Digital Marketing Research

SEAI Education Programme

Postgraduate Diploma in Digital Marketing 131007-PG-Dub Sinéad McNamee

Word Count (5,495)

Digital Marketing Research 1 SEAI Education Programme

Table of Contents Plagiarism Declaration ................................................................................................................... 2

Executive Summary ....................................................................................................................... 3

Research Methodology .................................................................................................................. 4

Target Audiences ........................................................................................................................... 5

SEAI Schools Programme ........................................................................................................... 5

Evolution and impact of Digital Technologies relevant to the Target Audiences ............................. 7

Access to ICT Equipment ............................................................................................................ 7

Internet Connectivity ................................................................................................................. 9

Web 2.0 ................................................................................................................................... 11

Teaching Resources ................................................................................................................. 12

Social Media ............................................................................................................................ 13

Digital Technologies and their Impact on Education Locally and Globally ..................................... 16

S.W.A.T. Analysis ..................................................................................................................... 16

Policy Issues............................................................................................................................. 16

Infrastructure and Connectivity ............................................................................................... 17

The Digital Divide ..................................................................................................................... 17

Curriculum and Content ........................................................................................................... 18

Connectedness ........................................................................................................................ 18

Impact on Pedagogy ................................................................................................................ 18

Conclusion ............................................................................................................................... 19

Future Trends that will impact my Audience/Industry .................................................................. 20

Mobile & Touch Screen Equipment .......................................................................................... 20

Use of Video ............................................................................................................................ 20

Gamification of Learning .......................................................................................................... 20

Use of Big Data ........................................................................................................................ 21

Cognitive Systems .................................................................................................................... 21

References .................................................................................................................................. 22

Appendix 1 – Target Market Personas.......................................................................................... 28

Appendix 2 – Survey Results ........................................................................................................ 38

Digital Marketing Research 2 SEAI Education Programme

Plagiarism Declaration

I declare that, to the best of my knowledge and belief, this assignment is my own work, all sources

have been properly acknowledged, and the assignment contains no plagiarism.

I further declare that I have not previously submitted this work or any version of it for assessment in

any other courses or award offered by the Digital Marketing Institute, or any other institution,

without first ensuring that an explicit provision has been made and that I have obtained written

permission from my Course Director for doing so.

Student Name: Sinéad McNamee

Date: 10th January 2014

Assignment Title: Digital Marketing Research; SEAI Education Programme

Digital Marketing Research 3 SEAI Education Programme

Executive Summary This report is written to support the development of a digital marketing strategy for Sustainable

Energy Authority of Ireland’s (SEAI) Education Programme (SEAI Schools).

It outlines the objectives of the programme and identifies core target audiences and the impact

digital has had on them from a personal and scholastic viewpoint. Access to and use of Information

Communications Technology (ICT) in the Irish Education System is outlined. The key areas identified

are access to hardware in classroom, internet connectivity and the impact of web 2.0. While current

research on the impact of ICT from an Irish context is not yet available anecdotally, from prior

studies and primary research for this report the impact is positive, improving participation and

engagement by both students and teachers.

The impact of ICT on education systems generally is discussed. Included in this are barriers to ICT use

from a global perspective like policy issues and the digital divide. However it also identifies the

positive changes in pedagogy that occur when ICT is integrated fully.

Finally a number of future trends in the area which will most likely impact the target audiences over

the next 5 years are considered. They highlight that after hundreds of years of similar practice,

digital technologies are revolutionising the education system around the world.

Key Insight for SEAI Schools;

Despite widespread access, internet connectivity continues to be an issue in a number of

schools around the country; therefore provision of alternatives to online resources remains

a requirement.

Time to develop resources is a significant barrier for teachers. Therefore the promotion of

SEAI resources as a solution to this issue is important.

Resources may need to be adapted for use on mobile technology as Irish schools are

beginning to buy mobile technology.

The inclusion of ICT in the assessment of academic progress at Junior Cert Level from

September 2014 should be considered in the development of new resources.

Post-primary students spend the majority of their time online watching videos and gaming.

Colleagues are key sources of information for teachers on ICT and its use.

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Research Methodology Research methodology consisted of obtaining information on the SEAI School’s Programme in

addition to an analysis of reports and documentation pertinent to the use and impact of Digital

Technology relevant to Primary and Post Primary Education in Ireland.

A number of meetings with the SEAI School’s Executive were held. Following the first meeting the

following reports were obtained;

SEAI’s ‘Education Programme Strategic Plan 2011 – 2015’

Social Media Strategy’ for Schools programme

Google Analytics reports for 6mths

Monthly newsletter analytics

Primary data collection consisted of an online survey containing qualitative and quantitative

questions distributed to a number of primary and post-primary teachers through;

1. Personal connections

2. The Computers in Education Society of Ireland Google+ group

3. The November issue of SEAI Schools monthly Newsletter

The methodology behind the survey may have restricted those with poor ICT skills from partaking

and resulted in a higher disposition towards ICT use by respondents.

