Using video to record work experience enabled pupils to create a record of challenges and successes. They were able to share this with prospective employers, parents, teachers and peers. Embedding digital creativity across the curriculum Pupils became involved in digital creativity activities across the curriculum. This offered new opportunities for pupils to use their imaginations and be inventive. Pupils also became engaged in curriculum areas that they had previously seen as difficult. This included subjects such as Modern Foreign Languages (MFL) and science. Impact on teachers The teachers found pupils’ positive reactions to digital creativity highly motivating and satisfying. It was an exciting contribution to their professional development. teachers used the more accessible aspects of the technology under their own steam, they recognised that a more focused deployment would be possible with the support of further training. Teachers recognised that on occasions, pupils’ skills with the hardware and software rapidly outstripped own. They found productive ways of sharing and celebrating these new talents. Teachers were keenly aware of the particular cognitive, behavioural and social needs of their pupils. They complemented this knowledge with the personalised learning offered by digital technology. School impact and sustainability Schools’ implementation of digital creativity strategies developed through three stages: Initial arousal of interest and engagement with the most readily accessible functionality. Most project schools achieved at least this level of development. Increased technical proficiency, instances of developing pupil expertise, with proactive rather than reactive deployment of the resource. The majority of schools reached this stage of operation. Refined, focused and bespoke targeted intervention. A minority of project schools achieved this stage in some areas, though in the researchers’ view, given time and support, nationally widespread realisation is a realistic objective.
Using video to record work experience enabled pupils to create a record of challenges and successes. They were able to share this with prospective employers, parents, teachers and peers. Embedding digital creativity across the curriculum Pupils became involved in digital creativity activities across the curriculum. This offered new opportunities for pupils to use their imaginations and be inventive. Pupils also became engaged in curriculum areas that they had previously seen as difficult. This included subjects such as Modern Foreign Languages (MFL) and science. Impact on teachers The teachers found pupils’ positive reactions to digital creativity highly motivating and satisfying. It was an exciting contribution to their professional development. teachers used the more accessible aspects of the technology under their own steam, they recognised that a more focused deployment would be possible with the support of further training. Teachers recognised that on occasions, pupils’ skills with the hardware and software rapidly outstripped own. They found productive ways of sharing and celebrating these new talents. Teachers were keenly aware of the particular cognitive, behavioural and social needs of their pupils. They complemented this knowledge with the personalised learning offered by digital technology. School impact and sustainability Schools’ implementation of digital creativity strategies developed through three stages: Initial arousal of interest and engagement with the most readily accessible functionality. Most project schools achieved at least this level of development. Increased technical proficiency, instances of developing pupil expertise, with proactive rather than reactive deployment of the resource. The majority of schools reached this stage of operation. Refined, focused and bespoke targeted intervention. A minority of project schools achieved this stage in some areas, though in the researchers’ view, given time and support, nationally widespread realisation is a realistic objective.