# 7. Sustaining Factor 4: Computational thinking and its links to problem-solving

## 7.1 Early engagement and outcomes

The ways that computational thinking – an educational concept wider than the teaching of coding and computing – links to problem-solving, and the integration of wider digital education, has been shaped in NI by external as well as internal factors. The UK government initiative in 1980 to introduce a computer into each school led to the provision by 1990 of computer studies in 97% of post-primary schools across NI for pupils aged 16 years<fnref n="93" />. At that time, it was recognised that computer studies was the 12th most popular subject for examination at 16 years of age, but it was also recognised that IT resources and specialist teachers were accessible to a limited number of pupils. Provision in schools was largely through access in computer rooms, which meant that the opportunity for subject teachers to access the technology to use in their teaching required quite a lot of pre-planning and determination, as the rooms were predominantly used for computer studies by IT teachers. This led to the establishment of ICT courses in Key Stage 3 (11-14-years-of-age), but this sometimes covered content areas that the young people already knew how to do, such as how to switch on the computer and how to make a Microsoft (MS) PowerPoint slide. Consequently, the courses were criticised as inadequate by industry, by inspectors and by higher education providers at that time.

## 7.2 A cross-curricular approach

As described earlier, NI was under direct UK rule until 1998. Earlier, when the National Curriculum was introduced in 1989, the curriculum from England was considered as a curriculum that NI might copy directly. However, following discussion in NI, work was undertaken to develop a NI curriculum,<fnref n="94" /> which also introduced six cross-curricular themes.<fnref n="95" /> One of the six was information and communication technology. A Ministerial working group was set up to produce a specification of what that might look like.

The report of that 1989 working group defined how NI would take forward a cross-curricular approach to ICT, as a statutory requirement for all pupils from 4-16-years-of-age. This cross-curricular approach required pupils to be involved in key processes such as designing, creating, composing, recording, presenting, communicating, calculating, measuring, controlling, selecting, testing and evaluating. Taken together, these key processes constituted a framework describing the knowledge, skills and understanding which all students were expected to acquire during their compulsory education. These processes, of course, underpinned much of what can be described as traditional subject content. However, the report argued that it was the qualitative and quantitative benefits that technology brings to the application of these processes that made ICT such a powerful cross-curricular tool. The report also set out how each of these key cross-curricular processes could be mapped to traditional subjects and how they would also support learners who are living, learning and eventually working in an information-based society. Whilst this policy approach was taken to the integration of ICT across the curriculum, its cross-subject implementation was not necessarily advanced at that

<footnote n="93">⁹³ Anderson, J. S. A. (1991). Information Technology – A Cross-Curricular Competence for all Pupils. *Computers in Education, 16*(1), 23-27.</footnote>

<footnote n="94">⁹⁴ The Education Reform (NI) Order, 1989.</footnote>

<footnote n="95">⁹⁵ With, additionally, cross-curricular themes in education for health, careers, financial awareness, mutual understanding and cultural heritage. By 2007, these had been reviewed and formally resolved into three assessed cross-curricular skills of Communication, Using Mathematics, and Using ICT, and a further non-assessed specification of Thinking Skills and Personal Capabilities.</footnote>
time by all subject advisors and inspectors but has been a basis for increasingly wider
integration since its publication.

7.3 **A revised curriculum and classroom implications**

Following a review of the NI curriculum, CCEA proposed a number of curriculum changes that were accepted in 2003⁹⁶. These included, importantly: more emphasis on developing children's thinking skills and their ability to solve problems and handle information; and adding education about citizenship and employability to the curriculum - with three overall objectives: to develop as individuals; as contributors to society; and as contributors to the economy and the environment.

'Using ICT' is a statutory cross-curricular skill in the NI Curriculum. The NI Curriculum prioritises computing (and computational thinking) as well as relating to the creative IT industries, including film and animation. A broad range of other ICT skills can fulfil the curriculum requirements of the 5 'E's (Explore, Express, Exchange, Evaluate, Exhibit), but pupils must be given the opportunity to develop the skills and knowledge outlined in the statutory 5 'E's throughout each year and each key stage as this is a statutory requirement. Schools are provided with non-statutory guidance to inform them of the knowledge, content and skills that are required for each type of ICT usage. Schools have the freedom to decide which purpose(s) or type(s) of ICT (i.e., more than one usually) to focus on each year while contributing to coverage of the 5 'E's and where to embed this across the rest of the curriculum. This works for schools, as a 'one size fits all approach' would neither be suitable, nor would it fit with the design of the rest of the NI Curriculum.

At the same time, the C2k initiative has been involved in providing increased access to devices
and facilities. However, working with these in standard classrooms was an issue that needed to
be carefully considered, as space for equipment and working space for pupils and teachers
needed to be accommodated to support learning to best effect. The solution adopted in many
instances was to ensure that on benches, surrounding a central space, screens, keyboards and
the mouses would be on the bench, while the central processing units (CPUs) would sit
underneath the benches. This meant that children could work on computers on the benches,
and then in groups on the central space, where they could have paper, books and pens, for
example. They could work together and then use devices when and as appropriate. Children
working in groups, learning from one another, recognised as a best practice, could then be
supported. Similarly, different room layouts allowed the teachers to move around and interact,
seeing what was on the screens, rather than copying the layout of a traditional classroom.
Figure 11 shows a current layout that is recognised as allowing forms of access that work for
pupils and teachers.

