The latest in Lenovo Education’s portfolio includes new laptops, running Windows 11 or ChromeOS, built to help students and teachers embrace next-level digital learning, as well as take advantage of generative AI applications to boost everyday productivity. These education solutions and more will also be presented at Bett 2025 January 22-24, where Lenovo will introduce insights on AI in education and its collaboration with Ducati in STEM learning.

“Education around the world continues to evolve with the learning advancements and solutions enabled by technology,” said Stuart King, Executive Director and Global Head of Education Segment, Lenovo. “And Lenovo is responding to the needs of CTO’s, IT administrators, educators, and students for flexible, reliable devices in the classroom and digital learning scenarios, as well as systems that can leverage AI to enhance both teaching and learning.”

Featuring enhanced connectivity and added durability backed by Lenovo’s testing methods for education, Lenovo’s new laptop solutions mean teachers, students and parents can rely on innovative technology that helps them sustain the highest levels of continued learning. The comprehensive line-up of compute devices and accessories includes the Lenovo Chromebook Plus 2-in-1 (14”, 10), Lenovo Smart Charger, Lenovo Device Intelligence for Education, Lenovo 13w 2-in-1 Gen 3 PC, as well as the Lenovo 500w, 300w, and 100w Gen 5 PCs.

Bee-Bot is an interactive device for young learners to understand coding, sequencing, and problem-solving. With up to 200 programmable commands, children can direct the Bee-Bot to move forward, backward, left, and right, laying the foundation for computational thinking skills.

For two decades, the Bee-Bot has played a crucial role in teaching early years children about coding and programming in over 90 countries. In the UK, 95% of primary schools use the Bee-Bot, and it’s also featured in curricula across Europe, the Americas, Australia, New Zealand, and Asia. From South Africa to Ukraine, Hong Kong, Russia, and Turkey, the Bee-Bot reaches almost every corner of the globe.

Designed in 2004 in Lewisham, the Bee-Bot was created to help teachers introduce programming and sequencing while meeting curriculum requirements. It has since become a key tool in classrooms worldwide, addressing the need for creative ways to integrate technology into early education. Today, the resource continues to play a vital role in helping children develop the skills needed for the future, especially as 97% of top IT jobs now require AI-related expertise and human oversight to review code and scripts.

Over the past 20 years, numerous global studies have highlighted the Bee-Bot’s impact. Research from the University of Waikato in New Zealand has demonstrated its effectiveness in teaching programming concepts to Māori and Pasifika students. In Estonia, it has supported social skills development for children with Autism Spectrum Disorders. Additionally, studies on the Bee-Bot’s effectiveness in problem-solving and computational skills have led to its incorporation into national curricula in countries like Chile and Greece.

Jo Hardy, Director of Innovation at RM says: “Bee-Bot’s 20 years of coding emphasises the lasting importance of early programming education. Whilst some may think it’s too early for young children to learn coding, it’s becoming essential for their future. Just like learning a new language, the earlier they start, the better. The Bee-Bot is instrumental in this, offering a screen-free introduction to technology and coding. As AI becomes more integrated into our lives, coding will become increasingly vital. Incorporating these skills into the curriculum will help prepare children for a future where technology plays a significant role.”

Computing at Higher Education is increasingly seen as a good choice by students – particularly by women – according to data from university admissions service, UCAS released today. This year, 2,940 UK-domiciled 18-year-old women have accepted a place to study the subject, up 8% from 2023/24 (out of 15,530 18-year-old UK-domiciled acceptances for Computing).

The male to female ratio in this area is also continuing to close slowly – with an ongoing trend towards increased participation by female students (below 4:1). However, the difference remains wide and there is still a long way to go in terms of closing the gender gap – according to according to BCS analysis.

Overall entries at A level are up 12% with 29% growth in the number of females in England taking Computer Science at A level and a 9% increase in the number of males studying the subject. The gender ratio continues to move in right direction (now below 5:1) in this area too – BCS added. Meanwhile, females are outperforming males at all grades for A levels – this is similar across all nations.

