Innovation &
Educational Technology

Technology is transforming the landscape of all industries and job functions, including education and K-12 teaching. The IT Department plays a key role facilitating, providing, and supporting new digital trends to enable an improved learning environment, which in turn is meant to boost student outcomes. As a team we focus on effectively leveraging educational technology to showcase our students' digital technology competencies.

"Technology is transforming
the landscape of all
industries and job functions,
including education and K-12
teaching."

In Kindergarten we continued to implement new learning paradigms while still facing a pandemic, and teachers continued to use Zoom as their main synchronous tool to support remote teaching for young learners.

Seesaw was used as an interactive learning platform to cater for students' individual needs, sharing activities and fostering family engagement. Workshop teachers and the IT team continued reinventing the robotics and programming workshops as they were given online focusing on developing digital skills. Students continued to learn about computational thinking using unplugged activities. They also managed to learn how to use Piccollage, a photo editing tool, to become creative artists. We have implemented augmented reality using an app called Quiver.

As we all know, the challenges continued in 2021 as we were in a hybrid learning model. This gave us the opportunity to try new projects and innovate. Students developed their high order thinking skills while coding, and their creativity in the different projects that were integrated to the classroom needs.

Lower Primary (Y1, 2 and 3) used Seesaw as an online journal. I Ready was used for Maths and Reading as an online adaptive platform offering personalised instruction according to students' needs. As another reading input, Y1 and 2 students had access to Bug Club. They were also launched into the world of coding. They used a robot called Qobo and the students had to complete different challenges with increasing levels of difficulty. In addition, they used apps, such as Kodable, Code.org and ScratchJr. This allowed students to learn how to code and debug their algorithms. Y3 was introduced to the stop motion world designing simple frame by frame animations with the app Flip a Clip. Learners were introduced to the basic concepts of graphic design where they designed their own family badges.

Upper Primary (Y4, 5 and 6) also had their coding projects. They used Scratch to design some games and created controllers to play them using Makey Makey circuit boards. They coded two robots, Dash and Mbot by solving several challenging missions with different levels.

Y4 added a new episode to the book Las Mil y Una Noches that they were reading in their Proyecto de Literatura, and filmed it using green screen technology to place themselves in a model they had made representing the scene. Students created simple stop motion animations with the app Stop Motion Studio. They designed the characters and the scenery and learnt the technique. They also gave their first steps in Design Thinking, finding solutions to everyday needs.

Our students also started learning how to design their keychains using a 3D designing tool, and then had their projects printed at our Makers' Studio.

Y6 students were introduced to the world of photography and photo editing with Pixlr.

We are very proud of the way our children adapted to the challenges they faced and how they overcame different situations that the pandemic brought.

In Secondary the IT team assisted all the school staff on going hybrid. A hybrid approach to teaching consists of a combination of face-to-face and online teaching. Our IT syllabus is focused on three main areas: digital literacies, robotics & programming and computational thinking. Our students developed the six Michael Fullan competencies by following our IT programme. They learned coding with Blockly, App Inventor, HTML and CSS, and Arduino. They used the robot Lego Mindstorm EV3, a user-friendly coding software that inspired projects in science, technology and mathematics. In Y9, using HTML and CSS, students created their first website.

In Y10 the Entrepreneurial Economics Project continued with the Business and Economics Department. The goal was to design a product aimed at entertaining people, and the IT department helped our students with the statistical analysis of the results of the surveys using Excel, and guidance on how to produce prototypes and digital marketing. They also created apps with Android apps and used 3D software. Y12 students focused their learning on sitting for the IB exams.

Jennifer Verschoor - Innovation & Educational Technology Lead