Dalkey School Project N.S. an Educate Together, one stream, co-educational national school. There is currently a pupil enrolment of 220 pupils. There are 13 teaching posts, 16 teachers and 6.66 Additional Need Assistants (ANA). The school derives much of its population from the surrounding areas and those with a strong interest in the Educate Together Ethos. The school has a very active Parent Teacher Association who regularly fundraise for school resources.
1.2 School Vision:
At Dalkey School Project, our vision for digital learning is to foster curiosity, creativity, and independence through the effective use of digital technologies. We aim to provide our pupils with real-life, hands-on experiences that develop essential digital skills while being conscious of screen time balance in a modern, media-rich world. We strive to use technology in meaningful, age-appropriate ways that support collaboration, inclusion, and critical thinking.
1.3 Brief account of the use of digital technologies in the school to date:
Our eight classrooms have interactive whiteboards (IWB) which are used regularly. The classrooms used by the Additional Needs team are not equipped with IWBs.
Wifi is used throughout the school. Two networks have been established; one for use by staff and one for use by pupils. Two Hitron routers have been installed to provide wifi access and various boosters have been used within the school to boost the signal. Wifi access to the newly installed modular classrooms is unreliable and frequently drops connection.
All teaching staff have individual laptops which are connected to IWBs for lesson delivery.
A bank of 28 pupil ipads are available for use across the classes. These are stored in a Lock-and-Charge cabinet
The hall is equipped with a sound system which is used regularly for events and assemblies.
Educational platforms such as Polypad, Bua na Cainte, Folensonline and CJFalon online resources are embedded in daily teaching and learning.
Online games such TopMarks and Wordwall are used to enhance lessons.
Pupils with Additional Educational Needs use programs like Nessy Reading and Spelling, Nessy Numbers, and TTRS
One printer/photocopier is available for all staff to use
Aladdin is used for digital communication and data management by all staff.
Aladdin is used for text and email messages communication with parents/guardians.
All teachers plan using common templates and submit cuntais míosúla (monthly teaching summaries) electronically.
Regular paperless newsletters are delivered to parents via email and the school website
The school website is well-established and updated regularly.
2. The Focus of This Digital Learning Plan
We undertook a digital learning evaluation in December 2024. The following sources of evidence were used:
Staff discussions
Observations of classroom practice
Feedback from Additional Needs team
Informal feedback from pupils
2.1 The dimensions and domains from the Digital Learning Framework being selected:
Leading Learning and Teaching – Teaching and Learning, Leadership and Management
Managing the organization – Teaching and Learning, Leadership and Management
Leading School Development – Teaching and Learning
Developing Leadership Capacity – Leadership and Management
2.2 The standards and statements being selected:
Standard
Statement(s)
Pupils demonstrate the knowledge, skills and understanding required by the primary curriculum
Pupils, in collaboration with their teacher and/or parents, follow their individual learning needs and preferences, with the aid of appropriate digital technologies.
Pupils experience opportunities to develop the skills and attitudes necessary for lifelong learning
Pupils have opportunities to apply their digital competence in new situations or contexts and have an age appropriate understanding of how digital technology can support lifelong learning.
The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs
Teachers use appropriate digital technologies and teaching strategies to enable the development of pupils’ literacy and numeracy skills across the curriculum.
Foster a commitment to inclusion, equality of opportunity and the holistic development of each pupil
The school takes measures to use appropriate digital and assistive technologies to protect and ensure learners’ physical, psychological and social well-being.
Manage the school’s human, physical and financial resources so as to create and maintain a learning organisation
The board of management ensures the provision and maintenance of digital teaching aids and equipment to a good standard. Physical learning spaces have been designed or adapted to harness and optimise the use of a range of digital technologies for learning.
Critique their practice as leaders and develop their understanding of effective and sustainable leadership
The principal and other leaders in the school ensure that technology systems are in place to support the digital pedagogical practices within the school.
Pupils have the necessary knowledge, skills and attitudes required to understand themselves and their relationships
Pupils have a positive attitude towards the use of digital technologies, being aware of possible risks and limitations, and have the confidence and skills to realise the benefits.
2.3 Summary of our strengths with regard to digital learning:
Pupils in the school have regular access to digital technology through working iPads.
Staff use digital technology (IWB) on a daily basis to teach all areas of the curriculum.
Staff members are encouraged to gain CPD relating to embedding digital technologies across the curriculum, with some already having done so through PDST and summer courses.
Funding is currently available to purchase equipment, if needed.
Teachers have access to laptops to use for planning and sharing of information.
Teachers work collaboratively and share with each other on the school’s server.
Teachers implement the ethical use of digital technologies to gather, share and interpret relevant data on pupil learning with colleagues through the use of Aladdin.
There is a growing confidence amongst staff to solve hardware and software issues which arise.
Members of the Digital Technology (DT) team are interested in the area and work well together to maintain the infrastructure within the school
SEN pupils benefit from targeted programs like Nessy and TTRS.
Staff are increasingly exploring educational games to enhance engagement.