There was an increase in the number of students taking digital A levels in Northern Ireland. Entrants for the Software Systems Development A level have grown by 12%, while those for Digital Technology have improved by 9%.

In Wales, the number of students taking Computer Science A level was broadly similar to the previous year, with almost 400 taking the new Digital Technology qualification.

In England, T level results reveal that almost 1,400 students have taken one of the three digital pathways, and a 40%-plus increase in those gaining a pass or better in Digital Production, Design and Development and Digital Support Services

Julia Adamson MBE Managing Director for Education and Public Benefit at BCS, The Chartered Institute for IT said: “Congratulations to all the A level and T level students receiving their exam results today. The overall number of students as well as the increase in the number of women opting to study computer science at degree level is great news.

More young people are recognising that this qualification can lead to a range of exciting careers – roles that can potentially help tackle some of the hugely important issues that impact our society such as AI, climate change and cyber security.

It’s fantastic that the overall numbers of people taking computer science is increasing, but there remains a huge demand for more skilled people to meet the needs of our digital future. The growth in the numbers and the diversity of qualified technologists needs to continue to accelerate – not only to help close the gender gap, but also to meet future needs of the UK economy.

At schools and colleges, we are seeing a more diverse range of pathways in computing and digital skills appearing. These will contribute to steps being taken to ensure an increasing number of diverse entrants to the computing professions, and help to draw more people towards digitally focused study in both higher education and progression to the workforce.”

A new report by King’s College London highlights how fewer girls in England are studying computing at secondary school since the curriculum became narrower in scope and the authors call on the incoming government to take action to address the problem.

The report finds girls are more likely than boys to say they don’t enjoy computer science GCSE, it does not align with their career plans or it seems more difficult than other subjects.

The authors also warn some can be deterred by pervasive stereotypes about the jobs available that use computing or digital skills. When pupils were asked to name famous computing people, men, in particular the tech entrepreneurs such as Bill Gates and Mark Zuckerberg, dominated the top 10 list with only two women included – Grace Hopper and Ada Lovelace – both of whom are long deceased.

To ensure computing is a subject that appeals to more young people the authors make a set of recommendations including the urgent need for curriculum reform, improving support for computing teachers and changing the current narrative around computing to focus beyond male tech entrepreneurs.

They point out that a wider range of digital skills are vital for individuals to participate in modern society and will be needed if the UK is to realise its aim to become a “science and technology superpower.”

Principal investigator Dr Peter Kemp, Senior Lecturer in Computing Education at King’s College London, said: “It is imperative that we see action to encourage more girls to take computing at school so they can develop the digital skills they will need to be able to participate in and shape our world.

“The current GCSE is focused on computer science and developing programming skills, and this seems to deter some young people, in particular girls, from taking up the subject. We need to ensure computing is a subject that is appealing to all pupils and meets the needs of young people and society.”

The report explores the impact of a 2014 curriculum change in England from Information and Communications Technology (ICT) to a greater focus on Computer Science that elevated computer theory and programming skills.

It highlights how 43% of those who took the GCSE in ICT were girls in 2015 compared to just 21% taking GCSE Computer Science in 2023.

Maggie Philbin, technology broadcaster and Director of TeenTech, an organisation which promotes digital skills, supported the report recommendations saying it is vital all young people have the opportunity to develop digital skills.

She said: “At the moment, many students see the subject as ‘difficult’ and vote with their feet if they are aiming for the best grades. It’s time to take a fresh look at the subject and work with teachers to design a curriculum which is more appealing and which teachers feel confident to deliver.”

The Subject Choice Attainment and Representation in Computing project (SCARI) report was a three-year study funded by the Nuffield Foundation and co-authored by Dr Peter Kemp, Dr Jessica Hamer and Meggie Copsey-Blake, all of the School of Education, Communication & Society at King’s, and Professor Billy Wong of the University of Reading.

Through a survey of almost 5,000 students, they found that, among girls who did not opt for computing at GCSE level, 74 percent said they did not enjoy it compared to 53 percent of boys. Also, 56 percent of these same girls felt it did not align with their career plans. Among Key Stage 3 pupils, girls were more interested than boys in topics such as digital media, project work and presentation work which were closer to the previous ICT curriculum.