<footnote n="96">⁹⁶ Balanskat, A., Blamire, R. & McCluskey, A. (2005). *Policy Peer Reviews ICT in Schools: Northern Ireland*. Brussels: European Schoolnet.</footnote>
<figure><img src="image_13.png" /><figcaption>Figure 11: A current room layout to afford effective access and use<fnref n="97" /></figcaption></figure>

## 7.4 Teachers and computational thinking

Supporting teachers in developing computational thinking relied on their being able to consider computational thinking without using digital devices as well as with using devices. Training and support for teachers was undertaken, and started with two days when teachers would not go near a device, as it was felt that it was important for them to understand that computational thinking could apply to other situations beyond computer devices. During these days, teacher trainers related computational thinking to problem-solving thinking.

From 2018 to 2020, CCEA provided training sessions on upskilling teachers in coding and computational thinking in venues around NI to over 1,000 primary school teachers. Some of these sessions were delivered alongside colleagues from local IT companies including Kainos, Citi, TotalMobile, and Liberty IT. It was found that demand for these sessions outstripped supply, due to the available and capacity of trainers and the cost of delivery and teacher release.

How one school is currently (in 2024) integrating computational thinking and computing across the curriculum and across the school is discussed in Case Vignette 4. (Please note that full school case studies are also provided as separate additions.)

### Case Vignette 4: How one primary school integrates computational thinking and computing for all pupils

In the 2023 ICT Awards Report<fnref n="98" />, Groggan Primary School was highlighted as having clear practice in place so that pupils across the school develop computational thinking skills, from the foundation stage, through each year group. The aim is to prepare young people for lifelong

<footnote n="97">⁹⁷ St Malachy's College, Belfast | DigitalHub (stmalachyscollege.com) (Kind permission was granted by St Malachy's College for use of this image.)</footnote>

<footnote n="98">⁹⁸ Smith, S. and Anderson, J. (2024). *Report on the 2023 ICT Excellence Awards: June 2024*. Belfast: Capita.</footnote>
needs and for a workforce of tomorrow. Implementing computational thinking skills has been a key priority in the school action plan for the past ten years and is now an intrinsic element of teaching and learning through a cross-curricular approach.

A needs assessment was undertaken to identify levels of staff confidence, knowledge and understanding of computational thinking. To develop appropriate skills within their classes, subject leaders gained training in uses of Barefoot Computing, iTeach, Hive Hackers, Max Coding, and being introduced to the Hour of Code, Bee-Bots, Just2Easy and Micro:bits. Teachers agreed manageable and achievable half-termly targets to become adept at coding skills, relevant to the ages and needs of their pupils. The ICT coordinator and principal provided support, as did the school pupil digital leaders - chosen for their abilities to work independently, but also having 'soft' skills needed to support their peers. Through these roles, it was found that pupils with special educational needs developed social skills, and they valued their abilities to work with other children. Digital leaders were supported through the Dream Space Ambassadors programme, receiving virtual training on applications such as MakeCode, sharing what they had learned with others.

Unplugged activities (including desk-top and physical) were introduced so that the language associated with computational thinking could be made accessible to pupils from early ages. Pupils first encountered 'plugged-in' (screen-based and robotic) activities with uses of Bee-Bots, progressing to Scratch Junior in Key Stage 1 (5-7-years-of-age) and then block-based coding applications in KS2 (7-11-years-of-age) through Just2EasyCode, Micro:bits, MakeCode Arcade, Hour of Code, and Spheros, using appropriate activities recommended by CCEA. A clear progression was mapped out, across the age span.

Teachers reported on the pupil activities and outcomes through social media posts, assemblies, the school website, displays and governors' meetings. All teachers engaged, whether newly qualified or more established. Computational thinking was embedded across the curriculum in all year groups, pupils were immersed in activities which challenged their understanding. The need for 'debugging' was not seen as a failure but as a learning experience. Pupils were seen as developing more independence in their learning, taking risks, working collaboratively, using appropriate language, and applying skills learned in one context in others.

## 7.5 The future

A current concern, and potential opportunity, is what is recognised in some cases as a lower focus in schools on manufacturing using computers. It is felt that manufacturing, making things, making objects, and robotic manufacturing are important aspects to explore within a curriculum. For example, the growing focus on 3D-printing has the potential to support future career and employment directions. Schools are also concerned and focusing on the potential uses (and challenges) of other emerging digital technologies, including virtual and artificial reality (VR and AR), and generative artificial intelligence (GenAI).

In terms of the future direction of travel, in 2024, the Minister of Education commissioned a wide Curriculum Review in NI<fnref n="99" /> and is keen that a particular focus is brought forward in terms of the power of knowledge within the curriculum.

<footnote n="99">⁹⁹ Review of the Northern Ireland Curriculum announced | Department of Education</footnote>
# 8. Sustaining Factor 5: Developing teacher practices

## 8.1 Diverse teacher practices at early stages

Teacher professional learning (TPL) has paralleled the focus of long-term initiatives. From 1989 to 1998, professional development of teachers was supported by the five ELBs. A number of seconded teachers worked in each ELB to help other teachers learn how to use technologies and apply them to teaching and learning. But it was found that this did lead to fragmentation as each ELB took its own decisions about which computers to use. So, this led to diversity, with one ELB using BBC Microcomputers, another Research Machines, another Sinclair machines, and even some using Tandy computers. Across the ELBs, working was independent, with limited sharing of effort and practice, run through their own education committees and chief education officers, so it was found that at times they became more competitive than complementary. It was only after the establishment of C2k that more formalised efforts for a nation-wide approach to supporting educational technology was facilitated by the establishment of an Inter-Board IT Group (IBET) comprising the IT advisors from each ELB and chaired by the Project Director of C2k (who was a former ELB IT advisor).

