Welcome to the #EdTechStuff Podcast website

In this episode of EdTech Stuff, host Martin Byford-Rew is joined by Alex Pearce, a Microsoft Multi MVP and education specialist, to shed light on the often-confusing world of Microsoft licensing. With a particular focus on A3 and A5 licences, this episode offers valuable insights for network managers, IT directors, and technicians working in education.

Alex draws on his extensive experience as a former network manager in schools and his current role as a Technology Strategist at Softcat to discuss how to make Microsoft licensing both engaging and relevant. Together, Martin and Alex break down the complexities, offering practical advice for educational institutions.

• Overview of A3 vs A5 Licences:   A detailed exploration of the core pillars of A3 (Office 365, EMS, Windows 11 upgrade, and Minecraft) and the additional security features and collaboration tools offered by A5.
• Maximising Value and Investment:   Alex highlights the importance of understanding whether current spending on security tools like Sophos can be optimised by transitioning to A5.
• DfE Security Compliance:   Guidance on meeting Department for Education security standards and ensuring your organisation's IT setup aligns with these regulations.
• Operational Models and Training:   Transitioning to A5 isn't just about purchasing licences—it requires proper preparation, training, and staffing. Alex provides actionable advice and shares real-world examples.
• Risk Awareness and Reporting:   Learn how creating a risk report can highlight vulnerabilities, align with compliance needs, and secure funding from senior leadership.
• Device Management and Conditional Access:   Challenges and strategies for managing shared and one-to-one devices in schools. Alex also delves into conditional access policies, enabling organisations to lock down access to sensitive applications like the MIS.
• Microsoft Sentinel and Defender:   Discussion of the enhanced security features within A5, such as endpoint detection and response, and the cost-saving benefits of Sentinel credits included with A5 licences.
• Data Governance with Microsoft Purview:   Discover how A5 helps ensure data compliance by automatically tagging and deleting files in line with retention policies.
• Licensing Caveats and Preview Features:   Alex advises caution when using preview features and stresses the importance of consulting with licensing advisors to avoid future issues.

• Schools must carefully evaluate their current IT and security needs to determine whether A3 or A5 licences are the right choice.
• Operational readiness, training, and proper planning are essential to maximise the value of any Microsoft licensing investment.
• Creating a comprehensive risk report and understanding compliance requirements can lead to better resource allocation and funding approval.
• The additional security features in A5, such as Microsoft Defender, Sentinel, and Purview, are invaluable for protecting sensitive educational data.
• Careful planning and consultation with licensing experts are crucial to avoid non-compliance or unexpected costs.

1. Use risk reports to highlight vulnerabilities and compliance issues to senior leaders.
2. Avoid relying on single A5 licences for organisation-wide features, as this might lead to non-compliance.
3. Engage with licensing advisors to fully understand the implications of adopting advanced features.

About Alex Pearce:   Alex Pearce is a Microsoft Multi MVP and education-focused technology strategist at Softcat. He has extensive experience in supporting schools with IT infrastructure, compliance, and maximising the value of Microsoft solutions.

EdTech Stuff Podcast - Episode 7 Show Notes

Episode Title:Digital Strategy with Brendan O'Keeffe

Guest: Brendan O'Keeffe, Director of Digital Strategy at Eatonhouse Schools and author of "The Digital Strategy for Schools: A Simple Guide".

Key Discussion Points:

Introduction to Brendan O'Keeffe

Brendan has an extensive background in education, having served in various capacities from supply teacher to deputy head. His experience provides him with a comprehensive understanding of the challenges faced by educators implementing digital strategies.

The Genesis of the Digital Strategy Book

The book was developed from the realization that many school development plans include minimal digital strategy components. Initially, Brendan created these frameworks for his own use before expanding them into a guide to assist others.

The Importance of Digital Strategy

Modern education relies heavily on technology as a foundational element, not merely a tool. A well-defined digital strategy is crucial to avoid an unstructured approach to technology implementation.

Overcoming the Perception of "Magic"

Digital technology should be perceived as a system that requires meticulous planning, rather than "magic." The guide aims to demystify the processes involved in technology use in schools and foster open discussions.

Building a Digital Strategy Team

Engaging the senior leadership team (SLT) is essential to ensure buy-in and support. IT technicians and engineers should also be involved in strategic discussions. The SLT provides strategic direction while IT staff contribute insights into feasibility and operational application. A blended approach between the SLT and the digital technology team enhances the likelihood of success.

