# data[].attributes.body
1. In hindsight what additional supports would have assisited and would be required going forward?
2. How can your project have a lasting impact?
3. What are the key ingredients to support digital innovation in schools?

# data[].attributes.body
Freedom of choice is a positive as we can tailor as per our school context.

# data[].attributes.body
An all singing all dancing proposal was not necessary on reflection.

# data[].attributes.body
The new and novel nature of planning was a challenge

# data[].attributes.body
Why were projects chosen
To improve participation of girls in STEM
Increase use of STEM
Enable smoother transition from Primary to Secondary
Recommended through Ed Centre
Explore the impact of tech on collaborative projects
Embed the Primary language curriculum

# data[].attributes.headline
To have clear objectives and expectations at proposal stage. 

# data[].attributes.subject
To have clear objectives and expectations at proposal stage. 

# data[].attributes.body
Simplfy procurement.
Panel of available experts available.
Short term secondments - 20 day?
Subsidised courses to upskill.
Feedback from the department.
Meetings like this after year 1, 2 and 3,
MORE FUNDING would drive longer / further input
Sustained support
More release time.

# data[].attributes.body
- Create a bank of STEM resources for teachers.
- Key skills for students - CT skills.
- Junior Cycle reform.
- CT skills for students.
- Overreliance of textbooks.
- Reliance of funding for the school.
- Collaboration within Donegal ETB.

# data[].attributes.body
- Too ambitious for some projects.
- Support from PDST.
- Teachers supporting teachers.

# data[].attributes.body
Improve supports with Project Application
More advise in the first year around achievable goals

# data[].attributes.body
* Base line data
* Support systems
*Relevant
* Funding

# data[].attributes.headline
At proposal stage clear role expectations for the project leader/facilitator, as the workload can be immense. 

# data[].attributes.subject
At proposal stage clear role expectations for the project leader/facilitator, as the workload can be immense. 

# data[].attributes.body
Advisor available to support both the proposal and the first stages of the project
Sub Cover so more could be involved in the planning
More meetings with other clusters

# data[].attributes.body
That both this and an advisor would be made available at proposal stage so participants would have the option of using either or both

# data[].attributes.body
Project Driver:

- Providing digital literacy skills transitioning into secondary school. Providing introduction to base skills at 3rd class and developing each year.

- Improve equipment available.

- Reliance of funding external to school.

In Hindsight:

- Outlining clear objectives and expectations from the initial stages.

- Providing substitute days (difficulty of obtaining subs) / reducing secondary school teaching hours was a huge benefit for staff participating in projects.

- Use of SELFIE European assessment as a source of collecting Data. E-Learning survey.

- Difficulty of allocating time specifically for the project within school hours could act as a reluctance to schools/teacher participating in future projects.

- Proposal project templates would certainly help with the initial application to the project.

- Freedom within the project; here's what others have done previously, but you still have freedom within your chosen area.

- Clustering schools geographically - helps with face to face reflection/planning.

- More networking opportunities such as today.

# data[].attributes.body
Junior cycle reform and use of IL training in house was a driving factor

# data[].attributes.body
Involvement of JCT and inspectorate was important

# data[].attributes.body
To extend something that was already happening in the school.
To use the opportunity to create resources for teachers that were lacking.
Additional Supports
Meeting with other clusters and seeing a variety ideas would have been a great opportunity to learn from others.
Having open lines of communication to other clusters to tap in to their knowledge.

# data[].attributes.body
* Maybe pitch an idea to advisor before completing application
* Sample of a proposed project

# data[].attributes.body
Subs needed and difficulty to get with covid etc

# data[].attributes.body
What’s coming? To focus going forward. Details need to give direction to spend funds wisely.

# data[].attributes.body
One project evolved into an Erasmus project STEM to STEAM
Sustained funding built into the project, eg, further release of funding after a period of implementation.
Continuing the CPD for the teachers involved
Continuing PDST supports for cluster

# data[].attributes.body
Harness and reward the talent in the room

# data[].attributes.body
Don’t let the network fizzle out

# data[].attributes.body
* PDST support
* Local Education support
* Webinars
* Emphasis placed at every Croke Park meeting
* Advisors present to staff at Croke Park meetings
* Positive approach

# data[].attributes.body
1.  Additional Supports
Need more guidance on what to purchase and why to purchase it? Assistance with identifying innovation and sustainability in purchasing programs and equipment.

2. Future Sustainability

To continue the project, time and funding would need to continue to be given for coordinators to work on the project.

Creating opportunities for CPD for other teachers in the school, (especially those who are reluctant to use technology). It is a lot to put on the shoulders of one teacher (coordinator) to show other teachers on how to use the programs. Expanded CPD would allow more teachers to gain knowledge and empower them to use the programs and devices.

Some say, without clear targets, they feel collaboration between schools may decreases due to time restraints and sub cover.
Others will continue on as these were programs because  they had already started and were very effective.

3. What can we learn?

If schools could provide a solid base of strong internet/Wifi and then individual school borrow specific equipment for their needs/projects from local education centres. This requires the education centres be better equipped with up to date technologies. And then for schools to be aware there is opportunity to access and borrow digital technology resources from these centres. This would combat technology not being used or being used incorrectly. It would also combat schools being stuck with out of technologies and no more money to update these technologies in their budgets.

CPD opportunities need to be offered for teachers to learn how to use various technologies. And these teachers need to have genuine interest on how to learn and work with these technologies to make it effective.

