team. 

You may note that many of the objectives listed as it relates to the school's vision or to the use of technology have many similar components or overlap. The underlying focus is to create a positive, engaging learning/teaching environment for teachers and students.

Implementation must be looked at from a priority perspective and not just a want perspective. Therefore it is important to decide which stakeholders will be a part of the creation of this strategy. Bear in mind the  competencies of staff  both permanent and temporary, the culture of the school and identify a plan B should some part of the initial plan need to be derailed.

Examine the benefits and disadvantages of the chosen tools (hardware and software). There will be some hindrances as expected, not only budget related but also hesitancy from staff, students and parents involved. Motivate those are are keen and eager to learn the technology. Get staff to feel comfortable about technology use. 

Leaders must act reasonably. Schools may not always have the required resources available and  teachers may feel pressured into using resources from home. Offer reassurance. Finally keep it simple. In some circumstances, less is more. Do not try to adopt practices others have without first examining your institution. Each school is at a different stage in its technology journey. 

Remember these changes will not happen overnight, they take time but with a good support staff, continuous development and effective communication, Attainments will be reached.  Each school is unique in it's own way and there is no one-size-fits-all solution when it comes to technology.