The research also involved interviews with 45 stakeholders including teachers and school leaders and analysing 960 school documents. It revealed many teachers and senior school leaders were dissatisfied with the new GCSE Computer Science specification and felt unprepared to teach it. The teachers called for better access to continuous professional development, especially around ensuring equality, diversity and inclusion, as well as subject-specific training.

Pete Dring, Head of Computing, Fulford School, York, said: “Every student should be leaving school with the digital skills required to thrive in the workplace and society. We need to reform the curriculum to include a comprehensive computing GCSE that provides essential skills and knowledge beyond just Computer Science.”

To encourage more girls to take computing and to give all young people access to better digital skills, the report recommends:

• Reforming the computing curriculum with a focus on broader digital skills
• Promoting and enhancing teaching training and professional development
• Supporting inclusive computing education in schools
• Reframing the computing narrative
• Showcasing diverse digital opportunities
• Increasing access to out of school digital making

The authors call for a concerted commitment from policymakers, educators, business and other relevant parties. Otherwise, they warn: “The lack of women in computing may lead to heightened vulnerabilities and the dominance of men in shaping the modern world.”

The event gives Computer Science students the opportunity to present their projects to the employers they have been working with over the course of this year, giving them the skills that will help them in the workplace.

Third year students also had the chance to share their dissertations not just with their supervisors, but also the public.

Raphael Kokkalis, a final year Web and Mobile Development student, said: “The Showcase has built skills like presentation skills but it has also been a celebration.

“It’s the end of the year, and all this hard work that you have put in, you are showing it and you’re proud of it. It’s a different feeling than just showing it to your supervisor. It’s more like I did this.”

Klaudia Kinga Plaza, who studies Networking and Cyber Security, said: “It was pretty exciting, stressful of course for me, but everything was fine. I presented my work to my supervisor and to other students and I’m so proud of that.”

Raphael added: “It’s a proud moment for every student.”

Over the year, students have worked with different employers as part of their studies.

The showcase saw judges pick winning teams who worked with these employers that saw to better integrate technology into their processes and training initiatives.

One of the winning teams, Triple 8, worked with third party logistics (3PL) service providers Vantec Europe Limited, where they created an immersive training experience focusing on health and safety.

Martin Kendall, MD at Vantec said: “Working with students from the University provided a valuable skills showcase and knowledge transfer between education and industry.”

Vantec have developed immersive technology deployed within the UK and Japan and being able to work with the students has also given the students a practical demonstration of where their skill set can be used within our industry.

Martin added: “The students have created some exciting and intuitive projects through the latest in educational immersive technology. We wish them every luck in the future and look forward to seeing their work continue.”

Students were able to innovate by integrating VR into the process, providing potential trainees with an immersive educational experience.

Paul Graham, Interim Associate Head of Computing, said: “The digital showcase event is really important for students as it gives them a chance to show off and demonstrate their work to a number of employers that we invite in.

“In the past this has led to students finding internships and further projects with industry and at our event we had a number of final year students invited to interview once they graduate in a few weeks time.

“It is really nice for myself and the other staff within the faculty to see all their hard work and the students celebrate the end of term and in some cases the end of their academic journey with us as they graduate and enter the world of work.”

The software manufacturer CAD Schroer is a provider of engineering software solutions that are used worldwide in the fields of mechanical and plant engineering and factory design. A specially introduced support programme in the area of education and research provides the next generation of engineers and technicians with very easy and free access to advanced software products. In the areas of process engineering design and 2D or 3D design, the facilities rely on M4 DRAFTING. When it comes to plant engineering, pipeline construction or factory design, M4 PLANT fulfils all the necessary requirements. For non-commercial use, these software packages are available free of charge to educational and research institutions as well as pupils and students.

“We firmly believe that access to high-quality technical tools is a decisive factor in training the engineers of tomorrow,“ says Michael Schroer, Managing Director of CAD Schroer. “With our funding programme, we want to make our contribution and ensure that financial hurdles do not hinder learning progress.“ This is also reflected in the simple application process for licences. Teachers, pupils or students can simply fill out a form on the CAD Schroer website and receive the licences after a short check. Video tutorials and full documentation are available for quick learning of the software.