Face to face meetings are incredibly important to create strong relationships of collaboration where people are engaged to learn and to share with each other.
-

# data[].attributes.headline
Sustainability: Possible Areas to Consider

# data[].attributes.subject
Sustainability: Possible Areas to Consider

# data[].attributes.body
- Future funding

- Allocation of hours

- Future use of equipment.

- Additional support: templates for paper work.

- PDST/Advisor as lead coordinator possibly.

- Organising clusters geographically.

# data[].attributes.body
- Teacher training days - Phase 1 and 2
- Digital grant should be spent on digital upskilling for teachers.
- Teachers providing training for teachers.
- Creative Schools - assisting teachers in the classroom.
- Outside classroom environments - sensory and growing gardens.
- Digital tech communities.
- Equipment bought on a national level to become cheaper for schools.

# data[].attributes.body
Meeting across clusters would be beneficial

# data[].attributes.body
Why projects were selected?

Created by need. Schools identified what they wanted / needed. G - Suite - Computational thinking and problem solving skills, Computer Science.

Supports at beginning?

More linkage between primary and secondary in the locality. What's happening in the area?

Place emphasis on the fact that there is some room with the funding to change the project as it goes along.

Pre selected projects by Department would reduce innovation.

A centralised system where similar clusters can contact each other should be made available at he beginning.

More networking sessions during the year where ideas can be shared and problems discussed.

Sustainability

Although embedded in school, implementation is usually reliant on one or two teachers.

Regular contact with PDST Advisors would help this.

In-service for Technology / STEM

End goal showcase  event - Like Young Scientist. This would help motivate schools and teachers.

Teachers leaving schools is an issue. Hard to get someone to step in.

Sub cover was a huge help during this project.

Encourage Teach Meets to share ideas - within schools, between schools, in Education Centres

# data[].attributes.body
Maintain & expand to other schools
Additional funding to support the maintenance of the cluster (travel expenses, logistics and release days)
In house CPD to train new staff to prevent the expertise being lost
Appears to be done reluctance/fear of technology amongst some teachers
Perhaps by focusing on a different subject area each year would add to the longevity of the cluster
Lifecycle of devices - finding needed to maintain this

# data[].attributes.body
Accreditation & linking with third level institutions

# data[].attributes.body
Proposal:
Proposals should have 2 stages with an option to make required changes after a 1st draft, then resubmit.
All schools who apply for the funding should get detailed feedback on their proposal, whether successful or not.
Divide into suggested strands of funding similar to Teaching Council Research Funding
Proposal form need to more user friendly and less daunting. Currently, the formality of the proposal from doesn't reflect the level of autonomy/freedom that schools have once successful. So the form may be putting people off.

Additional Supports:

Challenging to release staff to participate in CPD during the school day.
More substitution days
Discretionary days/half days to be taken to embed projects, similar to Language Curriculum days.

Lasting impact:
Use similar model to other PDST initiatives such as meeting with the PDST mentor for an hour once a month/two months an hour before the end of school and continue into their meeting into a Croke Park hour.
Time for peer to peer observation of teaching/use of strategies, including with a PDST mentor.
Use of Teacher Education Centres to move meetings off site, which would elevate the status of the meetings and allow for proper time to collaborate
Integration of curriculum days with digital cluster days to get across the message that one initiative is not separate to the other: how use of digital tech is embedded in, and enhances, the curriculum.

Key ingredients to support digital innovation:
Funding for when devices become obsolete
CPD to remain upskilled as technology emerges
Funding to continue with rolling subscriptions/site licences

# data[].attributes.body
Limitations of the lifespan of the tech

# data[].attributes.body
A cluster hub, where schools in a geographical area can meet to review and re-focus.
Start vague to help stimulate ideas, but then help to focus the project and narrow it down.
Two teachers in schools

# data[].attributes.body
please note that we were very thankful for the release days. They were very vakuable. Some days not used due to lack of subs / challenges of Covid

# data[].attributes.body
Principal may not be the best person to lead due to school commitements and project sometimes had to take backseat

# data[].attributes.body
Use the new Digital Strategy as the backbone to support and maintain a digital cluster
Key ingredients - time and space
DigCops worked wonderfully prior to Covid and should be revisited

# data[].attributes.body
- Branding of the projects towards schools. Often the SEF would not make the top priorities of the day.

- Within schools: spreading of the information across the staff. Providing introductions/updates/CPD to other teachers for a whole-school wide awareness of the project and its objectives.

- Incentivising projects for individual teachers and schools whether that is additional certifications, upskilling courses, accreditation and funding for schools.

- Bank of resources for future projects.

- Additional training for project coordinators, e.g. budgeting.

# data[].attributes.body
- Lots to be done on system level.
- Teacher training
- Wider supports.

# data[].attributes.body
- Support in house.
- Time
- Examples.

# data[].attributes.body
Continued funding would be benificial to update obsolete equipment.

Continuing the project, even in name only, if only to facilitate showcase/ shared learning meetings

Support to teachers/ projects in relation to cpd.

# data[].attributes.body
Follow up with schools who may have fallen out of the project. Why? Provide support.

# data[].attributes.body
Addressing of the sub crisis in general would have made it easier for schools to fully engage in the project.

Provide  a compulsory tech module in the teacher training colleges.

# data[].attributes.body
Schools are spending a huge amount on this