The sources of information used;

Reports from Government, EU and Digital Agencies on ICT in Education in Ireland and

Abroad. However there are acknowledged limitations on available research in the area. The

first national census on the availability and use of ICT in schools since 2005 is underway but

results are not yet available.

Articles, magazines and journals related to ICT in Education.

Information from authoritative statistical and marketing websites and blog posts from

thought leaders in the area of ICT in Education.

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Target Audiences

SEAI Schools Programme

The Sustainable Energy Authority of Ireland is a government appointed agency playing a leading role

in changing Ireland into a society based on sustainable energy structures. A key element in achieving

SEAI’s goals is the education of young people of all ages on the importance of energy efficiency and

sustainable energy in an Irish and global context. This is the role of the SEAI schools programme.

Strategic Objectives;

Providing a holistic approach to sustainable energy education through inquiry based science

that allows students to apply their skills and knowledge to real life situations.

Ensure sustainable energy is included in all relevant Irish curricula.

Embed the culture of sustainable energy into Irish schools as a whole.

Provide teachers and educators with the training required to deliver energy education to

students across a range of relevant subjects.

Achieving objectives;

SEAI’s Education Programme has a five year strategy to 2015 which is currently being implemented

to ensure the continued success of the programme and align it to current teaching practices.

Schools Website; Contains a range of resources for primary and post primary teachers and post-

primary students to teach and learn about energy efficiency across a range of relevant subjects. In

December 2013 SEAI Schools launched the first resource compatible with an Interactive White

Board. Per month visits to the site averaged above 4,600 UPI’s for the 2012/2013 academic year.

Energy in Education Website; Promote energy efficiency in schools through provision of a range of

supports for use by all school stakeholders including boards of management.

Workshops; Education to date has been focused on a range of workshops informing and promoting

energy efficiency in primary and secondary schools across the country.

One Good Idea; In addition to a range of resources for a variety of relevant subjects the main

interactive event for Post Primary students is the annual competition to devise small but significant

lifestyle changes that reduce our carbon footprint by using energy more efficiently.

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How SEAI Schools Target Audiences Online;

Email Marketing; Monthly Newsletter containing news related to energy efficiency in schools,

workshops and achievements by schools and students. It has an average open rate of29% which is in

line with average open rates for an email campaign. However click through rate is within the top

30% of companies at 15.5% when compared to Email Marketing Insight 2013. Noticeable peaks

occur in the months of September, February and May, possibly as teachers are planning for the term

ahead.

Social Media: SEAI Schools have recently begun using Social Media to connect with their target

audiences. SEAI Schools currently have 87 likes on Facebook however engagement on twitter is

higher with 311 followers including national schools, teachers and sustainable energy providers.

Blog: As part of the Social Media Strategy, blogging is due to begin in 2014.

Target Audiences

Full personas for the target audiences can be found in Appendix 1. My focus for the purpose of this

assignment will be the top four target audiences listed below because, they are of most significance

to the programme and they are easily accessible through digital media.

1. School Principals: Often the gatekeepers to accessing schools for workshops

2. Primary Teachers: Encourage them to use our resources within their classes and to have

workshops for their classes

3. Post Primary Teachers: Encourage them to use our resources and to motivate their

students to take part in ‘One Good Idea’

4. Post Primary Students: Encourage them to enter ‘One Good Idea’ and use resources for

revision

5. Members of Boards of Management: To implement the ‘Energy in Education Scheme’ in

their Schools

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Evolution and impact of Digital Technologies relevant to the Target

Audiences

Access to ICT Equipment

Critical to the SEAI Schools Programme and any Digital Marketing strategy that may be implemented

is gauging the level of access that the key target markets have to Digital equipment and how they

use it.

Computers and Interactive Whiteboards

Ireland has suffered from a lack of a coherent plan when it comes to the introduction of Information

and Communication Technology (ICT) equipment into schools (Inspectorate Evaluation Studies,

2007). Unlike other subject areas O’Doherty, et al, 2004 found schools were able to define their own

concept of ICT which meant, as one parent highlighted, their child’s ICT competency depended on

the school and its commitment to the area.

Initial progress was slow at primary and second level. The 2005 ICT Census showed 3/10 computers

in schools were more than 6 years old. The incorporation of ICT into cross curricular subjects was

limited by the placing of IT equipment in ‘Computer Rooms’ rather than in individual classrooms,

(Inspectorate Evaluation Studies, 2007). In 2008 the ICT Inspectorate found that computers in

classrooms offered significantly better access opportunities to students than computer rooms.

