Developing and delivering a successful technology for learning strategy in the UK: case study by the UNESCO-Fazheng project on best practices in mobile learning

Located in Luton, Bedfordshire, United Kingdom, Denbigh High School has a strong local and national reputation as an outstanding school. There are 1134 students between the ages of 11 and 16 and since September 2013 the school has been part of a multi-academy trust called the Chiltern Learning Trust. Denbigh is a thriving and happy learning community where expectations and standards are very high. Driven by the core value statement, ‘high achievement for all is our shared responsibility’, the school is committed to inspiring and supporting students so that they seek excellence in all aspects of school life – regardless of their ability or background. This case study looks at how, over the past six years, Denbigh has developed an innovative whole school technology for learning strategy incorporating mobile learning for both staff and pupils. The strategy covers all areas of the curriculum and all key stages and has had a proven positive impact on outcomes. Technology for learning including mobile learning is now embedded across all areas of the school and carefully considered purchases of hardware and software support its effective use by both students and staff. The ability for students to personalise their own learning with “anytime anywhere” access is actively encouraged. The elements of the school’s strategy have been cascaded more widely across primary, middle, secondary and upper schools in Luton and Central Bedfordshire. However, effectively adopting and updating technology in schools is an ongoing challenge. This case study seeks to highlight the importance of building on existing strengths and developing staff and student partnerships to achieve whole school objectives.

author
Darcy, Emma
Miao, Fengchun
Domiter, Anett
language
ENG
Institutions
UNESCO
date
2019
Pages
15 p.
regions
Europe
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themes
Teaching-learning strategies
ICT in education
Pays
UK

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