IDEAL Future Work Package 2 Report

49 I suppose research, research and what research are they familar with and embedding the research there to support decisions that are made with you. (IE P16) For example observation, if someone's throwing an iPad in the ground because of something they're doing, they're clearly telling me they don't like us, are they don't want this. Equally just because something looks cool, I think we have a responsibility as teachers have checked it out ourselves first, because there is a click culture. (IE P21) The teacher also plans to create anonymous electronic surveys in her subject at the end of the school year to get feedback on students' learning experiences in her lessons. (LV in-service teacher 7 years) I think that's like I think I would see as being really important for like digital education in the future is like research skills and critical thinking and they go hand in hand with that. (IE P24) Within the survey open ended questions regarding future skills, 250 comments were posted with over 7, 250 words. The most common skill cited was the critical use of technology in teaching and learning, followed by collaboration, problem solving, change management artificial intelligence and ensuring human centric approaches to technology use The narrative through the transcripts illustrates the multifaced nature of digital learning and the associated complexities of balancing the integration of technology into learning with over-reliance, equity, safety/wellbeing and appropriate use. It demonstrates the need to reenvisage the role of the teacher to shift more towards pedagogical researcher, problem solver, learning designer, learning facilitator and the student to become more independent, dialogical and collaborative with both other students and teachers. 5.6.3 Digital It is no surprise that digital skills emerged as important throughout the discussions, digital skills can range from basic to advanced. Basic digital skills are those basic functions one can complete on a computer such as searching for information, using computers for basic tasks, online safety and online communication. Advanced digital skills involve coding and data analysis using computers. Within the interviews participants spoke of the need for basic and intermediate digital skills. In the survey the average confidence level of importance exceeded the level of digital skills (see figure 15). The most important digital skills (in order of importance) were Data protection/online safety; technical support; critical decision making regarding technology and digital content creation. Respondents were least confident in the areas of AI; assistive technology; developing a digital identity for your school and data analytics. Those with the greatest gaps between importance and confidence level were skills in AI, technical trouble shooting and problem solving; coding, assistive technology and learning space design.