Use of ICT was somewhat limited in 2008; the Inspectorate found this was as a result of lack of

equipment, lack of technical support in schools and not enough competence in ICT. Primary research

for this report found that further training was cited by 40% of respondents as something that would

encourage them to use ICT more. Since then ICT training has been incorporated into The Teaching

Council’s policy for teacher education at both Initial Teacher Education and Continuing Professional

Development (CPD) level with a view to making satisfactory completion of CPD a requirement for

renewal of membership (Policy on the Continuum of Teacher Education, 2011).

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By 2012 as per Fig 1.1 below, Ireland’s computer to student ratio was in line with the EU average at 5

students per computer on entering post primary, however it is below average at both primary and

senior post-primary (Survey of Schools, ICT in Education, 2012). In research for this assignment

almost 70% of 72 respondents had access to an in classroom computer demonstrating a move away

from the initial location of digital resources in designated rooms.

Fig 1.1; European Commission Digital Agenda Scoreboard

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A key component in the adaptation of ICT in the Irish classroom and of importance to the SEAI

Schools Programme has been the replacement of the standard blackboard with an Interactive White

Board (IWB). This piece of ICT was thought to have a greater appeal to teachers on the basis that

they fit more intuitively into the classroom than some other pieces of equipment (Smith, 2001:

Glover & Miller 2002 cited in McGann. 2006).

Research from a pilot programme showed teachers who classified their teaching style as

‘traditionalist’ noted that using the IWB led to an opening up of their style, rather than teaching

from notes they used the IWB software and internet to make their classrooms more interactive

places to which their students responded well (McGann, 2006). Of all those interviewed 96% agreed

that pupils were more engaged when the IWB was used (Power et al, 2007).

Adaptation of the IWB has been almost universal, in 2011 Irish Primary Schools were found to have

some of the highest rates of access at Primary level with 30 students per Interactive Whiteboard

verses the EU average of 111 (Survey of Schools; ICT in Education, 2012). As a primary piece of ICT in

schools it is essential that SEAI Schools continue to adapt resources so that they can be used on the

interactive whiteboard by Primary Teachers. The primary research for this report supported this with

65% of respondents having a IWB in their classroom and 80% having at least one in their school.

To date ICT has not been used to assess academic progress (ICT Framework, 2007). However as part

of the National Digital Strategy for Ireland, 2013 a new framework for the Junior Cycle has been

launched. It contains a number of key ICT skills. This will be available for use by schools from

September 2014. Similar changes will be made to the Curriculum for the Senior Cycle as it is being

revised (National Digital Strategy for Ireland 2013). This is of significance to SEAI schools in terms of

resource creation.

Internet Connectivity

The Eircom Home Sentiment Survey, 2013 found that 81% of broadband customers believed their

broadband helped their children with their education however statistics from Risks and Safety for

Children on the Internet (Fig 1.2) found that for Irish teens unlike European counterparts watching

video clips and playing games ranked ahead of school work when it came to where they spend their

time online. (O’Neill, B., Grehan et al 2011). Significantly, adaptation of mobile devices in Ireland

occurred faster than other EU countries. By 2010 23% of Irish teens accessed internet on mobile

devices, much higher than the 12% EU average (O’Neill, B., Grehan et al 2011).

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Fig 1.2; Children’s activities online, O’Neill et al, 2011

This is an opportunity for SEAI Schools, clearly video and games are the mediums Post Primary

students enjoy so there is potential for use of video and the gamification of learning in order to

target the post primary audience.

Internet connectivity was slow to permeate through the Irish Education system (ICT Census, 2005)

46% of primary and 79% post primary had internet connections however only 6% of primary

classrooms had internet connections. By 2008 the ICT Inspectorate found the situation had not

improved greatly with most classrooms having only one computer with dial up internet. Networking

of schools for internet was found to be happening but the process was slow.

By 2012 Internet connectivity had improved with the number of schools without broadband access

at 3%, below the EU average of 8%. Of those schools with broadband, 12% have 100mpbs or more

however outside of this; internet connectivity is still a significant issue for many schools in Ireland,

particularly those in rural areas. In the research undertaken for this report the most significant

barrier to ICT use was internet connectivity with 60% of the 73 respondents indicating that a better

internet connection would encourage them to use ICT more. Twenty-four teachers indicated that a

lack of or poor internet speed was the most difficult part of using ICT in class. From SEAI School’s

perspective it is important that they continue to offer an alternative to the interactive resources so

that teachers always have a backup plan if the internet fails.

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Web 2.0

The element of digital which has the potential to have the greatest impact on education for students

and teachers alike is Web 2.0 and User Generated Content (UGC). From an educational perspective

Redecker et al, 2010 summarise the benefits of Web 2.0 in the four C’s of learning;

Content

Creation

Connecting

Collaboration

Internet access and web 2.0 have impacted on how young people like to learn. Until recently

students have been missing from the discussion on education (Kozol, 1990), they were viewed as

passive receptors of the information that was being thought. However student’s today value

education but they learn in a different way (Barnes, 2012). Rather than passively acquiring

knowledge, ‘digital natives’ actively seek information online (Tapscott, 1998 cited in Barnes, 2012).

