Emma Darcy, director of technology for learning at Denbigh High School, Luton, talks to us about integrating AI into learning, the importance of collaboration and adapting to the challenges of an ever-changing landscape.
Please can you tell us about your journey to becoming director of technology for learning at Denbigh High School?
About 11 years ago, I was appointed to the role of director of technology for learning at Denbigh High School. It was a fortunate opportunity created by Dame Yasmin Bevan, who was headteacher at Denbigh and CEO of the Chiltern Learning Trust. She was a forward-thinking leader who saw the need to bridge classroom teaching with digital strategy. This was very unusual back then, as such roles weren't common.
Prior to this, I spent a decade managing a city learning centre in Luton, where I used cutting-edge technology with students of all ages and abilities both locally and nationally. This experience showed me the power of technology in education. When the opportunity at Denbigh arose, it felt like the perfect fit. I've always been passionate about how technology can improve young people's opportunities. Joining a small trust with 3 schools (as it was at the time), and working in an economically deprived area, allowed me to see firsthand the impact of an effective digital strategy in education.
How would you describe Chiltern Learning Trust?
Chiltern Learning Trust is a dynamic MAT comprising 16 schools across Luton and central Bedfordshire. The schools range from primary to secondary, reflecting the diverse educational landscape in our area. This includes a mix of 2-tier and 3-tier systems.
The student demographic is varied, with some schools located in economically deprived areas while others serve less deprived communities. One of my key challenges has been crafting a technology for learning strategy that caters to the needs of all learners, regardless of their background.
I'm particularly proud that the trust has been named a finalist for the digital innovation award in the MAT Excellence Awards 2024. This recognition underscores the commitment to principle 10 of the trust’s vision and values, which emphasises environmental and resource sustainability, as well as leadership in technology for learning, to prepare pupils for a rapidly-changing world. It's gratifying to see everyone’s efforts acknowledged in this way.
I'm particularly proud that the trust has been named a finalist for the digital innovation award in the MAT Excellence Awards 2024
Can you share some of the examples of how technology and AI has been integrated into the learning environments at your school?
We've taken proactive steps to integrate AI into our learning environment at Denbigh High School. Firstly, AI is a key component of our digital strategy, discussed and embedded within our school improvement plan. We've established an AI steering group composed of staff members and a governor to guide our approach, and we're in the process of setting up a student steering group, to incorporate their perspectives.
To ensure our staff are equipped with the latest knowledge, we provide regular professional development sessions on AI and technology for learning. This includes traditional methods like professional development days and after school sessions, as well as innovative approaches such as instructional coaching films that cover updates and new developments in AI. Given the rapid pace of technological change, it's crucial to stay ahead of the curve in our training methods.
We're also deeply invested in teaching digital character to our students. This goes beyond basic e-safety compliance to foster discussions on using technology responsibly, making informed choices, and engaging with AI in a meaningful way. This approach reflects our commitment to preparing pupils for the complexities of the digital world they inhabit.
You mentioned that it’s part of your school improvement plan, but how else do you ensure that technology integration aligns with your school’s goals and values?
Our approach ensures that technology integration aligns seamlessly with our school's goals and values. Rather than treating technology as an isolated initiative, we weave it into every aspect of our school improvement plan.
When identifying priorities, we ask ourselves how technology can complement existing strategies to achieve our goals. This ensures that technology for learning isn't seen as an add-on, but rather an integral part of our approach.
When identifying priorities, we ask ourselves how technology can complement existing strategies to achieve our goals
What's particularly rewarding is the widespread understanding and appreciation of technology among our staff. It's not my responsibility to lead initiatives; all staff members actively contribute to areas like digital character development. My role involves providing guidance on how technology can support these efforts and suggesting relevant practices, resources and tools.
You can see the clear role of technology in our school improvement plan, reflecting its importance in our overall strategy. This collaborative approach and visionary leadership from all members of the senior leadership team underscores our commitment to leveraging technology effectively to enhance learning outcomes.