During the 1980s and 1990s teachers using ICT were often those who were especially interested, rather than teacher use being universally wide. In the 1990s, advisors in each of the ELBs had responsibility to support teachers in schools. In one ELB the responsibility covered both primary and post-primary schools, whilst in the other ELBs the school sector responsibilities were separated.

## 8.2 Developing NI-wide teacher practices

Much wider teacher training and subsequent uses of ICT occurred from the 2000s onwards. A part of this shift arose from the publication of a revised NI Curriculum where using ICT was established as a cross-curricular theme, while the resourcing provided through C2k was also influential. In the revised curriculum<fnref n="100" />, a key revision of the framework through which teachers could consider uses of ICT was named the 5 'E's (Explore, Express, Exchange, Evaluate, Exhibit). This involved a significant move away from a content heavy curriculum to an increased focus on thinking skills, providing young people with opportunities to become independent, self-motivated and flexible learners. This was, in 2024, still in place, and it has been recognised that teachers can easily understand how ICT might be used in lesson activities in these ways, so that they could buy into this approach in a cross-curricular way. CCEA's guidance on what is termed 'Desirable Features'<fnref n="101" />, gives classroom contexts for different uses of ICT in practice. These features support computational thinking and coding, digital art and design, digital music and sound, digital film and animation, digital storytelling and managing data. If a teacher is choosing the 'Desirable Features' to support the 'coding and computational thinking' aspect of 'UICT' (which, with the 'managing data' aspect is one of two ways to cover the 5 'E's Explore 2 in primary school), they will be explicitly teaching children how to code and program, regardless of whether they are doing this linked to another part of the curriculum. The 'Desirable Features' guidance outlines brief particulars of the process to be taught, and, depending on the interface or tool being used, the pupils will learn about algorithms, loops, if-else-then, and creating variables, for example. However, teachers still have flexibility in the approach they adopt, and there is no 'tick-list' of criteria to be covered. This approach has been found to be key to

<footnote n="100">¹⁰⁰ https://ccea.org.uk/key-stages-1-2/curriculum/using-ict</footnote>

<footnote n="101">¹⁰¹ https://ccea.org.uk/learning-resources/using-ict-desirable-features</footnote>
successful uses in classrooms, and this focus is often reported to be seen in practice. However, technology developments mean that this approach needs to be reviewed in an ongoing way.

The investment in resources through the C2K initiative facilitated that focus on uses of digital tools. In some primary schools, teachers argued for computing equipment to be placed where they taught, in their classrooms. Primary school teachers were familiar with children working in groups and rotating around tasks, so from a teacher education perspective it was easier to show how the teacher could involve the use of the computer in rotation activities. This enabled many primary teachers to engage with uses of computers at a fairly early stage. But in post-primary schools, this was much more difficult to achieve. If a computing teacher taught ICT or computing, the devices would be most likely located in a computer room, but for a history teacher, for example, the teacher would need to try to timetable access to that room, which could mean having to negotiate time with other teachers who might also want access to the computer room.

In parallel at that time, the New Opportunities Fund (NOF) provided professional learning for all teachers across NI. This involved classroom-focused training, and by 2002 it was reported that 94% of NI teachers felt confident using ICT as a result of that training support. A similar proportion of teachers wanted to extend their uses of ICT as a result of the professional development. In total, 21,164 teachers and school librarians (virtually every teacher), had completed the programme.<fnref n="102" /> by the end of March 2003.

Following the NOF training support, subsequent support was provided by the ICT advisory services in ELBs until the ELBs were merged into the EA in 2015. The professional development provided in NI on software, hardware and the investment in infrastructure has been recognised as being particularly strong. Investment in curriculum-based professional development has been felt in some cases to be more limited, but it is recognised that it is required. Through C2k, funding was provided for long-term support, but funding for teacher professional learning in pedagogy, curriculum and assessment faced cutbacks at times and it was not always possible to sustain TPL at levels of previous years in some cases. Other forms of training support were additionally provided, however, through the social value added from involved industries in the PFI contracts (mainly Microsoft and Capita) from 2021. Currently, in 2024, the Software Alliance (now rebranded as Software NI) TeachTech supports computing teachers through a series of updating sessions, as well as providing a mentoring scheme.<fnref n="103" />, to inform teachers about the software industry, and the diversity of careers and opportunities within it. In September 2024, within a single month, 54 teachers had applied to be involved in this scheme.

From 2007, CCEA have provided guidance and support to schools, to assist with the integration of ‘Using ICT’ into the school curriculum through:

* **Desirable Features Guidance:** This sets out what it is desirable to see pupils doing in different types of ICT at different levels, setting out the progression expected across year groups and across key stages. This has been updated every few years to ensure it is up-to-date with emerging technology and their uses in education as well as focussing on types of ICT that are emphasised.

<footnote n="102">¹⁰² DENI. (2004). *emPowering Schools in Northern Ireland – Briefing Paper 4: What did we learn from the NOF training programme?* Belfast: DENI.</footnote>

<footnote n="103">¹⁰³ https://forms.office.com/e/UAbSxaETrU</footnote>
* **'Using ICT' Levels of Progression Framework:** This provides detailed expectations for each 'Using ICT' level and outlines the skills that pupils should demonstrate at different stages. This document acts as a blueprint for teachers to assess pupils consistently.

