[cburke09@momail.mie.ie]

I agree that Webwise is an excellent resource for parents. It can often open their eyes to the reality of their children’s vulnerability online. It is something I hope our school can make more use of next year also.

[cburke09@momail.mie.ie]

Identify a resource which would be useful to promote digital citizenship and explain (150 words min) how you would use it in your school setting in a Reply to this post.

One excellent resource to promote digital citizenship in our school  is Webwise’s “HTML Heroes” programme. Specifically designed for children in 3rd to 6th class, this free, curriculum-aligned resource covers key aspects of online safety including respectful communication, privacy, digital footprint, and recognising misinformation. It’s particularly suitable for small schools like ours, as it is flexible, easy to adapt, and does not require extensive digital infrastructure.

In our context—with 24 pupils across mainstream and an autism class—I would use HTML Heroes during Safer Internet Week as part of structured lessons and follow-up activities. For example, we could teach Lesson 2 (“Don’t Share It Out There”) to highlight the importance of protecting personal information. Lessons can be broken into visual supports and role-plays for the autism class to ensure inclusivity.

I would also use the accompanying videos and printable worksheets for group discussion, while integrating AI tools (like Kahoot or Canva) to create interactive quizzes and posters that reinforce key messages. This approach supports our Digital Learning Plan and aligns with the Digital Strategy for Schools 2021–2027, by embedding responsible technology use across the whole school community.

[cburke09@momail.mie.ie]

See Safer Internet Day Plan attached.

Attachments:

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[cburke09@momail.mie.ie]

AI can be a valuable support tool in school leadership, helping to make many of our day-to-day responsibilities more manageable and efficient. One of the most practical benefits is how AI can help interpret children’s assessment data more clearly. Instead of spending hours analyzing test results or standardised scores, AI can quickly highlight trends and areas where children are thriving or may need extra support. This allows for earlier interventions and better planning for individual and group learning needs.

AI can also support better communication with parents, staff, and the Board of Management. Tools like automated emails or messaging platforms can help ensure important updates are shared promptly and clearly, and translation tools can support communication with families whose first language isn’t English.

When it comes to administration, AI can help draft school policies based on Department of Education circulars, ensuring compliance and saving time. It can also support school leaders in preparing reports or policy updates for inspections, staff meetings, or board reviews. Overall, AI offers practical ways to lighten the administrative load and strengthen communication and decision-making in schools.

[cburke09@momail.mie.ie]

Niamh, that’s amazing. It looks so visually appealing and east yo read. I will definetty use Canva for our school newsletter next year. Thanks.

[cburke09@momail.mie.ie]

I have used Chat GPT regularly over the past year in creating policy documents linked to recent circulars and in creating posters or newsletter type documents for childrena their famalies.
I have also used this for an job advertisement for our before and after school service. I have used this as my example below.

Here’s how I used the RASE framework with Chat GPT.

Role: Before and After School Personnel

Ask: Create an advertisement for new personnel for our school before and after school service of Gortaleam National School workign from 7:30am-8:50am and from 1:40-5:50 for school age children.

Specific: Pay rates range from €15-€20 based on the number of children using the service

Experiment: Add in details of what characteristics the person should have.

🌟 We’re Hiring! Join Our Before & After School Team at Gortaleam National School 🌟

Are you passionate about working with children and looking for a rewarding part-time role?
Gortaleam National School is seeking enthusiastic and reliable individuals to join our Before and After School Service team.

🕒 Working Hours:

Morning: 7:30am – 8:50am

Afternoon: 1:40pm – 5:50pm
(Care provided for school-age children)

💶 Pay Rate:
€15 – €20 per hour, depending on the number of children attending the service.

✅ Ideal Candidate:

Enjoys working with children

Responsible and punctual

Friendly and flexible

Experience is a plus but not essential

📧 Interested?
Email us at scoilgort@gmail.com to apply or request more information.