Many research institutions and universities are also working on commercial projects. As these were excluded from the previous funding programme, CAD Schroer is now offering a solution specifically for commercial research projects. In addition to the current initiative, a permanent discount of 35% on the licence costs is being offered. This discount is designed for educational and research institutions that wish to use M4 PLANT or M4 DRAFTING for commercial projects. In addition to the software licence, the institutions also gain access to full software maintenance, including the entire service package. This option will give institutions a new flexibility that will drive their projects and research forward without restrictions.

Interested institutions, pupils or students can simply request their licences on the CAD Schroer website in the student version section. For larger installations in computer rooms, it is also possible to use network licences. CAD Schroer promotes technical education and research with free CAD software and offers discounts for commercial use.

For alternative provision especially, many misconceptions still exist, despite online AP being a cost-effective and high-quality option. With that in mind, we have answered some of the most common questions parents, schools and local authorities may have about online AP.

Who’s regulating online AP?
The Department for Education recently introduced the Online Education Accreditation Scheme (OEAS), and Academy21 is incredibly proud to be the first ever DfE-accredited online alternative provision. The OEAS sets very rigorous standards for the sector, which helps providers assert their quality and ensure the highest standards of teaching, safeguarding, and student welfare. It also offers peace of mind to schools, local authorities and parents who may be new to online AP or have some reservations, giving them confidence that providers like Academy21 offer a comprehensive, effective, and high-quality solution for their students.

Students’ future: where does alternative provision take them?
At Academy21, our primary goal is to support students’ individual needs and help them achieve the best outcomes for them. When it’s right for the student, this often means reintegrating back into full-time, mainstream education. It’s important to work closely with schools and local authorities to understand what the best path and approach for each student is, as well as students’ own career goals.

And is the quality of education high enough?
Education can be just as high-quality in an online setting as in mainstream school environments. At Academy21, we have exceptional, highly qualified teachers that are not only experts in the subjects they teach but have the relevant experience and training in supporting students with a diverse set of needs.

Curriculum is equally important. The Academy21 curriculum is broad and balanced, providing students with all the skills they need to continue pursuing education and progressing in their learning and personal lives. Plus, our curriculum is complemented with advanced learning technologies to make classes more interactive, engaging, and personalised.

Will students with poor attendance engage in online classes?
We’re often asked, ‘if my student isn’t engaged in school, why will online help them?’. What we find is that, for many, when the pressures and distractions of in-person learning are removed, they are free to relax and focus on the class at hand. Teachers work hard to deliver interactive, adaptive and engaging lessons. Initially, new students may not fully participate, and the goal may be simply to improve their participation in class. However, with the encouragement of their teachers, we find that even the most anxious of students will start to engage in the classroom over time, through polls, quizzes, or chat pods.

In our recent student voice survey, 91% of students said they feel more confident in their learning since joining Academy21. “I am able to learn properly but without anxiety” was a common theme among the responses from students.

Can online learning be unsafe?
We take safety very seriously at Academy21 and have a safeguarding-first approach to all that we do. This is reflected in our secure systems, our robust set of policies, close pupil supervision, recruitment practices, and online student safety training, which ensures a safe environment for every student. This was also highlighted in our Ofsted report, which deemed Academy21’s safeguarding to be effective.

If you are interested in learning about online alternative provision and how Academy21 works, visit our website Academy21.co.uk. We are committed to working closely with schools and local authorities, delivering a tailored solution that meets each student’s needs.

Industry-leading experts in Smart Lockers and Storage & Charging Solutions, LapSafe® share five key aspects involved to ensure that all students have an equal chance of fulfilling their potential:

1. Access to devices

Providing students with access to devices such as laptops, Chromebooks, and tablets is crucial for ensuring that they can participate in digital learning activities both at school and at home. Many campuses now loan devices through self-service Smart Lockers, ensuring seamless, efficient, and equitable access.