* **Case Studies and Exemplars:** Schools are provided with exemplar materials, including case studies and examples of best practice, to demonstrate how other schools have successfully integrated and assessed 'Using ICT'.

* **Support for ICT Coordinators:** This is a full web area with case studies and ideas for whole school planning, as well as providing face-to-face training from ICT coordinators for all primary schools in NI.

* **Self-Evaluation Tools:** CCEA offers self-evaluation tools that allow teachers to assess their own 'Using ICT' teaching strategies and identify areas for improvement, helping to keep the 'Using ICT' teaching approach up to date with evolving technological trends.

* **Teacher Moderation Support:** To ensure consistency in 'Using ICT' assessments, schools receive guidance and training on how to moderate 'Using ICT' assessments across different classes and schools. Moderation processes have included workshops and external support to standardise how pupils have been assessed and provided with a level.

* **Cross-Curricular Support:** Schools are provided with resources to integrate 'Using ICT' across different subjects rather than confining it to discrete ICT classes. This has included lesson plans, activity ideas, and project templates that embed 'Using ICT' skills in areas such as mathematics, science, learning for life and work, and the arts.

* **STEM (Science, Technology, Engineering, and Mathematics) Initiatives:** 'Using ICT' has been integrated into broader STEM initiatives, with government support aimed at encouraging schools to embed 'Using ICT' in creative and technical subjects.

Similarly, the CLCs have continued to support teachers and their professional development (as shown for the school year 2023-24 in Table 9). The professional development from CLCs provide "workshops [that] are offered regionally for the benefit of schools, clusters of schools or individuals - in school, through EA out-centres including AmmA CLC, or online", supporting "a creative focus area", including: computational thinking and coding; digital storytelling - film; digital storytelling - animation; digital audio; digital art and design; digital music; and game based learning - Minecraft.<fnref n="104" /> Support is provided for primary, post-primary and for young people in the community.

<footnote n="104">¹⁰⁴ AmmA Creative Learning. (2024). *Creative Learning Centre Programmes: Project Plan 2024-25*. NI Screen.</footnote>
<table><caption>Table 9: Numbers of schools, teachers and young people provided for and supported by the three CLCs.<fnref n="105" /></caption><thead><tr><td>CLC Courses</td><td>Numbers provided for and supported <fnref n="106" /></td></tr></thead><tbody><tr><td>Creative Digital Technology programmes and courses for teachers</td><td>345 introductory and follow-up course training units</td></tr><tr><td>Teacher participations - Extended Creative Digital Technology programmes and courses</td><td>600 teachers participating</td></tr><tr><td>Moving Image Arts courses for teachers</td><td>20 courses</td></tr><tr><td>Teacher participations - Moving Image Arts courses</td><td>150 teachers</td></tr><tr><td>Total teacher participation - all programmes</td><td>2,100 teachers</td></tr><tr><td>Young people participation - all programmes</td><td>4,950 young people</td></tr><tr><td>Total partnership and returning schools</td><td>90 schools</td></tr><tr><td>Young people participation - outside of schools</td><td>900 young people</td></tr><tr><td>CLC activity in areas of disadvantage - partnership schools</td><td>All CLCs - at least 70%</td></tr></tbody></table>

Teachers are supported with updated documentation that aligns with current NI-wide curriculum guidance. For example, in 2024, CCEA, in collaboration with primary school ICT coordinators, produced guidance for ICT coordinators and teachers to cover a range of key issues: digital wellbeing and online safety; digital etiquette and identity; digital security and privacy; digital consumer; digital law; and digital proficiency.

In terms of teachers new to the profession, it is clear that teachers have continued to join schools each year, some from initial teacher education institutions (ITEs) in NI, and others from those outside NI. Table 10 shows the numbers of teachers who have been newly registered in NI by the General Teaching Council Northern Ireland (GTCNI), annually, from 2019 to 2024.

<table><caption>Table 10: Numbers of teachers coming into the profession in NI from 2019 to 2024.<fnref n="107" /></caption><thead><tr><th rowspan="2">Calendar Year</th><th colspan="4">Numbers of teachers*** and their originating locations who were added to the GTCNI Register</th><th rowspan="2">Total</th></tr><tr><th>NI</th><th>GB</th><th>ROI</th><th>Other</th></tr></thead><tbody><tr><td>2019</td><td>495</td><td>310</td><td>0</td><td>0</td><td>805</td></tr><tr><td>2020</td><td>495</td><td>272</td><td>*</td><td>*</td><td>770</td></tr><tr><td>2021</td><td>483</td><td>268</td><td>0</td><td>0</td><td>751</td></tr><tr><td>2022</td><td>476</td><td>284</td><td>0</td><td>0</td><td>760</td></tr><tr><td>2023</td><td>486</td><td>311</td><td>0</td><td>0</td><td>797</td></tr><tr><td>2024**</td><td>524</td><td>165</td><td>0</td><td>0</td><td>689</td></tr></tbody></table>

Please note: * Figure not shown as less than 5 in cell; **2024 figures are as of 12/09/2024; ***Please note the figures are based on calendar year, as GTCNI frequently has applicants who first register after 1st September, but who have been awarded their teacher training qualification in the previous summer. Reporting on the figures based on school year from 1st September to 31st August, with a Date of Award from 1st September to 31st August of the same year, would not account for these teachers.