Once something is implemented, how do you measure its effectiveness in enhancing outcomes for teaching and learning?
We take a thorough approach to measuring the effectiveness of technology in enhancing teaching and learning outcomes. Before fully implementing any technology, we conduct trials to gauge its impact. For instance, we piloted a 1 to 1 Chromebook scheme for a year, before rolling it out across the entire school.
Throughout this process, we prioritise evidence of impact and alignment with our school improvement plan. Once implemented, we evaluate technology continuously. This includes tracking pupil progress and performance, conducting surveys of pupils and staff, and seeking tangible evidence of impact both in and out of the classroom.
We pay particular attention to how technology affects EAL and SEN learners, ensuring it supports their engagement and learning. If a technology doesn't meet our expectations, we're not afraid to discontinue its use and explore alternatives. With the rapid pace of technological change, flexibility and adaptability are key to ensuring our approach remains effective.
What are some of the barriers that you've met when trying to implement new technologies, and how have you addressed them?
Navigating the rapid pace of change and addressing scepticism around AI presents its own set of challenges, both within and outside the school environment. Firstly, there's the challenge of awareness — knowing what tools are available and how they can be effectively used. Additionally, in a school and trust there are always numerous competing priorities demanding attention.
To overcome these barriers, we've taken proactive steps to make technology integration a central focus. At the trust level, it has been made an explicit principle, ensuring it's given due consideration alongside other priorities. Within our school, 11 years ago we elevated the effective use of technology for learning to a top priority within our improvement plan. This demonstrated our commitment and values, encouraging staff buy-in and support.
We've also embarked on a journey of education and upskilling for our staff. For instance, with AI, we focus on a select few tools that we know will have a measurable impact while providing comprehensive training on their use. We also ensure that staff understand what AI actually is, how it manipulates data and continually raise awareness about ongoing concerns around misinformation and bias. We prioritise discussing the risks before the benefits of AI to ensure a balanced perspective.
We also ensure that staff understand what AI actually is, how it manipulates data and continually raise awareness about ongoing concerns around misinformation and bias
Ultimately, staff buy-in grows as they witness firsthand the benefits of technology in their daily work. While initial training may require time investment, the eventual reduction in workload serves as tangible evidence of its value, fostering greater acceptance and enthusiasm for technology integration.
And how do you support teachers with using these tools in their classrooms?
Supporting teachers in effectively using tools like AI in their teaching practices is crucial. Our AI steering group plays a pivotal role in guiding this process, drawing on insights from a diverse range of staff members. Pedagogy always comes first before technology. We gather information from various sources, including initiatives like AI in Education, led by Sir Anthony Seldon, to compile comprehensive advice for teachers and support staff.
In addition to traditional professional development methods, such as workshops and training sessions, we've developed an in-house platform tailored specifically to our school's needs. This platform serves as a central hub for sharing best practices, instructional videos, and discussions on AI integration. It allows us to remain agile and adapt to changes in technology, ensuring our strategies remain current and effective.
Our approach emphasises collaboration and continuous improvement. While I provide strategic leadership in this area, it is all members of the senior leadership team who play a vital role in driving innovation and supporting staff development. This collaborative spirit is integral to our success in leveraging technology to enhance teaching and learning at Denbigh High School.
While I provide strategic leadership in this area, it is all members of the senior leadership team who play a vital role in driving innovation and supporting staff development
How do you think AI contributes to enhancing pupils' engagement and motivation to learn in the classroom?
AI significantly enhances engagement and motivation in the classroom by making learning more relevant and empowering for pupils. In today's digital age, it's crucial that they develop digital skills, including familiarity with AI, as these are increasingly important for their future careers and life chances.. By integrating AI into the curriculum in a structured and supported manner, we help pupils see the real-world relevance of their learning.
This approach goes beyond traditional exam-focused education to foster enthusiasm and creativity among our pupils. They can use AI to explore concepts in new ways, creating work that reflects their understanding and interests. However, it's essential to maintain quality standards and ensure AI usage serves a genuine purpose, rather than being used for its own sake. It’s a powerful tool for engaging learners and preparing them for the challenges and opportunities of the digital era.
