school management
Digital dividend or divide ?
Thoughts on leading in a time of disruption .
By Andrew Smith
One of the many strengths of effective school leaders is their ability to calmly navigate uncertain and unstable times .
The pandemic is a disruption that has tested us all . It has forced our education system to transform , with many schools temporarily moving their entire learning environments online . They have had to integrate complex digital technologies to support their work . But are we reaping a digital dividend or worsening a digital divide in education ?
Schools have responded to the disruption in many and varied ways , but the main challenges have largely been in these four areas .
• The balance between planning and agility
• Capability and confidence across the school community
• Equity and inclusion
• Safety and security
THE BALANCE BETWEEN PLANNING AND AGILITY Without a plan , a school community may find it challenging to advance digitally , even without forced remote learning . The first step in any good digital strategy is to set a goal . School communities with positive outcomes in digital disruption are clear about the goal they want to achieve .
Unfailingly , that goal focuses on increasing the impact of teachers in ways that lead to improved student outcomes .
CAPABILITY AND CONFIDENCE ACROSS THE SCHOOL COMMUNITY Technology should enhance rather than replace great leadership and teaching . Building capability helps schools operate with confidence in a digital environment .
To do this , effective school leaders put time and effort into a strategic framework based on :
• systems and processes that support school and organisational capability
• people capability and confidence – school leaders who take time to increase their knowledge and learn from others , and a teaching workforce that confidently uses technology and understands how to integrate it into their pedagogy .
EQUITY AND ACCESS The Australian Digital Inclusion Index shows that digital inclusion is uneven across Australia . Income , age , education levels and employment all play a part .
In 2019 , around 20 per cent of Australia ’ s four million students were from households in the lowest income bracket . These students face a much higher risk of digital exclusion from remote online learning and poorer educational outcomes as a result .
School leaders are finding creative ways to support their communities . The catchphrase of 2020 was ‘ devices , dongles and data ’. Some schools distributed devices and portable WiFi connections to students most in need . Others set up central help desks to support parents trying to navigate unfamiliar devices and connections .
Some school leadership teams introduced online education programs for parents on how to support their child ’ s education during remote learning . Recording school assemblies and gatherings for families who couldn ’ t attend kept parents engaged , and will likely continue in some schools beyond the pandemic .
SAFETY AND SECURITY Mental health issues among young Australians were already at a disturbing level before the pandemic . This has only become worse .
School leaders are also grappling with the challenge of supporting the wellbeing of their staff . This is on top of their own fears about the health and wellbeing of family members .
Add to that , the online safety and security of students is being tested as they navigate their remote learning experience . The Notifiable Data Breaches Report : January – June 2020 showed education as the third most breached sector when it came to cyber attacks .
The disruption has truly put the safety and wellbeing of students and teachers at risk .
To counter this , many schools ’ efforts to engage and connect with students , families and staff have been beyond anything we have seen before .
Virtual events , social gatherings and competitions helped people stay connected and supported . Gathering in small groups to walk together or have ‘ online drinks ’ helped teachers maintain important staffroom relationships .
Leaders and classroom teachers have also put time and effort into learning about data security and best practice to minimise threats . Initiatives like Safer Technologies for Schools ( ST4S ) assess online education products and services against a nationally-agreed set of privacy and security criteria . This helps leaders make informed decisions about the digital education technology products they bring into their schools .
BEYOND THE DISRUPTION School leaders and school communities are taking the challenges of digital disruption and meeting them with careful planning , time and energy . They ’ re building capacity and keeping a close eye on wellbeing and safety .
As we move beyond the pandemic , school leaders can use the lessons learnt during the pandemic to encourage innovation and produce enduring benefits for their schools and communities . ■
Andrew Smith is the CEO of Education Services Australia .
22 | educationreview . com . au