For the 2024-2025 academic year, new teachers being trained in NI have totalled 580, constituting 160 in Stranmillis University College, 65 in St Mary's University College, 138 in

<footnote n="105">¹⁰⁵ A recent report by NI Screen (KPI Report 2023-24).</footnote>

<footnote n="106">¹⁰⁶ It should be noted that all outcomes are measured against key performance indicators that are identified in the previous planning sequence.</footnote>

<footnote n="107">¹⁰⁷ Data kindly provided by DE from the GTCNI.</footnote>
Queen's University Belfast, and 117 in Ulster University. Given that some 500 teachers may be newly arriving each year, appropriate TPL is needed to ensure that they are aware of digital provision and its uses for curriculum purposes, school practices and anticipated outcomes for young people. But how teachers new to schools gain digital awareness and practices is reported to vary. Research suggests that new teachers need to be prepared in terms of attitude rather than specific content knowledge (what has been referred to as 'inquisitiveness'<fnref n="108" />. Some schools provide their own in-school support mechanisms, sometimes linked to them being Apple (7 regional training schools)<fnref n="109" />, Google (5 reference schools)<fnref n="110" />, or MS (1 showcase school)<fnref n="111" />, for example.

Data also indicate that the number of teachers leaving the profession in NI (as shown by those who leave the GTCNI register), is higher than the number entering the profession (see Table 11).

<table><caption>Table 11: Numbers of teachers leaving the profession in NI from 2019 to 2024¹¹²</caption><thead><tr><td>Calendar Year</td><td>Numbers of teachers* leaving** the GTCNI Register</td></tr></thead><tbody><tr><td>2019</td><td>2,040</td></tr><tr><td>2020</td><td>2,930</td></tr><tr><td>2021</td><td>95***</td></tr><tr><td>2022</td><td>3,300</td></tr><tr><td>2023</td><td>1,525</td></tr><tr><td>2024</td><td>1,620</td></tr></tbody></table>

Please note: * The figures have been rounded to the nearest 5. ** It is estimated that approximately 18-31% of those that leave the register in a year, re-join the register in the same year. It is possible that this might be due to those who enter retirement and return, and those who leave to pursue an alternative career and then return at a later date. Please note these figures are based on calculations for two registration years only. *** The GTCNI Annual Renewal process normally occurs in July and August each year; however, due to COVID, the 2021 Annual Renewal process did not occur until February 2022.

## 8.3 Effects of non-successful projects

Non-successful projects have been identified, and lessons have been learned from these. The most significant non-successful project since the establishment of CLASS in 1989 was the attempt in 1999/2000 to deliver education technology infrastructure to schools using a PFI-based procurement approach. Ultimately, this project failed as a result of the bidder being unable to demonstrate that it could deliver appropriate risk transfer on a value-for-money basis and deliver an affordable quality solution to NI schools. This could have had a catastrophic impact on the overall delivery of the entire NI Education Technology Strategy. As discussed previously, this outcome was averted as a result of the project developing a comprehensive 'Plan B', which could immediately be mobilised to fill the void left by the lack of the PFI solution during the PFI procurement. The extent to which key policy influencers and funding departments such as HM Treasury were 'at the table' during the key evaluations that led to abandoning the PFI project, significantly facilitated the myriad of approvals necessary to permit the switch to the 'Plan B' approach.

<footnote n="108">¹⁰⁸ Passey, D., & Lee, A.S.H. (2020). Blending learning provision for higher education: Planning future professional development. In N.V. Varghese and S. Mandal (Eds.) *Teaching Learning and New Technologies in Higher Education*. (pp.101-116). Singapore: Springer.</footnote>

<footnote n="109">¹⁰⁹ Northern Ireland — Apple Regional Training Centres</footnote>

<footnote n="110">¹¹⁰ GEG Northern Ireland - Google Reference Schools</footnote>

<footnote n="111">¹¹¹ https://www.facebook.com/stmarysderry/videos/3481210911942242/</footnote>

<footnote n="112">¹¹² Data kindly provided by DE from the GTCNI.</footnote>
Additionally, some specific projects run within the wider initiatives have not always been seen to be successful. For example, a learning management environment, Learning NI (LNI) was developed in 2004 as an online digital content and services provision. However, it was not used widely and was not found to be fit for purpose. Teachers who experienced the challenges of using this facility were often set back because of how awkward it was to use it, a problem not uncommon to learning management systems at that time. This was found to have a negative effect, and wider uptake and uses of a virtual learning environment were unfortunately set back, until it was independently evaluated by the Education and Training Inspectorate<fnref n="113" />, which found that “the usability, performance and technical support issues with LNI” needed to be urgently addressed leading to a “new online learning service which provides users with some choice of learning environment without loss of the advantage of a single, secure regional solution” being specified and procured.

## 8.4 Developing uses of computer peripherals

When the C2k initiative supported increased numbers of devices in schools, there was an increasing shift in locations of devices in post-primary schools. This enabled more teachers to have access to computers in departmental clusters and from any classroom. In primary schools, teachers were engaging pupils in using peripheral devices widely, with cameras and microphones, for example. The uses of peripheral devices were found to be important for learning, rather than a focus always needing to be on the use of the computer itself.