They value independence and autonomy in their lives. Students are now networked individuals who

connect and learn anytime and anywhere (Cronin, 2013).

Websites

While the 2013 schools ICT census, which is due for publication in early 2014, will give specific

numbers of school websites, EU data from 2012 indicates that Ireland, at 85%, is virtually on par with

the EU average of 86% (Fig 1.3) having a website (Survey of Schools; ICT in Education, 2012);

Fig 1.3; Schools with Website, European Commission, Digital Agenda Scoreboard, 2012

“It is the supreme art of the teacher

to awaken joy in creative expression

and knowledge”

Albert Einstein

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However the most important elements of a website are use and awareness levels. This proved

disappointing to the ICT inspectorate, 2008. Although 39% of the primary schools surveyed had a

website only 32% of the sites contained student work. Additionally those who had a site did not

actively promote it, to the point that of 5th class students surveyed 41% did not know whether their

school had a website or not.

The main barriers to the development and promotion of websites were the lack of technical

expertise amongst the teaching staff and the time to devote to the work. (ICT Inspectorate, 2008).

When utilised successfully websites offer students and teachers the opportunity to utilise the four

C’s of learning effectively. They can collaborate with other students to create relevant content for

publication on the site.

Teaching Resources

In addition to sharing resources internally through Virtual Learning Platform’s (a secure intranet

found in about 55% of Irish schools) web 2.0 has enabled content to be both produced and shared

online. This allows teachers and students access a much broader range of teaching and learning

materials relevant to the Irish curriculum then was available pre-digital. Scoilnet, the department of

education’s teaching web portal contains over 13,000 pieces of digital content and is being

developed as part of the National Digital Strategy to allow teachers to share their own UGC (National

Digital Strategy, 2013).

Outside of Ireland a number of organisations and private companies provide educational content for

users. In 2008, 35% of teachers used the internet either at home or school once a week to source

resources (ICT Inspectorate, 2008). This figure has grown significantly since then. In 2012 Irish

teachers downloaded 1.18 million resources from TES Connect and in January 2013 alone 84% of

Irish teachers visited TES Connect. This makes Ireland their third fastest growing market worldwide

(Doing More with Digital, 2013).

Clearly the appetite for resources is huge, an area SEAI schools are aiming to capitalise on with the

launch in December 2013 of a suite of resources for use on interactive whiteboards.

Primary research found 27% of teacher’s listed time as a barrier to using Digital in the classroom.

They stated that often resources sourced internationally had to be adapted for use in line with the

Irish curriculum. This is one of the selling points of the content provided by SEAI Schools; it is already

tailored for use in an Irish classroom. This could be promoted through the Digital Marketing Plan.

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Social Media

One of the most significant developments as a result of web 2.0 has been the ability for individuals

to connect with others and share UGC through a range of social networking platforms. Digital natives

were the Social Networking gatekeepers however from an Irish perspective the numbers of accounts

have increased year on year (Isos, MRBI 2013) and the demographics are changing.

Where social networkers can be found varies by target market. By far the most popular site is

Facebook with 57% of the population having an account (Isos MRBI 2013) however recent studies

show that teachers are more likely to be on Facebook than their students, on a daily basis at least.

Research by PEW Internet, 2013, showed teens are moving away from Facebook predominantly as a

result of the increasing adult presence. They are moving towards more private, personalised

platforms like Snap Chat and Whatsap. Twitter continues to be a growing platform in Ireland with

23% of the population having an account however only one in ten tweet on a daily basis (Isos, MRBI,

2013).

Impact on Education

While there is no formal requirement for the use of Social Networking in schools it had been used

very successfully by a significant number of teachers. In research conducted for this report 40% of

those surveyed had school social network sites. Although few formal statistics on the use of social

networking are available there are thought leaders in the area who have identified the benefits

social networking can have for both teachers and students.

As illustrated in Fig 1.4, when students and teachers meet in bound classrooms or bound online

spaces like Virtual Learning Platforms they can relate and learn together but they cannot interact

and learn with the world outside of the classroom. The positive impacts of using Social Networking

Sites include enabling learners to establish new connections outside of their classroom, school and

even geographical area which will benefit them in the long term (Cronin, 2013).

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Fig; 1.4 CC image by Catherine Cronin, building on original Networked Teacher image by Alec Couros

www.flickr.com/photos/courosa/2922421696/

Another positive impact of the use of social networking within the classroom is to encourage

collaboration amongst students. Information can be shared, critiqued and commented on by

classmates, family and friends. Students also work in teams to create content and can easily start

discussions around their work. An example of this was a teacher who used twitter to tweet the trial

from To Kill a Mockingbird from the perspective of a number of characters, an idea she obtained

from a colleague (O’Connor, 2013).

