Bunclody Community College has been recognised with the prestigious European ‘Digital School’ status for their outstanding contributions in digital teaching and learning.

Supported by global technology leaders HP and AMD, in partnership with government and education organisations, the Digital Schools Awards Europe programme promotes digital teaching and learning and recognises schools that are preparing students with essential digital skills for the future.

To earn this award, schools must demonstrate a whole school digital strategy, demonstrate how digital technology enhances learning, and commit to ongoing professional development for teachers. The programme emphasises innovative and collaborative approaches to digital technology in education, setting an example for other schools to follow.

James Murphy, School Principal, said: “We are incredibly proud to have achieved this award. It reflects the hard work of our entire school community and our dedication to enrich learning and teaching.”

The Digital Schools Awards programme offers participating schools, which have completed the European Commission’s SELFIE self-reflection survey, access to mentorship and professional development resources. The programme covers key themes such as leadership, collaboration, infrastructure, professional development, teaching and learning, assessment, and student digital competencies.

Annmarie Whelan, Education Manager at HP Ireland emphasised the role of all things digital in the current climate. “Digital skills are crucial for the success of young people in today’s increasingly digital world. It is inspiring to see Bunclody Community College recognised for their commitment to digital teaching and learning, and for equipping students with essential skills for the future.”

Currently, over 300 schools in Ireland have registered for the Digital Schools Awards Europe programme. Schools are invited to participate for free by visiting the official website where they can conduct a self-evaluation of their current practices and standards.

In light of the increased use of digital technologies for learning and teaching, schools face growing demands to include digital wellbeing in their teaching to promote awareness of the risks, benefits and personal challenges that face all children and young people in the digital age.   

Digital Wellbeing defined

The Digital Wellbeing programme for schools draws together the many perspectives on digital wellbeing as defined in the model below:

Digital wellbeing should have the following elements: 

  1. A range of skills and competences in using digital technologies appropriate to the person’s age and maturity;
  2. An understanding of the strengths of digital technologies to enhance learning and relationships;
  3. A set of attitudes, skills, values and knowledge that create awareness of issues of personal health and wellbeing as well as that of others;
  4. Resilience in overcoming online events that have the potential to undermine wellbeing;
  5. Behaviours which display an ethical and constructive approach to others;
  6. An understanding of the presence of their online footprint and how organisations and systems use a person’s data;
  7. A strong sense of digital citizenship and personal responsibility to foster and promote ethical use of digital technologies;
  8. Willingness to engage in open dialogue about digital wellbeing;
  9. An understanding of how disinformation and misinformation operate in the digital world.

THE Digital Wellbeing Award Framework Explained

The framework is learner focused, highlighting the need to nurture and sustain positive and resilient digital attributes that can develop into lifelong practices. The Digital Wellbeing framework contains the statements, examples where they might be applied in schools, and support references. 

Statements

Evidence

Resources

There are five statements, each describing what good practice looks like in that area. Each statement is derived from a range of National and European education policy initiatives and current best practice. They are:

  • Leadership and vision;
  • Teaching and learning;
  • Professional development;
  • Student digital experience and;
  • Resources, infrastructure and safeguarding.

Examples have been provided to show the sorts of evidence schools can submit for the award.  It should be noted that these are for guidance only and  schools may have other forms of evidence not listed on our site. Also, schools should consider up to a maximum of five pieces of evidence for each statement. Try to ensure that evidence is representative of a wide and diverse range of applications for each statement. 

Additional links, resources and sources to support further development. 

Each statement has a range of references, sources and additional information that schools may wish to draw on for developmental support.

When applying for the award, each school should compare its practice and stage of development against each statement. Although it is NOT necessary to adhere to every detail of each statement, schools should be able to submit enough evidence to demonstrate good practice in that area.

Together, the three elements augment the latest policy, research and best-practice models, easy-to-use teaching and learning strategies aimed at integrating age-appropriate wellbeing practices into the skills and knowledge already taught.

The framework is suitable for schools starting their ‘wellbeing journey’ as well as those where digital wellbeing is an established feature of their digital deployment.  

Register

Ann Marie hp

21 July 2020

HP is committed to helping young people acquire the digital skills they need to thrive. We are proud to be part of the Digital Schools Awards European initiative which aims to help schools to use the power of technology to improve learning outcomes and the development of higher level skills in students.