## 8.5 Developing teacher practice and sharing mechanisms

Sharing practice and expertise has been a focal concern of successive initiatives and strategies. Such sharing has been positively supported by the shared networking and communication infrastructure that is common to all schools. NI is recognised as being small enough for people to meet and share ideas with individuals, such as some of those, for example, who undertook the joint Masters' programme in Educational Technology, taught by Duquesne University, Pittsburgh and the University of Ulster in 2001, becoming influential in posts of responsibility. There are opportunities for people to meet and share ideas, and it is felt that this has increased, with more sharing now happening in self-help groups online, via WhatsApp, Facebook, X (Twitter) or Instagram, for example. Teachers are now found to be sharing a lot more virtually in an ad hoc way.

By 2004, a Regional Training Unit (RTU) had already been set up and was piloting a Virtual College for School Leadership<fnref n="114" />. Training was provided online through this route. The RTU also established the Online Learning and Teaching for Educators (OLTE) Certificate accredited through the Open College Network (OCN Level 4) to build the capacity to design and teach online school and teacher courses. The certificate was achieved by some 450 teachers by 2008¹¹⁵.

Teachers who had previously volunteered to co-design materials, perhaps with Microsoft, for example, often then went on to run sessions themselves, in their own schools, where they invited cluster groups of schools in their local area to come in and explore some of the things

<footnote n="113">¹¹³ Education and Training Inspectorate. (2008). *An Evaluation of the Use and Impact of Learning Environments in Schools and in the Wider Education Service*. Bangor: DENI.</footnote>

<footnote n="114">¹¹⁴ DENI. (2004). *emPowering Schools in Northern Ireland – Briefing Paper 6: How are school leaders supported by technology?* Belfast: DENI.</footnote>

<footnote n="115">¹¹⁵ Regional Training Unit. (2007). Putting eLearning Policy into Practice – Online Learning and Teaching for Educators’ Programme in Northern Ireland (OLTE). (unpublished).</footnote>
that they themselves had designed. Through Area Learning Communities, teachers have invited
people into their school, have coached them, and have provided development opportunities.

In terms of sharing 'best practice', from 2001, ET Sharing Excellent Practice Awards.<sup>116</sup> were established, which enabled all schools to submit an application for an award. The winners were declared as 'Laureates' and the runners-up as 'Distinguished Finalists'. This practice was developed from 2015 into the NI Schools ICT Excellence Awards.<sup>117</sup>, subsequently sponsored by C2k and the managed service provider, Capita.

## 8.6 Digital leaders in schools

More recently, teachers have felt confident to let children take the lead more. Some schools have developed the practice of identifying children who are ‘digital leaders’. This practice supports the teachers, as they do not have to be the ‘font of all knowledge’. Teachers are comfortable with this practice, and they are showing that they value their children and their competences.

## 8.7 Just-in-time professional learning

Professional learning prior to and during the Covid-19 pandemic shows a successful example of how just-in-time learning was put in place. Just prior to the Covid-19 pandemic and lockdowns, professional learning for EA officers supporting schools was provided, focusing on technology and its disruptive effects. The professional learning sessions showed school support staff the potential of the available technology. After the Covid-19 lockdowns, teachers received Microsoft Surface Pro devices as part of the C2k provision. Advisors showed the potential of the devices in an engaging and fun way, which was particularly timely due to the major role that they had played supporting schools during the Covid-19 pandemic. C2k logins were all checked, so that these were up to date. This professional learning came at a fortunate time, as many teachers were then well prepared when it came to remote learning needs during the Covid-19 pandemic period. Prior to the Covid-19 lockdowns, there were some 5-6,000 Google classrooms set up, whilst only 3 weeks after the start of the first lockdown there were some 200,000 set up. The work that went into producing the materials that were required for teachers to go out and set up a Google Classroom or an MS Teams meeting was able to be used extensively, quickly and was provided online.

## 8.8 Industry-standard professional qualifications

Increasingly now, teachers are taking and gaining accreditation in industry qualifications. For example, Microsoft, Google, Apple and Adobe teacher certification schemes, awards and 'badges' are sometimes being gained by teachers and teaching assistants across a school, in the primary, special and post-primary sectors.

## 8.9 Areas of future focus

Links across the EA, with regard to professional learning and training, are now felt to be particularly important. The potential of strong links between support services and school improvement and development, for example, are being discussed. Links with industry are also regarded as increasingly important, as it is recognised that not many teachers have industrial experience and that is a gap that could be considered more, perhaps as a part of teacher professional learning. The link between the EA and the CCEA and the curriculum is also critical,

<footnote n="116">¹¹⁶ DENI. (2004). *emPowering Schools in Northern Ireland – Briefing Paper 7: What does ‘good practice’ look like?* Belfast: DENI.</footnote>

<footnote n="117">¹¹⁷ https://content.capita.com/ICTExcellenceAwards202324</footnote>
to ensure complementarity. It is felt that further development of this link could be a focus for the
future.