The above point illustrates the importance of colleagues when it comes to ICT, they were cited as

the number one source of advice on ICT for 85% of teachers (ICT in Schools, 2008). School Principals

are equally important for the adaptation and integration of ICT not just in Ireland but across Europe.

They are required to develop an ICT plan, in addition to vision they need to know the tools required

to make the vision a reality.

Blogging

A blog is a website or webpage where an individual can record their opinions (Oxford Dictionaries,

2013). Its flexibility makes it a perfect format for schools to interact with the world around them.

The EduBlog platform has been in existence since 2005 and currently hosts blogs for 2,095,500

schools and universities around the world.

Finally, the ICT inspectorate, 2008, found teacher’s views on ICT use to be positive. They reported;

The visual nature and interactivity increased student motivation and levels of interest.

It encouraged positive skills like co-operation and promotion of peer tutoring.

It improved the presentation of work.

Provided students with an additional challenge.

Promoted imagination and creativity.

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This is in line with the findings of the primary research conducted for this study where almost 70% of

respondents mentioned increased engagement and motivation from students when ICT is used.

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Digital Technologies and their Impact on Education Locally and

Globally

S.W.O.T. Analysis

Strength Weakness

Connects Students

Increased access to education

Change the pedagogy of the traditional classroom

Increases engagement

Broaden the range of topics available for study

Improve student achievement

Use of digital open to interpretation by individual teachers

The ‘digital divide’

Opportunity Threat

Students can learn at their own pace

Develop links with communities

Share UGC

Integrate into second assessment components in state exams

Partner with private industry

Overuse with unplanned outcomes

Unreliable internet access in schools

Insufficient provision of hardware

Student Safety

Research on the impact of ICT in education is limited; where it does exist it is often inconsistent

(Cabrol and Severin, 2009).

Policy Issues

As a public service, education is impacted by government policy more than most industries. Blamere,

2009 notes the gaps in knowledge about the impact of ICT at EU level. Most studies on its impact

have been conducted in the UK, most specifically England.

In addition policy varies from country to country in terms of access, objectives and impact of ICT on

the classroom. The EU have made some efforts to level the playing field with an objective resulting

from Lisbon that all schools and training centres are linked with 100% access to the internet.

However this does not make up for inequalities in terms of provision of equipment or pedagogical

thought behind ICT use (Pelgrum, 2009).

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Infrastructure and Connectivity

Computers and Interactive White Boards

As seen earlier Ireland is on par with European average when it comes to the provision of ICT

equipment to schools. A 2011 study by the European Commission’s Digital Agenda found the

number of computers per 100 students had almost doubled since 2006. Additionally the SEAI

Schools programme may need to adapt resources for use on mobile devices as there is a move

towards portable computers, laptops, tablets and personally owned mobile phones being used in

the classroom.

However, it was found that provision of equipment was not linked to use in lessons. While almost all

teachers use ICT to prepare lessons it is only used in a quarter of their lesson time, a statistic that

has not changed in five years (Survey of Schools: ICT in Education, 2011). In Norway it was noted that

although most students have a laptop for school, few educators used Social Networking to engage

students therefore it is not only the provision of hardware that is important but how it is used by

students and teachers (Barrett, 2013).

Internet Connectivity

Although speed and availability varies on a European level, internet connectivity is almost ubiquitous

with nine out of ten schools having an internet connection.

UK research also stresses the importance of in classroom broadband as it was linked to a statistically

significant improvement in GCSE learning. (Underwood et al, 2005 cited in Underwood 2009).

Specifically relevant to SEAI’s Schools programme Underwood, 2009, found a 0.56% of a grade gain

at GCSE level Science as a result of ICT with 56, 484 students moving from a grade D to a C.

The Digital Divide

An increasing concern globally is the gap that is developing in terms of educational access. Given

that it is envisaged that by 2015 only 1 in 10 jobs will not require e-Skills (National Digital Strategy,

2013). A number of studies have found that key to the impact of ICT in education is both use in

classroom and availability of ICT at home (Underwood, 2009). At a global and local level both vary

significantly meaning students will have a varying ICT skill set depending on the schools they

attended and the skills level of their teachers. This is now known as the digital divide. It is important

that SEAI continue to provide resources for schools that may not have the ICT capabilities of others.

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Curriculum and Content

A barrier to the full integration of ICT in schools globally is the time needed to complete the existing

curriculum, which in many countries does not facilitate the use of ICT (Pelgrum, 2009). While

students and the technology that they use have evolved significantly often the materials and areas

that must be covered have not (Pelgrum, 2009). Additionally at Post Primary level the dominance of

State Exams in addition to cultural factors within the schools mean that ICT is more integrated at

Primary Level (Gleeson et al, 2001).