What advice would you give other MAT leaders, based on your experience of using AI?
There are several key insights from my experience with AI integration that MAT leaders may find valuable as they consider similar initiatives. Firstly, ensure that discussions about technology for learning and AI are regularly included at the highest levels of your trust's decision-making processes. This may involve identifying where these topics fit within your organisational structure and fostering communication between relevant teams.
Ensure that discussions about technology for learning and AI are regularly included at the highest levels of your trust's decision-making processes
Secondly, it's crucial to address the skills and expertise needed to effectively integrate both digital strategy and AI into teaching and learning. This might mean identifying opportunities to bring in specialised expertise.
Additionally, involve governors and trustees in the conversation and provide them with appropriate training on AI and its implications. Their oversight is vital in ensuring that AI initiatives align with safeguarding and other trust priorities.
Lastly, prioritise flexibility in policies and documentation related to AI integration. By creating dynamic and adaptable guidelines, you can better support staff in accessing training and resources while keeping pace with the rapidly evolving landscape of AI technology.
Looking ahead, what are your plans and aspirations for the use of AI in both schools and trusts?
My hope is to see widespread adoption of digital strategies that incorporate AI in every school and trust. This would benefit both staff and pupils alike, providing opportunities for enhanced learning and engagement and improving outcomes.
At our school, we're exploring exciting developments, including the integration of AI software into enrichment programmes. While navigating the rapid pace of change can be daunting, it's also incredibly exciting. There's immense potential for transformation in education, and if we approach it thoughtfully, we can truly make a difference in the lives of our young people. I'm hopeful that our school can contribute to national guidance and initiatives, playing a role in shaping the future of AI in education.
There's immense potential for transformation in education, and if we approach it thoughtfully, we can truly make a difference in the lives of our young people
You also work with external organisations on AI in education. How do you balance your time?
Balancing my responsibilities between my work at Denbigh High School and external initiatives in AI education has been a journey of prioritisation and reflection. After a decade as director of technology for learning for the trust, I recognised the need to adapt to the rapid pace of change in AI and technology.
At the end of last year, I made the decision to step back from my trust role and now dedicate 2 days a week to Denbigh, while also focusing on wider strategic leadership and my own professional development.
In addition to my school commitments, I invest time in external initiatives as a workstream lead for AI in Education and as a member of the Digital Futures Group. These organisations allow me to collaborate with other thought leaders and stay at the cutting edge of the field. It's essential for me to continually develop my own skills and knowledge to effectively guide and advise others. I am also immensely proud to be a trustee for Apps For Good, whose free technology programmes for schools now include a course on AI.
While I miss my previous role with Chiltern, I believe this shift allows me to make a more significant impact both within my school and in supporting other trusts on their technology journeys. It's about recognising where my skills and experience are best directed and wearing multiple hats to ensure I can fulfil these responsibilities effectively.
If a MAT leader is reading this, and they have someone aspiring to take on a similar role or to develop a role within their trust, where would you suggest they look for opportunities and inspiration?
I’m incredibly fortunate to work with an amazing team at Denbigh, and I want to emphasise that any success we've achieved is truly a collective effort. It's important to recognise the contributions of everyone involved.
Networking and collaboration have been invaluable for me in this role. It can sometimes feel isolating trying to keep pace with the rapid advancements in technology if you're not connecting with peers in similar roles. That's why I emphasise the importance of being outward-facing both nationally and internationally and seeking opportunities to learn from others.
It can sometimes feel isolating trying to keep pace with the rapid advancements in technology if you're not connecting with peers in similar roles
For MAT leaders, I would recommend connecting with networks like the Digital Futures Group. This organisation brings together peer support and digital strategy expertise from a wide range of sources, making it easier to access valuable insights and support. Additionally, forums like Women in AI and AI in Education provide opportunities for networking and sharing knowledge with professionals worldwide. It's about tapping into these communities to facilitate meaningful discussions and learning experiences.
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