Technology at UWCSEA

Our approach to technology is guided by our commitment to the UWC Mission and aims to nurture in students the knowledge, skills, understandings and dispositions they need in order to develop the Mission Competencies. We have also examined research into the shifting skills that students will require in the workplace because of technological developments, and we aim to nurture these as essential literacies in pursuit of the mission.

How We Research Technology at UWCSEA

At UWCSEA, we engage in regular and ongoing research. When conducting research, we understand the importance of seeking a balanced view of all perspectives, and finding multiple sources of information, data and opinion. Research about technology is no different, and we strive to stay up to date by conducting a wide range of different forms of research to deeply inform decision-making and policy.

For example, we:

• Look at academic journals, especially those focusing on international schools or school contexts similar to ours.
• Attend conferences and events with expert presenters and researchers.
• Commission or purchase reports from external experts or agencies.
• Read books on relevant topics, and connected topics, and engage in professional discussions to sense-check and contextualise this learning.
• Explore and analyse school and student data, both longitudinal and acute, and both qualitative and quantitative.
• Conduct surveys with our community.
• Connect with individuals, working parties or interest groups both internally and externally.
• Collect ‘street data’ on campus, through observation or interviews.
• Use AI deep research tools to gather insights we may have missed.
• Reach out to other schools via professional networks or associations.
• Learn from other schools or researchers directly at live events or webinars
• Interview external experts.
• Speak to people and read reports from outside of the education industry for insights that might come from different fields.

Research is conducted in collaboration with the Digital Learning Team and the Head of Curriculum and Research, and often involves a wide range of contributors with varying backgrounds and interests. All of this ensures that our process reflects the rigour that other academic settings follow (e.g. universities and research institutes), and our informed decisions are therefore made with clear reasoning and understanding. This research informs all committees involved in the decision-making processes at all levels of this decision-making (e.g. Learning Leadership Team, College Leadership Team, Campus Leadership Teams). 

Professional Learning and Upskilling

In a fast-moving area such as technology, we recognise the importance of keeping up to date with trends, emerging technologies and educational research.

All of our Digital Learning Coaches (DLCs) and Heads of Digital Learning (HODLs) stay up to date through research, attending events, connecting with other schools in the region and personally exploring new technologies. This enables them to be authoritative and informed when supporting others, and be confident in their ability to decide what is best for our students.

For example, many different members of the Digital Learning Team are regularly invited to present at and participate in workshops at international conferences, where we are able to share our approaches and learning so we can iterate and build on our practices with a wide range of experts from around the world.

We understand that learning in an evolving landscape is an ongoing pursuit, and the Digital Learning Team is committed to continuous Professional Learning and Upskilling to better serve our students.

Network Monitoring and Filtering

An important part of keeping students safe whilst enabling optimum learning environments is oversight over the levels of access students have to different internet sites, and the ability to monitor online activity to inform safeguarding procedures.

We use network-level software to monitor and alert safeguarding leads to internet searches, which could put students at risk, and to filter inappropriate or unhelpful content on the school wifi network. 

Certain categories are completely blocked, e.g, Adult Content and Violence/Extremist; other categories are restricted to some extent: Gaming, Social Media. Within school managed Google Workspace, student activity is stored and can be viewed on demand by safeguarding leads with the support of IT services.

Digital Tool Selection

When teachers are considering introducing new digital tools into a unit of learning, the Digital Learning team provides support to check the safety, security and appropriateness of apps or websites if they are unsure.
As part of this process, digital tools and apps are checked against the 4 'C's of Digital Safety: 

• Content – is the content appropriate?
• Conduct – Is the way people behave on the app appropriate?
• Commerce – are students exposed to advertising, in-app purchases, or other forms of monetisation?
• Contact – who is able to connect with the students through this tool? 

You can read more about the 4 'C's here.

There are some digital tools which may pose some risks from one or more of the categories above. In these instances, it is considered whether the settings within the tool, or the education and monitoring of the use of the tool, adequately mitigate against these risks before it is decided if the tool can be used or not.

Personal Devices

We recognise that students may own other digital devices other than those provided or required by the school for learning. Occasionally, these devices can be useful for learning (e.g. in Service learning as a translator, or when using them as a video tool). They can also impede learning due to their inherently distracting nature, the access to age-inappropriate content they can supply, or the difficulty for students in moderating their use (e.g. Social Media).

Our attitude to student use of these devices, outlined below, is informed by our Mobile Phone Protocol Research. 

*The definitions of ‘learning time’ and ‘school day’ differ slightly from campus to campus at the time of writing.
 

Our AI Philosophy

Our UWCSEA mission and values compel us to keep a close eye on change and development around the world. We strive to develop students’ essential literacies, and support them in becoming creative, principled critical thinkers. Artificial intelligence (AI) is a broad, multi-purpose technology. Its development will continue to accelerate and its capabilities will improve. As AI becomes increasingly embedded in society, complex systems emerge and change faster than traditional curriculum approaches can adapt. In order to prepare students for a future where AI is increasingly prevalent, we have a responsibility to educate ourselves and our students about its capabilities, limitations, risks and opportunities.

At UWCSEA, we recognise that, if used ethically and responsibly, AI can support learning and wellbeing. We also recognise that it can undermine learning and wellbeing if not used ethically and responsibly. We understand that the use of AI at UWCSEA can help prepare our students and us for the future of AI-augmented work. We have a responsibility to our students, college and mission to realise the benefits that AI may offer, and to teach our community to mitigate the risks. Many of our students will go on to work for and with businesses which apply or develop AI tools, making this education even more valuable.