Connectedness

Of significance to the SEAI Schools programme is the increase in connections with the outside world

that the use of technology in schools facilitates. As Blamere, 2009 states schools are no longer the

fortresses that they once were. Communities and companies can and do play a crucial role in the

learning process for students today.

Throughout Europe schools are collaborating with private industry. Many ICT companies including

Apple, Intel and Microsoft provide a range of varying services to schools from training teachers to

the development of ICT educational materials to the provision of hardware and internet access

(Blamere, 2009).

In a successful example from the US, NASA partnered with Smart Brain tech to develop a game for

students with ADHD which improved visual tracking skills, attention to detail, hand eye co-

ordination, planning, memory and patience. In a study conducted by Orlandi and Greco, 2005 cited

in Underwood, 2009, the dropout rate from clinical support reduced from 47% for the non-game

playing group to just 6% for those who were provided with access to the game.

Impact on Pedagogy

“I don’t think education is about centralized instruction anymore; rather, it is the process [of]

establishing oneself as a node in a broad network of distributed creativity.”

Joi Ito

The most significant change in education when ICT is fully integrated into a learning environment is

the impact it has on the classroom environment as Fig 1.5 below illustrates. The teacher is a co-

ordinator and facilitator rather than an instructor or lecturer (Redecker et al, 2010) allowing

classroom teaching to move from instruction to construction. This marks the most significant shift in

how learning occurs in schools in hundreds of years.

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Instruction Construction

Classroom Activity Teacher centred

Didactic

Learner centred

Interactive

Teacher Role Fact teller

Always expert

Collaborator

Sometimes expert

Student role Listener

Always learner

Collaborator

Sometimes expert

Instructional emphasis Facts

Memorization

Relationships

Inquiry and Invention

Concept of knowledge Accumulation of facts Transformation of facts

Demonstration of success Quantity Quality of understanding

Assessment Norm referenced

Multiple-choice items Criterion referenced

Technology use Drill and practice Communication, collaboration,

information access, expression

Fig: 1.5 Pedagogical developments in Education, UNESCO, 2004

When incorporation into all subject areas occurred, Pelgrum, 2009, noted implementation meant

students had more control and responsibility for their own learning and outcomes. It is also

beneficial to teachers as they can engage with students as learners. A lead teacher in Personalised

Learning from a school in Melbourne Australia noted that once he realised others were reading his

class blog, he was motivated to learn more about blogging himself in order to ensure he was using

best practice (Barrett, 2013).

Conclusion

The overall trend within the EU is that the use of ICT aids development, particularly for

disadvantaged students as it offers a better understanding of the subject and it has the potential to

cater for individual needs (Blamere, 2009). However while anecdotally positive the global impact of

ICT is still unclear (Truncano, 2005 cited in Pelgrum, 2009) therefore there is a need for

internationally accepted standards and methodologies to measure the real benefit.

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Future Trends that will impact my Audience/Industry

In the near future, at a local level eGovenrment 2015 will improve ICT use in schools through its

influence on the availability of IT infrastructure, impact on teacher training and most importantly the

curriculum. An example of this is the new Junior Cert syllabus which will allow coding classes to take

place in schools (Kennedy 2013).

Budgetary, curriculum and policy constraints will limit the speed at which change can take place in

the Irish education system however there are a number of developments that are likely to impact

the education in general over the next five to ten years;

Mobile & Touch Screen Equipment

The type of hardware purchased by schools in the last five years has moved with the trend towards

mobile and digital in general (Survey of Schools; ICT in Education 2012). While laptops and tablets

are available in many schools in some capacity, 30% of survey respondents stated they have some

access to a tablet; they are usually shared by students for short amounts of time. In the future it is

envisaged that each student will have access to a personalised piece of equipment configured to

their personal needs (Hofkins, 2011).

Use of Video

Already identified as the most popular way Irish teens spend their time online (O’Neill, 2011) video’s

future use in education is one of the most exciting prospects from SEAI School’s point of view.

Already part of many Irish classrooms through the use of resources like TedEd and You tube, the use

of video is set to increase and evolve so that students can use it to tailor their education and learn at

their own pace. Illustration of this as a trend in future was the provision of the largest amount of

seed capital ever awarded for educational tech to ‘Mobento’ a educational video portal, in 2013

(Growthbusiness, 2013).

Gamification of Learning

Gamification is already part of education; particularly for students with special needs as the NASA

example earlier showed however, in future it is likely to become more significant in mainstream

classrooms. The use of technology in the classroom has been proved by many studies to increase

engagement. Gaming has shown further increased levels of engagement for example a few years

ago 28 million people became virtual farmers on Facebook (Mashable 2010 cited in Lee, 2011). Using

games for education make students more curious and optimistic about completing a task but most

importantly they allow for failure and therefore to learn faster from their mistakes (McGonigle,

2011). The difficulty with mainstream education at the moment is that the stakes are often high, for

Digital Marketing Research 21 SEAI Education Programme

example students have one chance to complete thier Leaving Cert and are required to repeat the

entire year to have a second chance. This is the ultimate advantage gamification brings to education,

the feedback is rapid and cyclical in nature while keeping the stakes low so there is a more positive

attitude towards failure and therefore students are more motivated to repeat the exercise until they

have fully understood what is being thought (Lee, 2011).

