This is the final report on the Digital Learning Framework national longitudinal evaluation, following data collection for Wave 2 from Autumn 2021-May 2022. The data presented in this report provide an opportunity to consider how schools and students responded to the challenges of the COVID-19 pandemic with reference to the use of digital technologies for teaching, learning and assessment. The evaluation also considers the ways in which schools have had successes and met challenges in their embedding and implementation of the Department of Education’s Digital learning Framework. The report provides an overview of the current policy and research landscape with respect to the use of digital technologies in schools and over the course of the pandemic. It also presents new data at both primary and post-primary levels from schools (digital learning team leaders, school principals, and teachers), students, and professional development advisors specialising in the use of technology in education. The key findings from Wave 2 of the evaluation are highlighted, together with examination of changes from previous waves. Finally, the main successes and challenges encountered by schools in their implementation of the Digital Learning Framework over the period 2017-2022 are identified.
Author: Thuy Dinh
Principals’ initial perspectives of action planning in new DEIS primary and post-primary school
P-TECH IRELAND STUDENT SURVEY 2024
This report provides a snapshot of the student experience of the first P-TECH student cohort in Ireland as they finish post-primary school. It looks at their views on school, their experiences in P-TECH and their plans for the future. A total of 49 students responded to the online survey, representing a response rate of nearly 64% of eligible students. Students’ views on school were somewhat divided with about one-third of students disagreeing or strongly disagreeing that they looked forward to school. Students’ reflections on their learning within P-TECH were largely positive. The majority of students (>80%) reported that P-TECH supported their development in various skill areas or abilities either to a small or large extent. One-third of students were happy with the availability of the P-TECH mentor for guidance and support when needed (33% satisfied/very satisfied). There was high uptake of the work experience placements in Transition Year. About two-thirds of students rated their interest, enjoyment or overall work placement experience as good. The majority of students intended to continue in formal education after school, intending to pursue either higher (59%) or further education (29%) courses. Over half of students (57%) reported that P-TECH was preparing them to some extent for their future career or further education . About half of students were satisfied or very satisfied with their overall experience of the programme. Students’ suggestions for improvement to the P-TECH programme included: clearer information on the programme’s content and goals; more information for students on P-TECH in general; clearer instructions for projects/tasks during work experience placements; and allowing students to provide ongoing feedback throughout the programme.
P-TECH IRELAND STUDENT SURVEY 2024
This report provides a snapshot of the student experience of the first P-TECH student cohort in Ireland as they finish post-primary school. It looks at their views on school, their experiences in P-TECH and their plans for the future. A total of 49 students responded to the online survey, representing a response rate of nearly 64% of eligible students. Students’ views on school were somewhat divided with about one-third of students disagreeing or strongly disagreeing that they looked forward to school. Students’ reflections on their learning within P-TECH were largely positive. The majority of students (>80%) reported that P-TECH supported their development in various skill areas or abilities either to a small or large extent. One-third of students were happy with the availability of the P-TECH mentor for guidance and support when needed (33% satisfied/very satisfied). There was high uptake of the work experience placements in Transition Year. About two-thirds of students rated their interest, enjoyment or overall work placement experience as good. The majority of students intended to continue in formal education after school, intending to pursue either higher (59%) or further education (29%) courses. Over half of students (57%) reported that P-TECH was preparing them to some extent for their future career or further education . About half of students were satisfied or very satisfied with their overall experience of the programme. Students’ suggestions for improvement to the P-TECH programme included: clearer information on the programme’s content and goals; more information for students on P-TECH in general; clearer instructions for projects/tasks during work experience placements; and allowing students to provide ongoing feedback throughout the programme.
Final report of the longitudinal Digital Learning Framework Evaluation
This is the final report on the Digital Learning Framework national longitudinal evaluation, following data collection for Wave 2 from Autumn 2021-May 2022. The data presented in this report provide an opportunity to consider how schools and students responded to the challenges of the COVID-19 pandemic with reference to the use of digital technologies for teaching, learning and assessment. The evaluation also considers the ways in which schools have had successes and met challenges in their embedding and implementation of the Department of Education’s Digital learning Framework. The report provides an overview of the current policy and research landscape with respect to the use of digital technologies in schools and over the course of the pandemic. It also presents new data at both primary and post-primary levels from schools (digital learning team leaders, school principals, and teachers), students, and professional development advisors specialising in the use of technology in education. The key findings from Wave 2 of the evaluation are highlighted, together with examination of changes from previous waves. Finally, the main successes and challenges encountered by schools in their implementation of the Digital Learning Framework over the period 2017-2022 are identified