English: Thank you, Llyr, for your support for the importance of digital competency and recognising that if we are to give our children the very best opportunities to compete in the global market place, being digitally competent is absolutely crucial to them. With regard to Hwb - and apologies for not answering Darren Millar's question in the first session - it is very encouraging to see the increasing usage of Hwb, and a recognition of the value the resources that are available on Hwb can play. I'm also very pleased to engage with a wide number of stakeholders who also see value in working on educational resources that, as long as they're bilingual and we have checked them, we are happy to host. So, for instance, I recently took part in an event with the fire services of Wales - they are sharing their resources on Hwb. The National Farmers' Union Wales have shared their resources on Hwb, and I know that, for instance, this summer, in the Royal Welsh Show, Hybu Cig Cymru will be launching some educational resources that we hope to be able to host on Hwb. So, it's great to see not only schools engaging, but a wide range of organisations throughout Wales that see this as a valuable way of engaging with schoolchildren. But, you're right; we need to identify which schools are not engaging with Hwb and understand the reasons why that is and what we're going to do to address those barriers. Are there barriers around infrastructure? I hope that the investment that we're making means that that no longer becomes an issue in terms of superfast broadband and adequate broadband speeds to the schools themselves. I've not been made aware that hardware is a particular issue, but undoubtedly I'm aware that parents and PTAs and friends of schools are often working really, really hard in this area to make those resources available for our young people, and I will keep under review whether this is a barrier to schools using our particular platforms. In-school infrastructure can be a problem and, as I said to Darren Millar, we're working with local authorities to try and address that. Broadband connections at the home is not my job. My job is to get the broadband connections to the school. We've got everybody up to the minimum speed. We're improving that with 341 schools. But I'm sure Julie James later on will explain very clearly how the Government intends to make sure that broadband connections for home usage are what we would all want them to be. Professional learning is absolutely key and we need to work on this on a number of levels. You will be aware, as I mentioned in my statement, that the first thing we need to do is to be able to assess what the professional learning needs are. That's why the Hwb self-assessment tool, which has now been renamed the DCF professional learning needs tool, is being developed by our pioneer schools. The updated version is now available. It's got new functionality attached to it. That supports teachers in assessing their skills and their confidence. It supports DCF co-ordinators in schools to identify professional learning needs within their own individual school and it's there to assist and develop professional support for staff. It also allows local education authorities and consortia to identify what the learning needs are in their particular area so they can adapt their professional learning programmes and what's available to meet those needs. So, identifying the need is one thing and then we need to look at what those offers are. And those offers are many and varied. So, for instance, I recently launched Barefoot resources on Hwb at Cadoxton Primary School in Barry. Barefoot resources have teach-yourself material specifically for staff. Yesterday, I was in a school in Llandough with the Cabinet Secretary for health, and the teachers there said that they've had great enjoyment learning side-by-side with their pupils and actually, getting pupils to explain to them not only increased their skills but that's a great way of testing learning. If a pupil can explain to you what is going on, that's a really great way of knowing that learning is being embedded as well as developing other skills. But we need a national approach and that is being developed. Welsh Government previously has funded a number of posts to train teachers in the use of Hwb. And, as I said, the ongoing professional learning needs of our staff will be absolutely crucial in delivering this agenda.