Resources: Automated Smart Locker Solutions | LapSafe

2. Internet Connection

Access to reliable internet connectivity is essential for students to access online resources, participate in virtual classrooms, and complete digital assignments. Bridging the digital divide in education involves ensuring that all students have access to high-speed internet at school and home. This may include providing aid allowances for low-income families to access internet services.

Resources: Get Help with Technology Programme | GOV.UK (www.gov.uk)

3. Digital Training

Ensuring that students have the necessary digital skills to effectively use technology for learning is essential for bridging the digital divide. This includes teaching students how to use basic computer applications, navigate the internet safely, evaluate online information, and use digital tools for communication, collaboration, and creativity.

Resources: Equipping young people with digital skills | The Education Hub (blog.gov.uk)

4. Digital Resources

Ensuring that all students have access to digital educational resources, such as online textbooks, educational apps, multimedia content, and digital learning platforms, is important for bridging the digital divide. Educational institutions can work to provide equitable access to these resources for all students, regardless of their background and/or location limitations.

Resources: Mobile device management solutions: laptop storage, Chromebook cabinets and tablet storage | LapSafe

5. Teacher Training & Support

Supporting teachers in integrating technology effectively into their teaching practices is crucial. Providing professional development opportunities, resources, and ongoing support can help teachers leverage technology to enhance student learning and address individual learning needs.

Resources: Embracing technology in school has changed how we teach – Teaching (blog.gov.uk)

To summarise, bridging the digital divide in education requires an approach that addresses issues related to access, connectivity, digital literacy, and resource availability to ensure that all students can thrive in a digital learning environment.

www.lapsafe.com
sales@lapsafe.com
0800 130 3456

It seems like almost every time you read the news, there’s a piece regarding another cyberattack on a school or educational institution.

Schools and educational institutions can make for easy targets for malicious hackers for several reasons. The cybersecurity threat to the UK education sector is considered significant and growing. The sector is increasingly reliant on digital technologies for teaching, learning and administration, exacerbated by the need for rapid pivoting to new technologies in recent years due to the pandemic.
Several factors contribute to heightened cyber risk in this sector:

Valuable data
Educational institutions hold large amounts of sensitive data, including personal information about students and staff, research data and financial records, making them attractive targets for cybercriminals.

Resource constraints
Especially in primary and secondary education, there are often limited budgets and a lack of in-house expertise dedicated to cybersecurity, making these institutions more vulnerable to attacks.

Increased attack surface
The widespread adoption of online learning platforms, digital tools and remote access technologies, accelerated by the COVID-19 pandemic, has expanded the attack surface and introduced new vulnerabilities.

Ransomware threats
Education establishments have become notable targets for ransomware attacks, with attackers betting on the urgency and pressure these institutions face to restore access to educational materials and operational data. The sector faces special pressure as there is the implicit and explicit agreement and expectations that our children will be kept safe – and that safety must extend to online and digital environments. Our aim should be to protect sensitive information and systems – but also ensure the continuity of educational services in the face of growing cyber threats.

Improve defences
The education sector can rapidly enhance its cyber defences through a multi-layered approach, focusing on immediate improvements and setting the groundwork for long-term resilience. You should conduct an urgent cybersecurity assessment to identify vulnerabilities in the school’s network and systems. When choosing who might conduct a cybersecurity assessment, consider the complexity of the network, sensitivity of the data held and potential impact of cybersecurity threats. Regardless of who conducts the assessment, it should be thorough, cover all aspects of cybersecurity (including policies, practices, and technical defences), and result in actionable recommendations. You have a range of possibilities here, from your in-house IT team to external cybersecurity consultants, specialised cybersecurity auditors, technology vendors, government or educational organisations or peer networks.

Update and patch systems
Too often, we hear hackers gained entry to a network simply because of an unpatched vulnerability. Outdated software and IT appliances that don’t get the necessary patching, upgrades and maintenance can be a source of vulnerabilities. Ensure all your network software and systems are up to date with the latest security patches.

Secure configuration
Apply secure configurations to all devices and networks. This includes disabling unnecessary services, protecting sensitive data and ensuring proper access controls are in place.