Join a supportive team and make a difference in children’s daily routines!
We look forward to hearing from you!

[cburke09@momail.mie.ie]

Hi Carol,

I agree on the use of digital technology to take more control of their learning. The use of video, as you mentioned above, is a great idea and is truly active engaging learning. It also allows for collaboration between the pupils whereas some digital learning activities can be quite individualistic.

[cburke09@momail.mie.ie]

Constructivism in Schools

As principal, I see a strong connection between Constructivist theory, Universal Design for Learning (UDL), and our integration of digital technology across the school. Constructivism promotes active, inquiry-based learning where students build knowledge through exploration, collaboration, and real-world problem-solving—something that is deeply embedded in our teaching approach.

At Gortaleam NS, our pupils use a range of digital tools including iPads, Chromebooks, Micro:bits, and Bee-Bots. These tools support our strong culture of inquiry-based learning, where children from the junior and senior rooms frequently collaborate. Whether it’s programming Bee-Bots, exploring coding with Micro:bits, or using creative apps on the iPads, children are engaged in hands-on learning experiences that reflect the core principles of constructivism. These opportunities foster problem-solving, creativity, and peer learning, and encourage pupils to take ownership of their learning.

We also make effective use of Seesaw as a digital portfolio platform. Seesaw allows students to document their learning journey by uploading photos, videos, voice recordings, and written reflections. This process not only gives them a sense of ownership and pride, but also reinforces the constructivist approach by encouraging self-assessment, reflection, and continuous learning. Pupils can revisit their work, track their progress, and engage in meaningful conversations with teachers and parents about their learning.

Our use of Seesaw also ties in closely with UDL principles by offering multiple means for students to represent and express their understanding. For example, a child who finds writing difficult may choose to record a voice explanation instead. This inclusive approach ensures that all learners can participate meaningfully and demonstrate their knowledge in ways that suit their individual needs.

By blending Constructivism, UDL, and digital tools like Seesaw, we are creating a dynamic, inclusive learning environment that reflects our school’s vision—empowering every child at Gortaleam NS to explore, create, and thrive in a digital world.

[cburke09@momail.mie.ie]

Gortaleam NS
Digital Learning Plan

1. Introduction
This document records the outcomes of our current digital learning plan, including targets and the actions we will implement to meet the targets. The development of this plan was set out as a priority area by the school to comply with the Department of Education publications ‘Circular 0001/2017’ and ‘Digital Strategy for Schools’. The school staff chose to engage in the Digital Learning Planning Guidelines to create a Digital Learning Plan for our school, to support individual teacher planning and to promote digital learning at programme and cross-curricular levels and ultimately to embed digital technologies into all areas of school activity. This document records the outcomes of our current digital learning plan, including targets and the actions we will implement to meet the targets

1.1 School Details:
Gortaleam NS is a co-educational national school. There are currently 22 children enrolled in two Mainstream classes and one Autism class. There are 2 mainstream class teachers, 1 Autism Class Teacher, 1 Special Education Teacher, and 3 SNA’s. The school derives all of its population from the local area.

1.2 School Vision:
Gortaleam National School is a school where moral values such as honesty, fairness, justice, truthfulness, tolerance, concern for and a responsible attitude towards others is fostered and encouraged. Therefore, the staff of the school strives to create a happy, safe environment for the children where they feel secure and included, knowing that if they have concerns, they will be listened to with understanding and respect and that these concerns will be acted upon. The school promotes the development of self-esteem and encourages the child‟s inner sense of responsibility. Every effort is made so that the children and staff may work together in an environment conducive to learning and where trust is built with the support of the parents/guardians.

