Julia Adamson
Director of Education, BCS, The Chartered Institute for IT
The pandemic increased the use of edtech in the classroom and now there needs to be a manifesto to help keep up the momentum.
The pandemic accelerated schools’ adoption of educational technology, but it also highlighted the digital divide and the lack of expertise in some schools to deliver remote learning.
BCS, The Chartered Institute for IT, has created a Manifesto for Digital Technology in Schools. Its main thrust is that all young people must have the skills to thrive in a digital world and that schools use digital technology effectively across all aspects of their work.
Throughout the pandemic, we provided edtech advice and support to schools through our Computing at School teachers’ network and as part of the National Centre for Computing Education, by providing professional development for teachers.
Every child has the right to a high-quality computing education. This knowledge will give children the ability to participate fully in a more digital society.
Digitally empowered young people
Every child has the right to a high-quality computing education. This knowledge will give children the ability to participate fully in a more digital society.
At its core, there needs to be a relevant curriculum that reflects the digital landscape and emerging fields such as AI, data analytics and cyber security.
This needs a rigorous suite of qualifications for those who want to specialise in computer science and to improve digital literacy overall. This is vital now there is an app for everything, from repeat prescriptions to joining a gym or applying for jobs or benefits.
Plus, many jobs from nursing, farming to teaching use highly technical tools. Some young people will go on to be the designers and developers of the future.
Teachers need skills too
More computing specialists need to be recruited to initial teacher training and the NCCE should help teachers of other subjects to develop the skills and knowledge to teach computing.
School leaders must prioritise the use of technology in all subjects and identify a senior leader and governor with the responsibility for the school’s , secure and effective use of digital technology. In this year of COP26, it must also be sustainable.
Employers have a role to play too by advocating and backing the importance of computing education for young people.
Next steps
There’s been a positive response in schools to a more ‘blended’ approach to learning, but to end the digital divide there must be universal digital access for pupils between home and school. Finally, a national commission should be set up to review the current and potential use of technology across the school system to develop an evidence-based roadmap for the next 10 years.