The school benefits from strong parental and community support in the area of digital literacy. A parent designed and launched the new school website in 2022 and continues to provide ongoing support and maintenance. A parent of a past pupil has contributed valuable expertise by providing network and IT support at a reduced rate, ensuring reliable infrastructure and cost savings for the school.
2.4 Areas for Improvement:
Strengthen the reliability and accessibility of network and IT resources to ensure staff can confidently integrate digital technologies, enabling pupils to engage in meaningful and effective learning experiences.
Support children using Assistive Technology (AT) to build independence in digital tasks.
Implement a system to ensure all pupils are aware of, and take responsibility for, the proper care and maintenance of the school’s iPad stock.
Provide education for pupils and parents on digital tools, online safety, and responsible device use. Reinforce online safety through initiatives such as Webwise MySelfie and annual Internet Safety workshops.
Enhance iPad controls to ensure all online searches remain child-safe.
Provide additional staff training on engaging educational tools (e.g., Kahoot, Prodigy Maths, Blooket).
Support all pupils in developing essential word processing and computer navigation skills.
Digital Learning Action Plan
DOMAIN: Managing the organization
STANDARD(S): Manage the school’s human, physical and financial resources so as to create and maintain a learning organisationThe teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs
STATEMENT(S): The board of management ensures the provision and maintenance of digital teaching aids and equipment to a good standard.Physical learning spaces have been designed or adapted to harness and optimise the use of a range of digital technologies for learning.The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needsThe principal and other leaders in the school strategically review, plan and oversee the procurement, maintenance, interoperability and security of the digital infrastructure for effective learning, teaching and assessment.
TARGETS: Ensure that reliable network and quality IT resources are available to teachers to provide meaningful engagement for pupils with digital technologies. Ensure pupils have the knowledge to maintain and care for IT equipment, ensuring safe storage and charging
EVALUATION PROCEDURES: (How are we progressing? Do we need to make adjustments? Have we achieved our targets?)
Regular meeting and discussion by Digital Learning Team to provide progress updates and establish next steps Discussion and evaluation of new technology/resources at staff meetings Discussion and evaluation of new technology/resources at Leadership and Management meetings
DOMAIN: Learner Outcomes- Teaching and Learning
STANDARD(S): Pupils have the necessary knowledge, skills and attitudes required to understand themselves and their relationships
STATEMENT(S): Pupils have a positive attitude towards the use of digital technologies, being aware of possible risks and limitations, and have the confidence and skills to realise the benefits.
TARGETS: Pupils, Parents and the School Community will gain an understanding of online safety and develop the skills necessary to navigate online environments safety and confidently.
EVALUATION PROCEDURES: (How are we progressing? Do we need to make adjustments? Have we achieved our targets?)
Discussion with pupils following Cyber Safety workshop Informal feedback from school community following Cyber Safety workshop Discussion and evaluation at Staff Meetings
DOMAIN: Learner Outcomes– Leading Learning and Teaching
STANDARD(S): Pupils demonstrate the knowledge, skills and understanding required by the primary curriculumFoster a commitment to inclusion, equality of opportunity and the holistic development of each pupil
STATEMENT(S): Pupils, in collaboration with their teacher and/or parents, follow their individual learning needs and preferences, with the aid of appropriate digital technologies.The school takes measures to use appropriate digital and assistive technologies to protect and ensure learners’ physical, psychological and social well-being.
TARGETS: Support children using Assistive Technology (AT) to build independence in digital tasks.
EVALUATION PROCEDURES: (How are we progressing? Do we need to make adjustments? Have we achieved our targets?)
Teacher surveys Pupils surveys Parents discussion/evaluation at SP meetings Discussion and evaluation at staff meetings
DOMAIN: Developing Leadership Capacity – Leadership and Management
STANDARD(S): Critique their practice as leaders and develop their understanding of effective and sustainable leadership
STATEMENT(S): The principal and other leaders in the school reflect on, critically assess and actively develop the digital pedagogical practices within the school.They develop self-awareness by regularly questioning their own practice in relation to the use of digital technologies through personal and collaborative reflection. They identify and work on areas of their practice that require improvement.
TARGETS: Leadership and Management will provide targeted training opportunities to empower staff to confidently and effectively embed digital technologies in their teaching, learning, and assessment practices.
EVALUATION PROCEDURES: (How are we progressing? Do we need to make adjustments? Have we achieved our targets?)
Staff Feedback Surveys CPD Attendance Records Discussion and Evaluation at LaM meeting Discussion and Evaluation at staff meeting.
DOMAIN: Learner Experiences – Teaching and Learning
STANDARD(S): Pupils experience opportunities to develop the skills and attitudes necessary for lifelong learning
STATEMENT(S): Pupils have opportunities to apply their digital competence in new situations or contexts and have an age appropriate understanding of how digital technology can support lifelong learning.
TARGETS: Enable all pupils to develop age-appropriate basic computer skills, including the ability to use a keyboard and mouse/touchpad, open and close applications, and save and retrieve digital work independently.
EVALUATION PROCEDURES: (How are we progressing? Do we need to make adjustments? Have we achieved our targets?)
Teacher checklists Staff evaluation Class observation