The Role of Digital Audits

One of the initial steps for a school should be conducting a digital audit. This helps identify existing technology assets before making new purchases, uncovers underutilized resources, and reveals duplicated software licenses. Audits should cover both physical assets and network infrastructure.

The Director of Digital Strategy

A director of digital strategy is beneficial in coordinating and driving the digital strategy plan. This role provides authority and accountability for both the SLT and the wider staff body. The individual should understand the school's digital needs, encompassing both backend systems and consumer-facing elements.

Articulating the "Why"

It is important to articulate the necessity of a digital strategy clearly. Highlighting inherent needs, such as addressing malfunctioning technology, demonstrates its importance. External factors, such as inspection requirements and concerns about AI, can also underscore the need for a digital strategy.

Implementation Timeline and Differences Between Schools

The book offers a concise timeline to guide schools through the implementation process. It allows for adaptation in both solo schools and groups of schools. Groups can either have a unified digital strategy plan or separate plans with agreed-upon key intentions. Digital ambassador programs can facilitate strategy deployment across multiple schools.

Ensuring Long-Term Success

Assigning accountability for each initiative within the digital strategy plan is crucial. Implement an ongoing review process, documenting successes, failures, and adjustments. Conduct annual milestone reviews to reflect on progress and update the plan as needed. Sharing review results with staff promotes transparency and accountability. Make all digital strategy documents open and collaborative.

Managing Change Requests

The digital strategy working group should evaluate new software and technology requests to ensure alignment with the overall strategy. A structured evaluation process can prevent impulsive decisions and wasteful spending. Having a framework allows IT teams to decline requests that do not fit the strategy.

The Importance of Training

Training is vital for the successful implementation of any IT project. Engaging with the SLT can help prioritize training and secure necessary resources. Frame training needs in the context of the SLT's key intentions to demonstrate its importance. Remember that IT projects are 20% technical and 80% about fostering awareness and proper usage.

Think Connect Secure Framework

This framework focuses on digital citizenship:

· Think:Developing critical thinking skills for accessing digital content.

· Connect:Creating relationships between children and key adults to encourage open communication about the digital landscape.

· Secure:Ensuring safe digital environments through firewalls, filtering, monitoring, and parental controls.

Brendan's LinkedIn: https://www.linkedin.com/in/brendan-okeeffe

Brendan's Book on Amazon: Digital Strategy for Schools - A Simple Guide

The digital strategy series: Link to series on LinkedIn

Hashtag for the show: #EdTechStuff

EdTech Stuff Podcast - Episode 6 Show Notes

Guest: Louise Campton

Topic:  Primary Goal

Introduction

In this episode, we have a guest, Louise Campton from Primary Goal. Louise has a long-standing interest in education and aims to make a difference. Today, we will discuss the work of Primary Goal and their efforts in transforming digital learning in schools.

About Louise Campton and Primary Goal

Louise founded Primary Goal 10 years ago, inspired by her vision for the business. The company has grown consistently, even during the pandemic. Recently, Louise stepped down as CEO of Primary Goal to establish a new charity called the Future Ready Foundation. She focuses on providing good service and supporting people, which she believes leads to financial success.

Primary Goal’s Approach to Supporting Schools

Primary Goal supports schools by placing apprentices within IT teams for 12–18 months, benefiting both the IT departments and the apprentices.

The Teacher Apprentice Model: This model involves young individuals working in schools. For instance, Louise's son Tom works as a digital champion at a primary school. Primary Goal covers the apprentice's salary as part of their corporate social responsibility (CSR) initiatives. Apprentices assist with tech infrastructure tasks such as moving projectors, setting up visualizers, and ensuring devices are charged. They also support teaching staff and engage students through activities like Minecraft and Lego clubs. The apprenticeships provide a nurturing environment for young people, helping them grow and gain confidence, especially those who may have struggled academically or socially. IT support teams appreciate the focus apprentices bring to infrastructure and security work, while schools recognize the positive impact of the apprentices.

Primary Goal also offers a MAT (Multi-Academy Trust) model, which is a fully funded program involving partnerships with corporate sponsors like Lloyds Banking Group. The funding supports bespoke programs tailored to the needs of MATs, including training for senior leaders, educators, and support staff, helping schools create and implement digital strategies.