Learning about AI

As AI systems develop, we understand that there is a fundamental tension between ensuring students are adequately prepared for the world they are a part of and preserving the integrity of their learning and personal data.

In a constantly changing landscape, there is a wide range of considerations for schools that UWCSEA are paying very close attention to support our own learning and development. 

Student use of generative AI as part of their regular school work is extremely limited until at least the end of Middle School. Students are taught concepts as part of the Digital and Information Literacy curriculum to ensure that they understand the risks and realities of AI, should they encounter it outside of school. Any AI that students use in Middle or upper Primary School uses tools which enable close monitoring, moderation and curation by teachers.

A key focus for the College is ensuring that if students do use AI, they are using it to improve their learning, as opposed to offloading or outsourcing it. We use frameworks like the WISE framework, below, to guide this work.

AI and Academic Integrity

The value of academic integrity is an essential component of teaching and learning throughout the college. We are committed to developing students' essential literacies: to research and communicate effectively, acknowledge the work of others and to leverage digital tools in appropriate ways.

In all matters of academic integrity, we are guided by our robust, internationally benchmarked and IB-aligned Academic Integrity protocol.

Specifically, when it comes to AI, we work hard to ensure that our students:

• Know ways in which AI use is and is not OK.
• Are supported to act responsibly and with integrity.
• Understand how to use and cite AI, when it is relevant and age-appropriate.
• Develop their own skills and understanding without reliance on AI.

The Digital Learning Team, in collaboration with Vice Principals, Heads of Departments and Curriculum leaders, support teachers in multiple ways to help students develop their academic integrity. The ways in which we monitor and nurture academic integrity depend on the task, the student and the teacher’s professional judgement.

Methods include:

The Digital and Information Literacy (DIL) programme at UWCSEA equips students with the understanding, knowledge, and skills to thrive in a fast paced, ever-evolving digital world. Students learn to use technology responsibly and ethically for their own benefit and for good.

The curriculum is underpinned by UWCSEA’s approach to technology, which brings together the processes, protocols, systems, teams and individuals that contribute to the safety, wellbeing and learning of our students. 

The DIL curriculum overlaps with Personal and Social Education, where concepts like identity, safety, and wellbeing form a basis for understanding digital identity. Importantly, students are encouraged to maintain a healthy balance between digital engagement and other activities, developing a well-rounded understanding of wellbeing. The curriculum is organised into five different strands and is taught across subject domains rather than in isolation. 

Digital Safety

The overarching aim of digital safety is to establish a secure online environment where individuals can explore and learn freely without exploitation or harm. Students learn how to safeguard personal information and address uncomfortable situations responsibly, identify and avoid cyber threats, and secure their digital footprint. They are encouraged to strike a balance in sharing information cautiously, remain mindful of digital identities and data usage, and to actively collaborate to combat misinformation while upholding digital safety and ethical behaviour standards.

Digital Wellbeing

Wellbeing involves the intentional use of strategies to create a healthy balance between the use of digital devices and other activities.  Students learn to shape their digital identities through the information they share online and develop strategies for maintaining privacy. They learn to make deliberate choices in digital engagement, evaluating their personal and societal effects and exploring compassion and respect in online relationships. 

Collaboration and Advocacy

Students learn how to effectively seek and engage in collaborative digital projects with a wide range of individuals, and to reach compromise and consensus by taking multiple perspectives into account. They develop an understanding of how digital tools empower individuals and collaborators to form strategic partnerships for advocacy and outreach, enabling them to stand up for their beliefs and drive meaningful change more effectively.

Media and Information Literacy

Students learn to effectively access and navigate a vast array of digital information. They acquire skills to discern between factual and fictional sources, learning how to evaluate the accuracy, relevance, and whether information is appropriate. Students are encouraged to explore and utilise various digital tools for creative expression and to communicate ideas. Additionally, students will embrace continuous learning, developing their skills with digital tools to produce high-quality school work.

Computational Thinking

Computational thinking enables students to become effective problem-solvers by learning to recognise patterns, break down complex tasks into manageable steps, and design flexible algorithms. Students are equipped to manage and operate digital tools, enhancing productivity through the evaluation, utilisation, and troubleshooting. By integrating these skills, students can navigate and adapt to an ever-evolving digital landscape. Students understand how the integrity, fairness, and reliability of algorithms are affected by the origin and impact of input data.

UWCSEA has a 1:1 device programme for all students except the youngest grades. These younger students have some devices available for the grade level, allowing students access to devices when they are needed for learning. Beginning in Grade 6, students bring a family-owned device for learning. All our students are required by the College Terms and Conditions to abide by the Learning Technologies Agreement (Parent on behalf of Primary School or Middle and High School), which is shared during enrolment or laptop setup. 

Technology is only used when it adds meaningful value to the learning of students, and doesn’t compromise their safety or wellbeing. These criteria mean that the amount of 'screen time' in individual lessons depends on the topic or subject being studied, the needs of students, and the teachers' judgment. 

Software and Communications

All students are issued a UWCSEA Google Workspace for Education account, which serves as the official means of school-student communication. This provides:

• School-linked email address.
• Access to Google applications.
• Access to online resources (e.g. Library resources, Google Classroom, SeeSaw, subject or grade-specific tools).
• Secure management of student data.

IT Helpdesk Support

Each campus has a centrally located IT helpdesk providing:

• Troubleshooting for hardware and software.
• Authorised Apple Repair Centres on each campus for the 1:1 laptop/tablet scheme.