In line with the guidance provided by the National Council for Technology in Education (NCTE), the approach in Gortaleam National School is to emphasise the integration of digital learning across the curriculum, in order to improve the quality of teaching and learning. Therefore Digital Learning is not a subject or a curriculum in its own right. It is a tool that can add value to the teaching and learning process when it is used appropriately. The purpose of computer literacy is the same as all teaching and learning, to awaken and to support the development of intellectual curiosity.
Gortaleam National School recognizes that a wide variety of opinions regarding the value that digital technologies have in education exist in our school community. Some parents and teachers can over value the benefits of the use of digital technologies in learning for children, while others can undervalue it. The staff are conscious of the fact that we are educating children who live in a technological age (digital natives) and so our teaching and learning must reflect that reality. Pedagogically, digital learning can be highly motivating for the learner and particularly for those children who find the more traditional methodologies of the school setting constraining. In that light, we will strive to maximize the potential for children’s learning using digital technologies, where appropriate.
Our vision for digital learning in Gortaleam National School, centers on a balanced approach – ensuring that digital technologies are integrated into lessons, when appropriate, and used only to enhance the pupil’s learning experience. We also aim to ensure that our pupils begin to develop a critical appreciation of the role of digital technologies in society and develop habits which reflect an ethical and responsible use of these technologies. We aim to integrate digital technologies into the student experience and foster an environment of support and innovation. School leadership will provide resources and cultivate a supportive and collaborative teaching and learning environment for integrating technology as a meaningful and effective part of the educational process.
Students will leave our school as confident, creative and productive users of new technologies, including digital technologies, and understand the impact of those technologies on society. Gortaleam National School recognises the partnership between the school and parents as being imperative for providing students with life-long skills. Digital technologies will play a part in maintaining the links with home and regularly educate and inform parents of the best practices for digital learning initiatives at school and at home. Links with home are easily implemented via e-newsletters, e-mail, website news, and texts to parents. Digital Technologies are used for projects, when appropriate. The school website provides parents and the wider world with an up-to-date view of daily activities and relevant useful information relating to our school.

2. The focus of this Digital Learning Plan
We undertook a digital learning evaluation in our school during the period (09/22) to (01/2023). We evaluated our progress using the following sources of evidence:
● Students thoughts and recommendations
● Teacher thoughts and recommendations
2.1 The dimensions and domains from the Digital Learning Framework being selected
● Teaching and Learning

2.2 The standards and statements from the Digital Learning Framework being selected

Standard
Statement(s)
1.1Standard: Pupils enjoy their learning, are motivated to learn and expect to achieve as learners

Pupils use appropriate digital technologies to foster active engagement in attaining appropriate learning outcomes.
Pupils use digital technologies to collect evidence and record progress.

2.1Standard: Pupils engage purposefully in meaningful learning activities

Pupils use digital technologies for sourcing, exchanging of information to develop understanding and support basic knowledge creation.

2.3. These are a summary of our strengths with regards digital learning
16 new iPads
6 chromebooks
11 headphones.
Three high quality Interactive whiteboards
Reliable WiFi Connection. Booster Routers in each classroom
The children are enthusiastic to use technology on a daily basis.
Website for display of children’s work and updates for current and potential families.
School Facebook page with regular updates
Minecraft accounts for all pupils
10 Microsoft Microbits for coding
Maths programme for the Junior Room
Use of Seesaw for learning record updates and display of work.

2.4 This is what we are going to focus on to improve our digital learning practice further
● Embed Seesaw as our online learning platform
● Use Seesaw as a portfolio of children’s work that they are proud of.
● Use Seesaw as a home learning tool if necessary in the case of sudden school closures.
● Using iPads to self-assess children’s abilities in reading fluency in Gailge and English and in playing of musical instruments
● Use the app Clips for creating of role play dramas in SPHE and Gaeilge.
● Use of Pages for project work using the many multimedia functions.
● Minecraft to be used in the Senior room as a method of the children demonstrating their learning in the area of SESE
Use of micro bits in the Senior Room to practice coding.
● Link of Literacy/Gaeilge (SSE) in reading fluency-recording children on iPads and posting to Seesaw

Digital Learning Action Plan
DOMAIN: (From Digital Learning Framework)
STANDARD(S): 1.1Standard: Pupils enjoy their learning, are motivated to learn and expect to achieve as learners
2.1Standard: Pupils engage purposefully in meaningful learning activities.
STATEMENT(S):
1.1 Pupils use appropriate digital technologies to foster active engagement in attaining appropriate learning outcomes.
Pupils use digital technologies to collect evidence and record progress.
2.1 Pupils use digital technologies for sourcing, exchanging of information to develop understanding and support basic knowledge creation.