Overcoming Barriers to Apprenticeships

A significant obstacle is the lack of funding for apprentice salaries in schools. The Future Ready Foundation aims to address this by having corporate companies sponsor the salaries of apprentices, aligning their CSR with educational needs. Apprentices gain a Level 3 qualification in digital skills, equivalent to A-levels, leading to future employment opportunities. They also gain experience with essential software like Lightspeed, Office 365, Google Classroom, and Apple devices. Corporate sponsors receive videos highlighting the positive impact of their investment. These programs provide opportunities for individuals who may not have achieved high academic grades to enter the workforce.

The Apprenticeship Levy

The apprenticeship levy, introduced in 2017, requires organizations with a salary bill of £3 million or more to pay into it. The levy funds apprenticeships, and Louise created Primary Goal to help schools use these funds effectively. Many schools are unaware of the levy or how to use it. The government has made changes to the levy since 2017, such as allowing big corporations to allocate more than 25% of their levy. The Future Ready Foundation aims to maximize opportunities for schools to use the levy and corporate CSR funding to upskill both the next generation and current school staff. The charity addresses restrictions in levy funding that make it difficult for some to qualify. Upcoming changes from the Labour government may reduce program complexity and allow more flexibility in using the levy.

Corporate Social Responsibility (CSR)

CSR involves corporate companies allocating a percentage of their profit to charitable donations or social responsibility initiatives. Louise recognized the importance of this funding but initially couldn't use it for training via Primary Goal, leading to the creation of the Future Ready Foundation. CSR, now known as ESG (Environmental, Social, and Governance), involves using profits for charitable donations and sustainability, addressing barriers like providing hot meals for students and digital skills.

Changes at Primary Goal

Louise has stepped down as CEO to focus on the Future Ready Foundation, with Steven Hope taking over as CEO of Primary Goal. Steven is an innovator focused on AI, change, and personalized learning, developing bespoke modules to meet schools' specific needs. He is implementing a "Netflix approach" to learning, personalizing the experience for learners. Primary Goal aims to empower teachers by inspiring them about the future of education.

The Importance of Digital Transformation

The MAT model begins with a commitment from senior leaders to align a digital strategy with the school’s vision and culture. Addressing infrastructure challenges is key before implementing digital technology. The apprenticeship program allows school staff to focus on relevant technologies and engage in off-the-job learning embedded into their regular work. The program helps staff communicate the impact of digital technologies, improving pupil engagement, inclusion, and accessibility, preparing teachers and children for the future of digital learning.

Time Commitment for Apprenticeships

Apprentices need to demonstrate 12 hours a week of "off the job" learning, including meetings and lesson planning. This learning reframes current work practices instead of adding extra tasks. Primary Goal uses emerging technologies to help learners capture fluid evidence of their learning, driving digital behaviors in daily practice.

Primary Goal Name

The name "Primary Goal" reflects the objective of addressing the digital skills divide across the education sector and upskilling teachers and young people, despite sometimes causing confusion with its association with primary schools. The brand is well established and trusted.

Call to Action

Multi-academy trust directors are encouraged to discuss their digital transformation goals with Primary Goal. The organization is building a community of partners to collaborate on future initiatives. The Future Ready Foundation is lobbying for change to maximize funding opportunities for schools. Interested individuals can contact Louise via LinkedIn.

Contact details:

LinkedIn: linkedin.com/in/louisecampton

Primary Goal website: https://primarygoal.ac.uk/

Links:

Level 3 Digital Champion: https://primarygoal.ac.uk/our-courses/level-3-digital-champion-education/

Digital professional services: https://primarygoal.ac.uk/our-courses/digital-professional-services/

Cloud Specialist Level 3 : https://primarygoal.ac.uk/our-courses/level-3-information-communications-technician/

EdTech Stuff Podcast - Episode 5 Show Notes

Guest: Al Kingsley (MBE)

Topic:  EdTech Chat with Al

Summary:   

1. The Evolution of EdTech:

• Early Days: EdTech initially involved corporate tech finding a niche in education. The discussion refers to early teaching machines from the 1940s and 50s with limited functionality.
• Tailored Solutions: A shift has occurred toward more tailored solutions co-produced with education professionals, meeting specific needs.
• Broader Scope: EdTech now extends beyond the classroom. It is understood to include all the technology that keeps modern schools and academy trusts operational, including data systems, security infrastructure and more.
• Evidence-Informed EdTech: There is a post-pandemic emphasis on evidence-informed edtech, focused on the impact of technology on learning outcomes.
• "But over the years, what we've seen in the early stages was educational technology was really corporate technology trying to find a niche to offer it within the education space. And in more recent years, we've seen more tailored solutions that are co-produced with education, built for education and specific needs and that are very specific."