Use of Big Data

As a number of agencies have stated there are gaps in terms of research into the impact of ICT on

education however trends indicate that in future Governments and international agencies will be

able to take advantage of the increased data which is becoming available through the use of ICT to

study student records over long periods of time. IBM recently identified this as a growing area in

their 5 in 5 for 2013. This information will show how students learn and allows for the identification

of future learning needs and the development of content and teaching methods to fill these

requirements (Neti, 2013).

Cognitive Systems

Cumulatively, once the advances in digital have been fully integrated, the classroom could transform

into a personalised learning environment. Data collected on a student could be gathered by a Virtual

Learning Platform and held in the cloud. It could be analysed by teachers and the resources that the

student learns with can be tailored to the pace at which they learn, their learning style and possibly

towards their interests (Neti, 2013) resulting in a more engaged, motivated and challenged students

and teachers (ICT in Schools; Inspectorate Evaluation Studies, 2008).

Digital Marketing Research 22 SEAI Education Programme

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Digital Marketing Research 25 SEAI Education Programme

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Digital Marketing Research 28 SEAI Education Programme

Appendix 1 – Target Market Personas Primary Persona

Maria Munteoir

*BACKGROUND:

Senior School Primary Teacher and Principal (2nd – 6th Class)

Mid-sized mid-lands town with large rural catchment area

Teaching in the school for past 20 years

Principal for the past two years, still teaching as a result of lack of

resources.

Member of National Association of Principals and Deputy Principals.

Feels reasonably confident with ICT. Completed some professional development in

the area.

Other than school resources uses the internet for email and keeping up with the

news. Recently joined Facebook to stay in contact with eldest son living in Australia –

doesn’t use it much.

Married with 3 children (youngest doing leaving cert 2014)

Very involved in locality on residence committees and chair of tidy towns.

DEMOGRAPHICS:

Female

(40-55)

Rural

IDENTIFIERS:

Enthusiastic and outgoing

Eager to help

Tries to do too much

GOALS:

1. Create an interesting and stimulating learning environment

2. Complete the curriculum

Digital Marketing Research 29 SEAI Education Programme

CHALLENGES:

Lack of Time to plan lessons

Finding age appropriate material

Finding resources linked to the curriculum

Issues with internet connection/speed/access

HOW WE CAN HELP:

Provide curriculum approved age appropriate resources that make planning for

relevant lessons easier

Provide fun, interactive workshops for her class

Provide resources that can be used with ICT

Provide resources that are not 100% dependant on Internet access

REAL QUOTES:

‘Teaching 12 subjects -planning time is not really acknowledged as part of school day in

Primary

Multigrade teaching also impedes on time - always trying to get everything covered’

‘The time it takes to prepare useful resources’

‘Finding age-appropriate material that is at a suitable level for children.’

‘Relying on internet connectivity can be problematic, particularly without a Plan B to fall back

on.’

‘I suppose there is no irrefutable evidence as yet that ICT improves learning outcomes but it

certainly enhances the teaching and learning environment. (I graduated in 1979 when

coloured chalk sent a ripple of excitement around a classroom!)’

‘Lessons become more interesting and pupils in my opinion are more engaged, visual

stimulus is very important and a picture paints a thousand words!!!’

Digital Marketing Research 30 SEAI Education Programme

COMMON OBJECTIONS:

Concerned the information won’t be relevant to the curriculum

Is it interactive with the ICT in my classroom?

Don’t have a lot of time to review the material.

MARKETING MESSAGING:

Save your time with a range of curriculum based resources and workshops for science

education.

ELEVATOR PITCH:

SEAI Schools provide you with a suite of curriculum based resources, workshops and

interactive competitions that encourage primary school students to learn through enquiry

based science.

*Source of Template: Hubspot.com

Digital Marketing Research 31 SEAI Education Programme

Primary Persona

Tony Teacher

*BACKGROUND:

Geography and CSPE teacher

Father of two children aged 6 and 8.

Thought in the same boys school for the last 8 years.

Fan of all things tech particularly interested in its application in the classroom

Chair of the schools ICT committee

Member of Computers in Education Society of Ireland

Has facebook, twitter and Instagram accounts – posts regularly. Loves Instagram for

taking photos for use in class.

DEMOGRAPHICS:

(25-40)

Suburban

IDENTIFIERS:

Calm,

Efficient

Multi-tasker

GOALS:

Prepare students for state exams

Prepare them for world in which we live

Encourage interactivity and engagement in topics

Maintain control in the classroom

CHALLENGES:

1. Lack of use of ICT when it comes to assessment particularly in Geography where so

much available online.

