Ctrl+Merge: Harmonising Tech and Teaching in Schools

Having worked in specialist EdTech for more than 20 years, I’ve seen the tech landscape transform in amazing ways. We’ve moved from the clunky, slow boot-up days of Windows XP to the sleek efficiency of Windows 11, witnessed the leap from a world without iPads to one dominated by iPad Pro and iOS 18, and traded the patience-testing dial-up squeals for the lightning-fast speeds of gigabit fibre. Despite these advancements, one persistent challenge remains: the outdated power struggle and approach to Information and Communication Technology (ICT) in schools.

It’s crucial to recognise the multifaceted role ICT plays in education, which we can broadly categorise into four areas: infrastructure and back office admin, hardware/software used in classrooms including laptops, large format displays, iPads, etc., communication aids that may be owned by pupils, and specialist technology solutions (my domain) introduced outside of the usual everyday tech procurement, such as hall AV installations, sensory rooms, and hydrotherapy pools.

A Backwards Approach to ICT

The current landscape often feels backwards, like a lesson in "How Not to Use Technology." ICT teams frequently impose stringent policies that severely restrict educators' ability to use technology effectively in their teaching. This issue is evident in the support tickets we receive at Sensory Guru from ICT staff who are suspicious of our systems like Magic Carpet and Magic Room. These systems are often misunderstood and constantly questioned about their place in the ICT hierarchy. The consequences of this approach are significant; in the worst cases, misguided ICT policies lead to substantial learning downtime.

The Real Impact on Education

Teachers face unnecessary obstacles in leveraging technology to enhance their lessons. The intended purpose of ICT—to support and enrich the educational experience—gets lost in a power struggle reminiscent of Game of Thrones, but with more outdated network policies. Many ICT professionals I've encountered seem more focused on maintaining control and upholding rigid policies rather than facilitating an adaptable, teacher-friendly tech environment. This often results in excessive support headaches and a frustrating landscape for educators, who might begin to believe that their real job is annoying the ICT team rather than teaching.

In conversations with ICT teams, they'll often say things like, "If you had to deal with people who know next to nothing about tech, you'd want to prevent them from trashing things too." I ask what they spend most of their time doing, and it's usually supporting permissions, logins, accessing websites or explaining why they cannot, and other rudimentary tasks that are a direct consequence of the stringent processes they’ve implemented. Perhaps if the school’s tech experience matched the consumer experience most educators are now familiar with—at home, in their pockets with iPhones, etc.—there would be less frustration all around.

A Call for Common Sense

The fundamental goal of ICT in schools should be to support teaching and learning seamlessly, not to create barriers. The technology should blend into the background, allowing teachers to focus on what they do best: teaching. ICT teams need to operate with a mindset of support and flexibility, recognising that they are enabling an educational environment, not securing a military installation or planning a space mission.

By shifting the focus from control to support, we can empower educators to utilise technology in ways that truly benefit students, fostering a more effective and enjoyable learning experience. This requires a cultural change within ICT departments, prioritising common sense and collaboration over rigid control.

Part 2: Envisioning the Near-Term Future

Embracing AI for Enhanced ICT Management

If I were an ICT system developer right now, I would consider waiting maybe a year before attempting a full redesign of the school system architecture. AI is being integrated at the OS level on newer tech, like the introduction of Copilot in Windows. Imagine if we could train our own AI models to support teachers and help them complete tasks with ease while using AI to monitor misuse. This would revolutionise ICT in schools by providing real-time analysis of websites, eliminating the need for superstringent web lockdowns. The AI could check pages and flag issues before navigating to malware sites.

Moreover, all machines would be able to communicate, allowing usage data to be collected from all devices and interrogated with prompts to see daily stats.

Tackling Safeguarding Issues with Real-Time Tracking and Monitoring

Concerns about safeguarding and the potential misuse of technology by staff are valid and must be addressed comprehensively:

Real-Time Tracking and Monitoring:

- Activity Logging: Log all key presses and actions across devices, using search algorithms to detect and flag suspicious activity.

- AI Surveillance: Integrate AI-powered camera surveillance with audio in all learning spaces to monitor behaviour, detect issues like bullying, and ensure teacher performance.

- Comprehensive Reporting: Generate detailed reports on device usage, flagged activities, and surveillance footage to provide insights for continuous improvement.

By exploring these measures, schools can create a secure, flexible, and supportive ICT environment that empowers educators, enhances learning, and ensures the safety and well-being of all students. Think of it as "Big Brother for Good"—leveraging technology not just for surveillance, but to proactively address issues and foster a positive, safe, and effective educational environment.

It's time to rethink our approach to ICT in schools, and plan for a significantly enhanced future, ensuring that it serves as a tool for educational empowerment rather than an obstacle to overcome. Let's leave the power struggles to politicians and focus on making our classrooms tech-friendly and vibrant places of learning.

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