Welsh: Diolch i chi, Llyr, am eich cefnogaeth ar gyfer pwysigrwydd cymhwysedd digidol ac am gydnabod ei bod yn gwbl hanfodol i'n plant fod yn gymwys yn ddigidol os ydym ni'n bwriadu rhoi'r cyfleoedd gorau iddyn nhw gystadlu yn y farchnad fyd-eang. O ran Hwb - ac ymddiheuriadau am beidio ag ateb cwestiwn Darren Millar yn y sesiwn gyntaf - mae'n galonogol iawn gweld y defnydd cynyddol o Hwb, a chydnabyddiaeth o'r gwerth y gall yr adnoddau sydd ar gael ar Hwb ei gynnig. Rwyf hefyd yn falch iawn o gael ymgysylltu â nifer eang o randdeiliaid sydd hefyd yn gweld y gwerth mewn gweithio ar adnoddau addysgol sydd, ar yr amod eu bod yn ddwyieithog a'n bod wedi eu gwirio, rydym ni'n hapus i roi lle iddynt. Felly, er enghraifft, cymerais ran yn ddiweddar mewn digwyddiad gyda gwasanaethau tân Cymru - maen nhw'n rhannu eu hadnoddau ar Hwb. Mae Undeb Cenedlaethol yr Amaethwyr Cymru wedi rhannu eu hadnoddau ar Hwb, a gwn, er enghraifft, yn ystod yr haf, yn Sioe Frenhinol Cymru, y bydd Hybu Cig Cymru yn lansio rhai adnoddau addysgol yr ydym yn gobeithio gallu rhoi lle iddynt ar Hwb. Felly, mae'n wych gweld nad ysgolion yn unig sy'n cymryd rhan, ond hefyd amrywiaeth eang o sefydliadau ledled Cymru sy'n gweld hyn fel ffordd werthfawr o gyfathrebu â phlant ysgol. Ond, rydych chi'n iawn; mae angen i ni nodi pa ysgolion nad ydynt yn ymgysylltu â Hwb a deall y rhesymau dros hynny a beth yr ydym ni'n mynd i'w wneud i fynd i'r afael â'r rhwystrau hynny. A oes rhwystrau o ran seilwaith? Gobeithio y bydd y buddsoddiad yr ydym ni'n ei wneud yn golygu na fydd hynny yn broblem bellach o ran band eang cyflym iawn a chyflymder band eang digonol i'r ysgolion eu hunain. Nid oes neb wedi dweud wrthyf bod caledwedd yn broblem benodol, ond heb os, rwy'n ymwybodol bod rhieni a Chymdeithasau Rhieni ac Athrawon a ffrindiau ysgolion yn aml yn gweithio'n galed iawn yn y maes hwn, mewn gwirionedd, er mwyn sicrhau bod yr adnoddau hynny ar gael i'n pobl ifanc, a byddaf yn parhau i adolygu pa un a yw hyn yn rhwystr i ysgolion sy'n defnyddio ein platfformau penodol. Gall seilwaith yn yr ysgol fod yn broblem ac, fel y dywedais wrth Darren Millar, rydym ni'n gweithio gydag awdurdodau lleol i geisio mynd i'r afael â hynny. Nid yw cysylltiadau band eang yn y cartref yn rhan o fy swyddogaeth. Fy ngwaith i yw sicrhau'r cysylltiadau band eang i'r ysgol. Rydym ni wedi dod â phawb i fyny at y cyflymder gofynnol. Rydym yn gwella hynny gyda 341 o ysgolion. Ond rwy'n siŵr y bydd Julie James yn esbonio'n glir iawn yn nes ymlaen sut y mae'r Llywodraeth yn bwriadu sicrhau y bydd cysylltiadau band eang ar gyfer defnydd cartref yr hyn y byddem ni i gyd yn dymuno iddyn nhw fod. Mae dysgu proffesiynol yn gwbl allweddol ac mae angen i ni weithio ar hyn ar sawl lefel. Byddwch yn ymwybodol, fel y soniais yn fy natganiad, mai'r peth cyntaf y mae angen i ni ei wneud yw gallu asesu beth yw'r anghenion dysgu proffesiynol. Dyna pam mae'r offeryn hunanasesu Hwb, sydd bellach wedi ei ailenwi yn offeryn anghenion dysgu proffesiynol DCF, yn cael ei ddatblygu gan ein hysgolion arloesol. Mae'r fersiwn wedi'i diweddaru ar gael nawr. Mae ganddi nodwedd newydd, sy'n cynorthwyo athrawon i asesu eu sgiliau a'u hyder. Mae'n cynorthwyo cydgysylltwyr DCF mewn ysgolion i nodi anghenion dysgu proffesiynol o fewn eu hysgol eu hunain a'i diben yw cynorthwyo a datblygu cymorth proffesiynol i staff. Mae hefyd yn caniatáu i awdurdodau addysg lleol a chonsortia nodi beth yw'r anghenion dysgu yn eu hardal benodol fel y gallant addasu eu rhaglenni dysgu proffesiynol a'r hyn sydd ar gael i ddiwallu'r anghenion hynny. Felly, mae nodi'r angen yn un peth ac yna mae'n rhaid i ni edrych ar beth yw'r cynigion hynny. Ac mae'r cynigion hynny yn niferus ac yn amrywiol. Felly, er enghraifft, lansiais adnoddau Barefoot ar Hwb yn ddiweddar yn Ysgol Gynradd Tregatwg yn y Barri. Mae gan adnoddau Barefoot ddeunydd dysgu eich hunan yn benodol ar gyfer staff. Ddoe, roeddwn i mewn ysgol yn Llandochau gydag Ysgrifennydd y Cabinet dros iechyd, a dywedodd yr athrawon yno eu bod nhw wedi mwynhau dysgu ochr yn ochr â'u disgyblion yn fawr iawn, ac mewn gwirionedd, bod cael disgyblion i esbonio iddynt wedi gwella eu sgiliau a hefyd, bod hynny'n ffordd wych o brofi'r broses o ddysgu. Os gall disgybl egluro i chi beth sy'n digwydd, mae hynny'n ffordd wych o wybod bod dysgu yn cael ei ymwreiddio yn ogystal â datblygu sgiliau eraill. Ond mae angen dull cenedlaethol ac mae hwnnw'n cael ei ddatblygu. Mae Llywodraeth Cymru wedi ariannu nifer o swyddi o'r blaen i hyfforddi athrawon i ddefnyddio Hwb. Ac, fel y dywedais, bydd anghenion dysgu proffesiynol parhaus ein staff yn gwbl hanfodol wrth gyflawni'r agenda hon.