Junior Room
Apps and Websites
Targets
Resources
iPads
Headphones
IWB

Subjects using Technology:
Maths, SESE, Literacy, PE, Gaeilge

Seesaw

Minecraft

Mighty Maths

Topmarks

Bua na Cainte

Youtube

PAWS Water Safety

Number Park
Seesaw – Display samples of our best work. Record samples of reading in English and Gaeilge (1st & 2nd classes)

Minecraft – Link literacy and SESE subjects to create projects.

Mighty Maths – Online learning programme linked to our Maths programme. Children play maths games related to the strands they are covering to reinforce learning in a playful way

Topmarks – Children use Topmarks for various Maths Games eg. counting games, tables practice etc. They also use it for Phonics work eg. Phonics balloons

Bua na Cainte – Online learning programme linked to our Gaeilge programme.

Youtube – Teacher directed videos based on learning in school on the IWB. We also use it for our Brain Breaks throughout the day.

PAWS Water Safety – Learn about water safety around all bodies of water.

Number Park – Learning and counting numbers

Senior Room
Apps and Websites
Targets
Resources
iPads
Headphone
IWB
Chromebooks
Microbits
Crocodile clips
LED’s

Subjects using Technology:
Maths, SESE, Literacy, PE, Gaeilge, SPHE
Seesaw

Minecraft

Pages

Clips

Typing.com

NatGeoKids

Theater toys Maths

Countdown Maths

Daily 10 Mental Maths

YouTube

PAWS-Water safety

Webwise-Internet safety

Seesaw-Display samples of our best work. Record samples of reading in English and Gaeilge.

Bua na Cainte-Online learning programme linked to our Gaeilge programme.

Minecraft-Link Literacy and SESE subjects to create projects either in pairs or individually.

Pages-Learning record of specific SESE topics using words, images and graphs.

Clips-Record videos demonstrating learning in Maths and SESE.

Typing.com-Practice typing skills.

NatGeo Kids: Research into SESE project type learning.

Theater toys: Games linked to our maths topic of the week.

Countdown Maths: Practice in the number strand of maths.

YouTube: Teacher directed videos based on learning in school using the IWB.

Microbits: Use Microsoft Make Code to transfer code from website to the microbits. This will be incorporated into projects linked to other subjects.

Autism Class
Apps and Websites
Targets
Resources
iPads
Headphone
IWB

Subjects using Technology:
Maths, SESE, Literacy, PE, Gaeilge
Seesaw
Minecraft

SET
Apps and Websites
Targets
Resources
iPads
Headphone
IWB

Subjects using Technology:
Maths, Literacy
Topmarks

Typing Club

Word Wall Literacy Games

UFLI

Youtube

TTRS

Read Theory

Spokabulary

Topmarks – Children use Topmarks for various Maths Games eg. counting games, tables practice etc. They also use it for Phonics work eg. Phonics balloons.

TTRS & Typing Club – Practice typing skills.

Word Wall Literacy Games – literacy games based on the sound/letter pattern/spelling rule being covered on a particular week e.g. magic e.

UFLI – Decodable passages based on the sound/letter pattern being covered on a particular week to develop reading fluency and reading comprehension.

Youtube – Teacher directed videos based on learning in school using the laptop.

Read Theory – Online reading comprehension activities.

Spokabulary – Online spelling games based on spellings/letter patterns being covered on a particular week.

[Author]

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