1. EdTech as an Enabler & Underlying Infrastructure:

• Enabler, Not Just Tech: EdTech is seen as an enabler of teaching, learning, and operational efficiency. Its absence is felt deeply when IT infrastructure fails, highlighting its critical role.
• Hidden Infrastructure: Often overlooked is the importance of the underlying IT infrastructure (switches, hubs, servers, etc.) which are necessary to support any visible EdTech solutions.
• Budget Allocation: Schools often prioritise visible curriculum resources over the more expensive but vital IT infrastructure. This often leads to a disconnect between what is needed and where funds are allocated.
• Digital Strategy vs IT Refresh: There's confusion between a true digital strategy focused on educational goals and simple IT refresh, which focus on infrastructure upgrades and equipment maintenance.
• "So when we're looking at budgets, we tend to think about apps need renewal, new subscriptions…But we rarely think about life cycles of technology. The switches and hubs that sit in our infrastructure, um server licenses, the access control, the CCTV, all the different bits of technology that wrap around that."

1. Multi-Academy Trusts (MATs) and IT Infrastructure:

• MAT Growth & Standardisation: The government's push for strong and sustainable MATs is driving the need for robust core IT infrastructure that supports growth, data sharing, and operational efficiency.
• Standardization Benefits: Standardising IT systems across a MAT offers economies of scale, easier CPD delivery, and consistency.
• Challenges of Hard-Line Approaches: Forcing all schools within a MAT to adopt a particular technology ignores the valuable experience and best practices that schools bring.
• "one of the biggest levers to the school's ability to flex and then as a result the trust's ability to grow is about having the right core underlying IT infrastructure in place that allows other schools to join it for data to be shared effectively to get all schools working on a single tenency."

1. Value-Based Decision Making:

• Cost vs. Value: A shift from focusing on cost to considering value for money is advocated, asking how technology can save time, improve efficiency, and ultimately benefit pupils.
• Commercial Mindset: There is a need to incorporate a more "commercial" dialogue within education around concepts like Total Cost of Ownership (TCO) and Return on Investment (ROI), as used in the business world.
• Measuring Impact: Impact measurement should expand beyond student outcomes to include factors such as staff workload reduction and communication improvements.
• "In the commercial world, we tend to look at investments of anything and we look at whether it's TCO, total cost of ownership or ROI, return on investment."

1. Co-Production and Collaboration:

• Educators and IT Teams: The need for stronger collaboration between educators and IT teams is emphasised. Often, technology decisions are made without fully understanding the implications from either a pedagogical or technical standpoint.
• Pedagogy-Led Technology: While technology should be driven by pedagogy, not all decisions should be solely based on pedagogy. Technological considerations, scalability, security, and price are also important factors.
• "we always talk about, I mean, you know, the number one thing that education is really strong at in my view is co-production. And we're often used to outwardly educators co-producing with stakeholders and vendors... more often than not when I'm working with maps or school districts or international schools around the world, uh the more often the challenge on co-production is actually having the educators and the IT teams working in harmony"

1. Overcoming Challenges in IT Project Implementation:

• Articulating the "Why": IT teams often focus on the "how" and "what" of a project rather than the "why". It is crucial to demonstrate the need and explain how it will mitigate challenges being experienced in the school, alongside the benefits it will bring.
• Empathy and Communication: IT project pitches should begin with empathy for the challenges being faced by stakeholders to encourage buy-in.
• Strategic Planning: The importance of long-term planning for infrastructure updates is stressed, along with the financial impacts of capital refreshes which will help in budget planning.
• "Don't tell them we've got a project where we're going to upgrade all of our switches and backups and all the rest of it. Talk about it in the context of we've got feedback from staff across the unit that our performance is struggling with connectivity, capacity, pace, whatever the topic is."