The provision of ICT development support for teachers by the private sector C2k partners is
growing in significance. Already it is reported that providing opportunities for teachers to
undertake development work at the Microsoft<sup>118</sup> and the Google Head Offices in Dublin, in
cooperation with teachers from the Republic of Ireland, for example, is not only welcomed by
the teachers, but provides them with experiences and resources that they then share with
colleagues and that they can use to support aspects of learning with their children. Apple's ten
regional training centres in NI.<sup>119</sup>, seven based in NI schools, provide similar support and the
Odyssey Trust in Belfast also facilities a cross-border teacher development initiative with a
transatlantic dimension. Additionally, there are five Google Reference Schools in NI.<sup>120</sup>, and two
Microsoft Ireland Showcase Schools in NI.<sup>121</sup>

In terms of an age-related focus, it is felt that opportunities for Key Stage 3 pupils (aged 11-14 years) could be enhanced more than is happening in some schools. A part of limitations in this respect are felt to be due to the traditional timetabling of curriculum subjects, as these can present challenges when moving to more flexible and creative learning approaches.

Similarly, enhancing links with parents.<sup>122</sup> and other groups is being actively considered and
explored. Links with those involved in initial teacher education, for example, are seen to be
increasingly important in terms of the pipeline of incoming teachers to continue to support
digital education.

<footnote n="118">118 https://dreamspace.microsoft.com/en-us/dreamspace/ireland</footnote>

<footnote n="119">¹¹⁹ Northern Ireland — Apple Regional Training Centres (rtceducationevents.com)</footnote>

<footnote n="120">¹²⁰ GEG Northern Ireland - Google Reference Schools</footnote>

<footnote n="121">121 https://www.facebook.com/stmarysderry/videos/3481210911942242/</footnote>

<footnote n="122">¹²² Woodhouse, H., Passey, D. & Anderson, J. (2024). Using digital technologies to build connections between families and schools as children transition to school. *Education Sciences, 14*, 520.
https://doi.org/10.3390/educsci14050520</footnote>
## 9. Resourcing overview

This chapter considers resourcing, but from a time involvement and physical requirements perspective rather than from a direct financial perspective. This approach is taken as finance needs to be considered at a national level; finances do not necessarily easily relate from one nation's financial costs to another. The resourcing relates to the 29 'design features' identified in Chapter 1 as those features that are important for successful sustained related digital inclusive education for 5-18-year-old young people (4-18-year-old in NI) identified from this case study.

In NI, the current government-funded computer to pupil ratio is broadly at a level of some 1:5 but with variations across primary, post-primary and special schools (and lower in schools which have added to the central service provision). Additionally, with at least one personal device for each teacher, the digital technology provision currently in place in 2024, as shown in Figure 8, covers, for some 1,000 schools:

* 380,000 users (330,000 pupils, 20,000 teachers and 30,000 non-teachers) connected through a centralised IT infrastructure

* 90,000 managed end-user devices

* 45,000 devices connected to Wi-Fi on a daily basis

* 17-18,000 wireless access points installed through the latest BT contract

* 5,900 servers to securely store and process data transfer between schools

* Over 40 learning resources and platforms

* Office 365 and G Suite access

* Up to 1Gb dedicated lines with secure Internet connectivity and options to extend

* 24/7 monitoring and management of the IT infrastructure

* A protected website supporting 40 billion hits per month

* Email with protection against 1 million spam emails per month

* A remote support service desk

This level of digital technology provision is supported by some:

* 20 regional engineers

* 100 managed service personnel

* 162 Education Authority support staff

* Consultants (approximating to one full-time consultant for one year)

* Department of Education personnel (approximating to one full-time person for one year)

