The idea of moving your IT system to a cloud-based system is not a new concept, but it is something that many schools have yet to take the plunge on.
Back in 2019, the Department for Education first published advice about moving to the cloud, both in its policy paper, Realising the potential of technology in education, and the guidance Running and managing a school. Further advice has since been incorporated into the more recent Digital Standards (DfE, 2022), which provide guidelines for implementing technology effectively.
All this guidance, along with advice from your IT provider, can help navigate the technical, financial and practical implications of moving to the cloud. But there are also non-technical, classroom-related considerations that can impact both teaching and learning that schools must be aware of.
The difference between server and cloud
Traditionally, most schools have relied on client-server networks, where software and resources are managed and distributed from a central server. But with a migration to the cloud, where the physical server is retired, software and resources often need to be accessed through web-based tools.
As well as meaning your internet service becomes even more critical to the running of your school (a drop in your connection will mean your classroom software tools will also be offline and unavailable), moving to web-based tools does come with some operational challenges.
Moving to browser-based teacher-tools
One particular sticking point for schools migrating to the cloud is how they will continue to use trusted teacher tools, like the interactive screen for whole class teaching. It’s very possible that teachers will have years of resources created in a particular (sometimes legacy) program that is not directly available as an online tool.
While there may be web-based tools that will go some way to supporting historic resources, this may not always be the case. This leaves teaching staff with a dilemma of whether to start again and create new materials (which has potentially huge workload implications) or find a way to continue to make the original software available on classroom machines (which may mean manually installing it on each computer.)
Other peripherals such as visualisers, data-loggers and label printers may also depend on offline software to function properly.
Migrating computing and curriculum software
In many primary schools, computing is likely to be the subject area most affected by a shift to online software as this is often where the most frequent use of technology will happen, particularly by pupils.
Therefore schools need to evaluate whether their computing schemes and resources are already web-based or if they rely heavily on server-based software.
Other subjects may also be impacted. Are teachers still using old French CD-ROMs, primary music packages, or offline maths resources? If so, will these be accessible post-migration?
Fortunately, many schools will already use web-based tools for computing and other curriculum areas. Platforms such as Purple Mash and Just2Easy are examples of curriculum software that is entirely web-based and has been for many years.
During the Covid lockdowns most schools utilised cloud platforms such as Google Workspace for Education or Office 365 Education to facilitate home learning and communication. For many, this was their first venture into the significant use of web-based software for teaching and learning, and the benefits of access-from-anywhere, device agnostic tools became apparent, and they have continued to be utilised since.
However, there may still be a reliance on offline tools in the classroom. The resource requirements for the NCCE’s popular Teach Computing curriculum, for example, includes a mix of online tools as well as more traditional, offline programs. Schools using Audacity, Paint.NET and FMS Logo as part of this curriculum may need to find online alternatives if they are moving their systems to the cloud.
Compatibility considerations
An additional consideration is compatibility between online and previously used offline software, and the files they produce.
For example, while Google Slides can open PowerPoint files, it may not carry over all functionalities. PowerPoint presentations with embedded sound, video, and special fonts might not look or work as expected when presented online. This issue can be particularly evident with commercially made PowerPoint files used in subjects like languages or maths.
Likewise, there are some great online interactive whiteboard tools available, often for free, that support older Smart Notebook files. However, as above, the translation from one platform to another may not be perfect and teachers will be required to “fix” the file before it can be used.
New look file management
Moving from a server-based file system to one hosted online is likely to present a different way of accessing and saving files, which will be a learning curve for pupils and teachers alike. Whether it is Microsoft SharePoint, Google Drive, or a school-specific platform, file management in a browser looks and feels different to a server-based system. Given that the general direction of travel for IT is towards the cloud, working in this way will help develop children’s essential skills in using the type of online systems they are likely to experience in the future.
Be prepared
To minimise disruption from migrating to the cloud, it is important to be prepared, to know where your pinch-points will be ahead of time, and to plan how you will resolve them.
We recommend schools document the curriculum software and hardware they currently use and assess the impact of the migration on these resources before switching off or demoting their server. If certain legacy tools are in use that will no longer be available, identify suitable replacements or solutions to minimise any negative impact on teaching, learning, and workload.
A positive outcome
While any change can cause a period of anxiety, the move to cloud-based tools is generally a positive one:
- Teachers and pupils gain the advantage of accessing programs and resources from a wide range of internet-connected devices.
- Schools benefit from improved staff collaboration (especially across trusts) and time saved on preparation and administrative tasks.
- The flexibility allows for digital sharing of resources, online collection of work, and reduced printing.
- It all helps pupils to develop essential digital literacy skills to prepare them for their future education and beyond.
- Chris Carter is an edtech adviser with HFL Education. Formerly Herts for Learning, HFL Education is a not-for-profit organisation providing services, training and resources for schools, including access to advisers and subject experts. Follow at @HFL_Education. This year Headteacher Update is working with HFL Education to publish a series of subject-specific best practice articles. Find all the articles in this series via www.headteacher-update.com/authors/hfl-education
Further information & resources
DfE: Policy paper: Realising the potential of technology in education, 2019: www.gov.uk/government/publications/realising-the-potential-of-technology-in-education
DfE: Meeting digital and technology standards in schools and colleges, 2022: www.gov.uk/guidance/meeting-digital-and-technology-standards-in-schools-and-colleges