1. Critique of DfE Standards:

• Leveling Down: DfE standards are seen as setting a minimum level of acceptability, potentially limiting innovation, and failing to acknowledge the different needs of different school settings.
• Retrospective Focus: There's a perception that standards are often made retrospectively, lagging behind technological advancements.
• Lack of Funding: There's a disconnect, that the standards are set without accompanying funding that would enable schools to reach them.
• "I'm not a fan of standards actually when it comes to technology and digital. I've always had a view that whenever we end up doing extensive work at government, we tend to first and foremost um always work retrospectively…The reason why I don't like DF standards is because I always think they level down. Everybody sees that as the point of acceptability and we don't need to go any further"

1. One-to-One Device Initiatives:

• Potential and Concerns: The benefits of one-to-one devices for equity and accessibility are acknowledged. However, concerns around implementation include that devices are used only as a writing surface, plus decisions about devices are sometimes driven by leasing rates rather than what's pedagogically appropriate.
• Device Variety: There needs to be a recognition that one device may not be suitable for all learners at all ages. Different devices may be appropriate for primary and secondary settings.
• Financial Sustainability: There are concerns about the long-term sustainability of one-to-one device programs, especially those without parental contributions and how those schools will replace devices at the end of the lease.
• *  *"Sometimes I see trust going for a decision we're rolling out all on this one platform. And I can't help feeling the decision was more about the attractive leasing rates that were offered than it was about that's definitely the right device..."*

1. Cyber Security:

• Critical Importance: Cyber security is a major concern for schools due to the sensitive data they hold and the increasingly sophisticated cyber threats. Schools are soft targets.
• Need for Expertise: Schools need staff with skills and qualifications in cyber security, and there is a need to prioritise IT team CPD around these important topics.
• Elevating Cyber Security: Cyber security risk should be elevated to the same level as safeguarding of students.
• "Education is such a soft target. We're going to get hit at some point. It's not if, it's when, as many others have said before."

1. The Future of EdTech:

• AI Integration: AI will play a role in education and there is a need to reduce teacher workloads. Data-driven decisions and effective use of data within a school are vital.
• Focus on Efficacy: There needs to be a focus on the effectiveness of educational tools and specifically developed solutions that respond to the needs of a current problem rather than "corporate tools with an edgy badge on the top."
• Responding to Wider Needs: EdTech needs to respond to wider challenges in education including student attendance, inclusion, SEND requirements and hybrid learning models.

Conclusion:

The discussion highlights the evolving and complex nature of EdTech. It underscores the need for a holistic approach to technology integration in education, with emphasis on strategic planning, collaboration, value-based decision-making, and a commitment to supporting both pedagogical goals and the underlying infrastructure. The future of EdTech will need to be shaped to respond to wider educational challenges, whilst being developed with best practices that are designed for the education sector.

Hashtags: #edtechstuff

EdTech Stuff Podcast - Episode 4 Show Notes

Guest: Austen Puleston, Head of IT at BDMAT (Birmingham Diocesan Multi-Academy Trust)

Topic:  Getting Ready for Microsoft Co-Pilot in Education: A Practical Guide to Implementation

Summary:  This episode dives deep into BDMAT's journey implementing Microsoft Co-Pilot for Microsoft 365, offering practical advice and insights for schools considering this powerful AI tool. Austen shares their experiences, challenges, and successes, focusing on the critical readiness and preparation phase.

Co-Pilot Implementation - A Phased Approach:

• BDMAT's Context: 19 schools (18 primary, 1 secondary) in the West Midlands.
• Phased Rollout:  Started with a pilot group of approximately 40 high-trust individuals, including central team members and the safeguarding lead. This approach mitigated risk by limiting potential data exposure.
• Expansion Strategy: The pilot was designed to cover every primary school, ensuring representation and diverse feedback. The intention is to expand access following the initial pilot phase.

