Head of Primary Message Week 13

This week, I’d like to explore how we approach technology from Early Years to Year 6. To begin, let me share a quote I recently came across. While the original source wasn’t listed, I believe it will resonate with many parents:

They tell us it is a triumph of modern science. And yet, I see it as a force more likely to enslave than to enlighten the public. Imagine [...] in every home, unchecked and unchallenged.

Will it educate, or will it simply entertain and pacify? Will it broaden minds, or merely fill them with distractions and distortions? I fear we are trading genuine discourse for mere passive engagement.

What’s remarkable is that this quote wasn’t written about today’s technology. It was penned before 1920 as a critique of the newest invention of the time: the wireless radio. 📻

Even a century later, the sentiment feels strikingly relevant. In today’s world, where screens are everywhere, it’s natural to feel conflicted about technology. Parents and educators alike worry about its impact, how increased screen time can affect focus, attention spans, and even energy levels. So why do we continue to integrate technology into school life?

The answer is simple: we integrate technology very carefully and purposefully.

At ISB, the learning always leads the use of technology, not the other way around. We integrate it at age-appropriate levels, ensuring it enhances and deepens the educational experience and improves learning outcomes. You may have noticed iPads in action during our recent Celebration of Learning morning. But it’s important to understand that access to these devices is deliberately limited.

We view iPads as tools, not distractions. They enrich learning when used thoughtfully and strategically. By following the S.A.M.R. model as part of a broader spectrum of theories, we ensure that technology serves as a meaningful part of our teaching and learning framework:

Substitution

At this level, iPads simply replace traditional tools with no functional change. For example, students might complete a digital worksheet for a Maths activity instead of using a printed version or write an essay in a word processing app instead of on paper. While convenient, this doesn't fundamentally change the task or enhance learning and so isn't something we would do. 👎

Augmentation

Technology enhances the task with added functionalities, improving efficiency or accessibility. For example, in Maths, students could use interactive graphing tools to visualise equations and manipulate variables, deepening their understanding. In Science, they might conduct virtual experiments with simulated lab equipment, allowing them to adjust variables and see instant results. These tools make the task easier and more interactive, adding value without drastically changing the learning process. 👌

Modification

Tasks are redesigned in a way that transforms the learning process. For instance, instead of creating a traditional poster about an ecosystem, students might use an iPad to produce a multimedia presentation that includes videos, animations, and voiceovers. In History, students could create an interactive timeline that links historical events to maps, images, and primary source documents. This approach shifts the focus from passive to active learning, encouraging creativity, collaboration, and critical thinking. 👍

Redefinition

Technology enables tasks that were previously inconceivable. For example, students might connect with a classroom in another country via video conferencing to work on a joint project about global environmental issues, sharing data, ideas, and solutions in real time. They could use augmented reality (AR) to explore 3D models of ancient ruins or human anatomy, interacting with content in ways not possible with traditional resources. In Geography, students might create virtual reality (VR) experiences, such as a guided tour of a city, complete with narration and sound effects. These tasks extend beyond the classroom, offering experiences that foster global connections, innovation, and deep engagement. 👏 👏

Our goal is to consistently strive for redefinition, ensuring technology is used purposefully to create high-impact learning experiences that genuinely enhance outcomes. Substitution alone is never enough.

While technology has its place in the classroom, research reminds us of its limitations. Studies show that reading on screens often results in lower comprehension compared to reading on paper, worse still, many students are unaware of this reduced understanding. There is something truly magical about the experience of reading a paper book, the feel of the pages, the absence of distractions, and the way it immerses readers in a way no screen ever could.

To create a balanced educational experience, we strictly limit technology use outside the classroom. In Primary, students are not allowed to use devices before school, after school, or during breaks and lunchtimes. This ensures they engage in vital activities like social interactions, physical play, and exploration of the world beyond screens. 📵

Technology in our school is never about entertainment or passive consumption. It’s a supportive tool, integrated with care and purpose, to enrich learning experiences while preserving the importance of traditional teaching methods and personal connections.

Striking the right balance is always a tricky endeavour, and many schools struggle to get it right. We believe, however, that the true power lies in positive collaboration and open dialogue between home and school. By working together, we can ensure that technology enhances learning while supporting the wellbeing and development of every child.