2. Lack of relevant resources that achieve the learning outcomes he is aiming for

3. Time to prepare sufficiently for classes so that they are the way he would like them to

be.

4. Disruptive students.

Digital Marketing Research 32 SEAI Education Programme

HOW WE HELP:

Provide curriculum based resources outlining specific learning outcomes that can be

easily adapted by teacher.

Competitions that students can take part in to increase involvement and engagement

with teachers an d peers and in their school and locality.

REAL QUOTES:

‘Students more engaged with class. I feel more challenged, and that my work is

"modernised"’

‘Efficiency. Extensive collaboration, student to student, student/ teacher, teacher/teacher. I

can implement new Teaching and Learning (t&l) strategies seamlessly. I can adapt and

overcome, improvise, monitor student behaviour, assess more efficiently, share resources,

work from home, deliver student homework even when student or teacher are out sick,

Communicate with management and colleagues, Create online exams and turnover exams

quickly.

Make use of my time more effectively, teach remotely’

‘Timetable disruption, tech failure(broadband), student ambivalence’

‘So infrastructure and lack of investment into new technologies by school’

‘The volume of material available online - a lot which is not specifically relevant to course

work you're preparing for - takes huge amount of time to get material pitched at exact level

you need, be this text info, diagrams, youtube clips etc.....’

COMMON OBJECTIONS:

Is it curriculum based?

Is it relevant to my subject?

Can I use it with ICT?

How will it save my time?

Digital Marketing Research 33 SEAI Education Programme

MARKETING MESSAGING:

Provide you with training and adaptable resources that can be used to teach scientific

elements in broad range of secondary school subjects.

ELEVATOR PITCH:

We will provide you with workshop training and resources to enable to deliver sustainable

energy education to his classes in an engaging way.

*Source of Template: Hubspot.com

Digital Marketing Research 34 SEAI Education Programme

Secondary Personas

Sarah Student

*BACKGROUND:

Post Primary Student

Transition Year in Suburban mixed Post Primary school

Leader in her year, prefect and involved in Foroige outside of school.

Concerned about the environment, part of green schools committee in her primary

school.

Loves to be involved when possible

Is creative with a love for fashion and art

Has wide circle of friends from school and Foroige

Loves social networking, has facebook, twitter, Instagram, pintrest and snapchat

apps

Accesses internet on smart phone mostly, has access to tablet at home – in

negotiations with her parents for her own.

Plays piano.

DEMOGRAPHICS:

(12-18)

Suburban

IDENTIFIERS:

Enthusiastic

Eager to please and do well

Is all about mobile and multitasking

GOALS:

Do well at school and get in to a good college

Balance school work with socialising and afterschool activities

Get involved in anything that will help her future career in fashion or business

Digital Marketing Research 35 SEAI Education Programme

CHALLENGES:

1. Competing priorities

2. Distraction of the internet

3. Finding time to study

HOW WE HELP:

Provide curriculum based resources to help with revision

One good idea competition – develop ideas to reduce the schools carbon footprint

COMMON OBJECTIONS:

Entering competition seems like lots more work

Want to spend time with friends

So much cool stuff online, what makes this special?

MARKETING MESSAGING:

One good Idea.

ELEVATOR PITCH:

Provide you with information you can use to revise part of your science courses in addition to

a competition that you can enter with a group of friends for a chance to win iPod touch and

other exciting prizes.

*Source of Template: Hubspot.com

Digital Marketing Research 36 SEAI Education Programme

Secondary Persona:

Barry Board Member

*BACKGROUND:

Manager in the Civil Service.

Father of three, two in college, youngest son doing his leaving cert next year.

Member of Board of Management of his son’s mixed Post Primary for last 4 years.

Reasonably tech savvy – gives presentations regularly from laptop, has an iPhone 4.

Involved in the local community, coach & mentor in the local rugby club.

DEMOGRAPHICS:

(40-55)

Rural

IDENTIFIERS:

Loves to be occupied

Gets great satisfaction from helping others

Prefers to print documentation than read on screen

GOALS:

To run the school as economically efficiently as possible

To comply with Dept. of Education regulations regarding the use of school funds.

CHALLENGES:

1. Limited budget

2. Voluntary contributions from parents of student have halved since the recession

3. Finding new ways to make efficiencies

HOW WE HELP:

Provide courses/workshops on saving energy

Provide information on energy saving

COMMON OBJECTIONS:

Don’t have time to attend a workshop

Too much reading

Digital Marketing Research 37 SEAI Education Programme

MARKETING MESSAGING:

Energy in Education

ELEVATOR PITCH:

We can save your school up to 10% on your energy bills by following our simple 5 step

approach.

*Source of Template: Hubspot.com

Digital Marketing Research 38 SEAI Education Programme

Appendix 2 – Survey Results

*See Separate Document