Data Governance is Key -  Ensuring Responsible AI Use:

• Principled Approach: BDMAT established "Principles for Responsible AI," outlining their commitment to ethical and safe AI use. These principles guided their decision-making and user training.
• Data Organisation & Security: BDMAT migrated all schools to a single tenant prior to Co-Pilot implementation, ensuring data consistency and control. Their migration process involved clearly defining data storage locations and establishing data ownership at the school level.
• Technical Readiness Audit: 
  • Tenant Level:  Audited default link sharing settings for Microsoft Office documents, ensuring appropriate sharing restrictions were in place.
  • User Level:  Developed a process to assess individual user access and potential data exposure ("blast radius") before granting a Co-Pilot license. This involved using a Microsoft Graph API endpoint to generate a report of files shared with each user.
• Addressing Oversharing:  BDMAT acknowledged that oversharing of data is common and addressed it proactively. They used the user-level audit to identify instances of oversharing and implemented training and policy adjustments to encourage proper data handling practices.
• Transparency and Risk Management:  BDMAT conducted open discussions about potential risks with leadership and the AI Council. They acknowledged the limitations of technical checks and established protocols for responding to potential data incidents, ensuring everyone understood their responsibilities.

Executive Buy-In:  The Cornerstone of Success

• Shared Vision and Risk Assessment:  BDMAT actively engaged leadership in discussions about the potential benefits and risks of Co-Pilot. This fostered a shared understanding and ensured alignment on the project's goals.
• Strategic Decision-Making: By involving leadership early on, BDMAT secured the necessary support to proceed with the pilot despite not having fully implemented the Microsoft Purview suite. They made a conscious decision to balance the benefits of Co-Pilot against the cost and time required for implementing additional compliance tools.

Training and Support -  Unlocking Co-Pilot's Potential

• Partnership with Tablet Academy: BDMAT engaged Tablet Academy to deliver professional development on effective Co-Pilot use, focusing on prompting techniques and exploring potential applications.
• Empowering Teachers as Leaders: The training equipped teachers with the foundational knowledge to experiment with Co-Pilot and discover valuable use cases tailored to their specific needs. BDMAT recognized the importance of teacher-led innovation in this space.
• Structured Feedback and Iteration:  BDMAT implemented a detailed feedback form to gather insights from pilot users, including time saved and specific use cases. This data will inform future training and guide wider Co-Pilot adoption.

Early Successes and Emerging Benefits:

• Increased Efficiency: Teachers report significant time savings in tasks such as lesson planning, resource adaptation, and meeting summaries.
• Enhanced Quality of Work: Co-Pilot's ability to generate high-quality first drafts and offer creative suggestions is improving the overall quality of work produced.
• Improved Staff Wellbeing: The time savings and increased efficiency are contributing to reduced workload and improved well-being among staff.
• Personalised Applications: Co-Pilot's access to school data via the Microsoft Graph API enables highly customised outputs, such as generating lesson plans that align with existing school templates.

Looking Ahead -  Further Exploration and Expansion:

• Evolving Technology:  BDMAT recognises the rapidly evolving nature of generative AI and anticipates further developments in Co-Pilot's capabilities. They are committed to staying informed and adapting their approach as the technology matures.
• Teacher-Led Innovation: BDMAT will continue to empower teachers to explore and share innovative uses of Co-Pilot, fostering a culture of experimentation and collaboration.
• Integration with External Systems:  BDMAT is exploring ways to connect Co-Pilot to external systems, such as their knowledge base and project management software, further expanding its potential applications.
• Financial Justification: While immediate cost savings may be difficult to quantify, BDMAT acknowledges the potential long-term financial benefits related to staff retention and well-being.

Call to Action:

• Contact the Host: Listeners interested in exploring Co-Pilot implementation are encouraged to contact the podcast host, Martin, at contacted@edtech.co.uk or visit the EdTech Stuff website at edtechstuff.co.uk.
• Share Your Feedback: Feedback on the podcast is welcomed and can be shared through the website or via email.

Links:

• Austen's      LinkedIn Profile: https://www.linkedin.com/in/austenpuleston/
• Austen's      Substack: https://www.apuleston.com/
• Technical      Readiness Write-up: https://www.apuleston.com/p/copilot-for-microsoft-365-technical

Call to Action:

• Listeners interested in exploring Co-Pilot implementation are encouraged to contact the podcast host, Martin, via email at contacted@edtech.co.uk or visit the EdTech Stuff website at edtechstuff.co.uk.
• Feedback on the podcast is welcomed and can be shared through the website or via      email.

Next Episode:

• The next episode will feature a conversation with Al Kingsley MBE about a      whole raft of subjects.

Hashtags: #edtechstuff