To take forward sustainable relevant digital inclusive education for 5-18-year-old young people, the NI case study indicates that the 29 design features (shown in the left-hand column of Table 12) should be adequately considered and addressed, according to context. Table 12 shows ideas of personnel involvement, approximated on the basis of the reported experience from the NI case study, with some additional comments that relate to major periods of implementation – a contractual phase that overlaps a continuous implementation phase. Implementation is a continuous concern; a contractual phase arises when new contracts for implementation are under review, but implementation must still continue. Please note that details are all estimated; they are offered as possible guidelines when moving forward with this form of endeavour. But an outcome that is highlighted by this form of analysis is - ensuring all stakeholders are on board is a primary concern; the technology is important but secondary.
<table><caption>Table 12: Resources related to design features for sustainable development</caption><thead><tr><td>Design feature</td><td>Personnel involvement</td><td>Comments</td></tr></thead><tbody><tr><td>Nation-wide scale and scope are considered to be feasible</td><td>Review meeting(s) with key personnel - government department, curriculum and assessment, education authority, education management, school representatives.</td><td>Experience has shown that working towards agreed involvement for all stakeholders, developing awareness, agreeing decisions on scale, scope and procurement can take up to eighteen months of time. The design features in the left-hand column are shown to be crucial elements during contractual review and decision stages for moving forwards successfully with future implementation and practices for sustained relevant digital inclusive education.</td></tr><tr><td>The long-term purpose is set</td><td>Review meetings with key personnel - government department, curriculum and assessment, education authority, education management, school representatives.</td><td></td></tr><tr><td>Sufficient lengths of development phases are discussed and decided</td><td>Meetings with key personnel - government department, government finance, procurement, education management, curriculum and assessment, education authority, school representatives, consultants.</td><td></td></tr><tr><td>Involving all stakeholders</td><td>Creation of communications from key personnel, communicated by support personnel within each key stakeholder area.</td><td></td></tr><tr><td>A long-term funding model is essentially developed</td><td>Meetings with key personnel - government department, government finance, procurement, education management, curriculum and assessment, education authority, school representatives, consultants.</td><td></td></tr><tr><td>Cost benefits of the long-term and nationwide model need to be demonstrated</td><td>Collation of evidence and creation of documentation to show cost benefits of the model.</td><td></td></tr><tr><td>Educational technology strategies are closely linked to curriculum</td><td>Meetings with key personnel - government department, education management, curriculum and assessment, education authority, school representatives.</td><td></td></tr><tr><td>Contracts with suppliers need to be appropriately developed</td><td>Meetings with key personnel - government department, government finance, procurement, education management, curriculum and assessment, education authority, school representatives, consultants.</td><td></td></tr><tr><td>Solutions rather than products are sought</td><td>Meetings with key personnel - education management, curriculum and assessment, education authority, service providers - to explore solution requirements and details.</td><td></td></tr><tr><td>An initial central operational unit sets a pattern and standards</td><td>Meetings with key personnel - government department, education management, curriculum and assessment, education authority, school representatives - to explore and agree management structure.</td><td></td></tr><tr><td>Necessary standardisation is identified - and ways forward were explored</td><td>Meetings with key personnel - education management, curriculum and assessment, education authority, school representatives - to explore and agree standardisation.</td><td></td></tr><tr><td>The teams for central service provision are identified at an early stage</td><td>Meetings with key personnel - education management, curriculum and assessment, education authority, school representatives - to explore and agree central service provision.</td><td></td></tr><tr><td>Experience and expertise are crucial for school support services</td><td>Meetings with key personnel - education management, curriculum and assessment, education authority, school representatives - to explore and agree desirable expertise and experience.</td><td></td></tr></tbody></table>
<table><thead><tr><td>Design feature</td><td>Personnel involvement</td><td>Comments</td></tr></thead><tbody><tr><td>Equality is at the heart of all phase developments</td><td>Meetings with key personnel – education management, curriculum and assessment, education authority, school representatives - to ensure equality is accommodated.</td><td></td></tr><tr><td>Diversity, inclusion, the digital divide and the under-represented are always a focus of concern</td><td>Meetings with key personnel – education management, curriculum and assessment, education authority, school representatives - to review and explore ways to support diversity and inclusion.</td><td></td></tr><tr><td>Uses of digital education in special schools and for those young people not able to attend mainstream schools are effectively considered</td><td>Meetings with key personnel – education management, curriculum and assessment, education authority, school representatives - to review and explore ways to support special needs and young people not in mainstream schools.</td><td></td></tr><tr><td>Room layouts are carefully considered</td><td>Meetings with key personnel – education management, curriculum and assessment, education authority, school representatives - to explore room layouts.</td><td></td></tr><tr><td>Teacher professional development support is crucial</td><td>Meetings with key personnel – education management, curriculum and assessment, education authority, school representatives, service providers - to explore forms and provision of teacher professional development.</td><td></td></tr><tr><td>A long-term curriculum is considered and developed</td><td>Meetings with key personnel – government department, education management, curriculum and assessment, education authority, school representatives.</td><td>Whilst the crucial design features shown in the left-hand column need to be considered at the same time and alongside the times when a contractual focus is under way and in review, these design features also require ongoing monitoring and review to ensure continued implementation and outcomes.</td></tr><tr><td>A ‘test-bed’ co-design approach is taken</td><td>Meetings with key personnel - education management, curriculum and assessment, education authority, school representatives - to explore pilot requirements and details.</td><td></td></tr><tr><td>Links to current and future industry and employment supports aspiration</td><td>Collation of likely industry contacts and meetings with key personnel – government department, education management, curriculum and assessment, education authority - to gather evidence and discuss forms of involvement.</td><td></td></tr><tr><td>Equality, irrespective of educational management, are always accommodated</td><td>Meetings with key personnel – education management, curriculum and assessment, education authority, school representatives - to review how equality has been accommodated post-phase implementation.</td><td></td></tr><tr><td>Schools are not limited in terms of use or additionality</td><td>Meetings with key personnel – education management, school representatives, service providers - to discuss additionality.</td><td></td></tr><tr><td>School principals and teachers are always supported</td><td>Meetings with key personnel - education management, curriculum and assessment, education authority, school representatives - to explore forms and ways to provide support. Creation of a timeline of forms of support and ways to provide this.</td><td></td></tr></tbody></table>
<table><thead><tr><td>Design feature</td><td>Personnel involvement</td><td>Comments</td></tr></thead><tbody><tr><td>Qualifications and certification are revised to match digital interest and concerns</td><td>Meetings with key personnel - education management, curriculum and assessment, education authority, school representatives, industry representatives - to explore future qualification options. Creation and distribution of draft and final documentation.</td><td></td></tr><tr><td>Aspiration from early ages is developed</td><td>Meetings with key personnel - government department, education management, curriculum and assessment, education authority, school representatives, industry representatives - to explore ways to support early age awareness and aspiration. Creation and provision of sessions or events.</td><td></td></tr><tr><td>A cross-curricular approach supports computational thinking and computing in school curricula</td><td>Meetings with key personnel - education management, curriculum and assessment, education authority, school representatives - to explore ways to support computational thinking and computing in the curriculum.</td><td></td></tr><tr><td>Curriculum and teacher approaches focus on long-term uses by young people</td><td>Meetings with key personnel - education management, curriculum and assessment, education authority, school representatives - to explore ways to support long-term uses of technologies in the curriculum.</td><td></td></tr><tr><td>Teachers sharing practice are positively supported</td><td>Meetings with key personnel - education management, curriculum and assessment, education authority, school representatives - to explore ways to support teachers sharing practice.</td><td></td></tr></tbody></table>