Multi-Factor Authentication (MFA)
Implement MFA wherever possible, especially for accessing important systems and information. This adds an extra layer of security beyond just passwords, such as a physical token or key. Look for a solution with optimal user experience that makes it easy to enable authentication.

Firewalls and endpoint security
Installing robust firewalls protects your network perimeter. Adding Web Blockers with URL Filtering blocks web-based malware, helps ensure secure remote connectivity, and provides tight control over web surfing. Ensure all devices are protected with up-to-date antivirus software and consider adding EDR capabilities for continuous monitoring that prevents the execution of unknown processes.

Implement strong and secure Wi-Fi
Wi-Fi in educational institutions is often critical to enable learning and teaching duties. To deliver secure Internet access, focus on private networks and access points that can handle density without risks. Consider Cloud-managed Wi-Fi solutions for optimised performance, greater visibility, and reporting.
Backup and recovery plans
Regularly back up data and systems, and ensure these backups are stored securely off-site. Develop a comprehensive disaster recovery plan that includes procedures for restoring data and systems in the event of cyberattack.

Cybersecurity frameworks
Adopt recognised cybersecurity frameworks and standards, such as those from the NCSC. These provide helpful best practices and guidelines for improving cybersecurity posture.

Collaborate
Participate in information sharing and collaboration platforms, such as regional and sector-specific cybersecurity groups. These can provide valuable insights into emerging threats and best practices.

Professional support
Consider hiring a cybersecurity firm or consultant to provide expert advice and support. They can help in assessing vulnerabilities, enhancing defences and training staff.

Awareness training
It’s well noted that many attacks occur because of vulnerabilities in the ‘wetware’ – us humans. Sophisticated attackers know how to use malicious email techniques, for example, to get passwords and sensitive information from oblivious team members, who are frequently coerced into divulging information without realising what’s happening. Implement regular cybersecurity awareness training for all staff and students, focusing on the importance of strong passwords, recognising phishing attempts, and safe internet practices. Educate teachers, employees and administrators about social engineering attacks to limit risk. Key security awareness education should include:
• Detecting phishing attempts
• Using email security best practices
• Avoiding weak or exposed passwords
• Reporting incidents to the IT department

Incident response planning
Develop and test an incident response plan that outlines the roles, responsibilities and procedures for responding to a cyber incident. This should include communication strategies both internally and with external stakeholders. If your school or institution has been breached, report it to the appropriate authority, such as Action Fraud, the National Cyber Security Centre (NCSC), Information Commissioner’s Office (ICO) or Local Authority. Bringing issues to public officials’ attention can create additional opportunities to deliver greater funding or resources, helping educational institutions receive the support they need to optimise cybersecurity.

Adopting a unified approach to cybersecurity
Managing the IT systems for any educational institution is no small endeavour. The education sector needs security solutions that empower educators to deliver an inclusive learning experience. Access control, asset protection, identity security, and securing endpoints are only a few of the solutions required to enable a reliable learning environment. Disconnected security is no longer an option in the sophisticated threat landscape of 2024. Educational institutions need to adopt a unified and simplified approach to security.

To find out more, please visit:
www.watchguard.com

The game introduces primary aged children (7-11yr olds) to the basics of online safety in a fun and interactive way. Four to six players compete to make their way across the game board, in an online safety quest. Along the way, players respond to various situations described on the games’ ‘Online Safety Scenario’ cards, and are reminded about ways to stay safe by reading out the game’s ‘Online Safety Pledge’ cards.

Scenarios highlight situations children may well face in their real, every day, digital lives, for example, ‘While playing a game someone asks you for your real name. What is the safe thing to do?’. These are paired with advice on how to be a responsible digital explorer, ‘I will be a good online friend by respecting others’ feelings and ideas’.

Players try to land on bonus spaces on the game board, such as  ‘Reported bullying – move forward 2 spaces’, while dodging penalty spots – ‘No Wi-Fi – Miss a go’. This downloadable game features a game board illustrated with LGfL’s stylized graphics, card packs and additional blank card templates so children can add their own content to the game.

For more information and to download the game, please visit https://digitalexplorers.lgfl.net