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The Relationship between Schools’ Digital Maturity and Pupil Attainment
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$74.07
You will be invoiced £60 as we are based in the United Kingdom.
About The Webinar
The Relationship between Schools’ Digital Maturity and Pupil Attainment
This webinar will provide governors, senior leaders, ICT leads and online safety leads with an expert overview of the report into the relationship between schools’ digital maturity and attainment and understanding of schools’ experience of technology use in more depth.
On 15 March 2022, the DfE published their report on ‘Exploring digital maturity in schools using EdTech data’. The report is based on the Education technology (EdTech) survey published in June 2021, which aimed to establish the current state and use of technology across schools in England, and what further support could be put in place for the effective and efficient use of technology in education.
In this webinar, Graham Macaulay, Director for innovation and growth, experienced ed-tech expert, teacher and senior school leader, will provide an insight into the report, exploring how the research was conducted, how a digital maturity metric was developed and what relationship was found between digital maturity and pupil attainment.
Learning Outcomes
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Understanding how the survey data was used to develop a digital maturity metric and how technology, capability and strategy were used to define digital maturity.
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Recognising how schools scored against the digital maturity metric and relationship between digital maturity and pupil attainment.
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Identifying the three tiers of digital maturity and schools’ characteristics in order to understand schools’ progress in embedding technology use and establishing digital maturity.
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Understanding the context of digital maturity and the key findings from interviews with senior leaders to understand more about how technology is being used in schools.
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Appreciating what conclusions came out of the report and the considerations for schools moving forward, including future impact and improvements.
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