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Models of ICT integration in Education Madrid 16 – 18 March 2100 Doug Brown Becta


st 21

Century Adults

being taught by

20th Century Teachers in

19th Century Classrooms


5 steps to Effective Integration 1. Policy is never about technology 2. Flexibility of ideas and D & R is important 3. Teachers will be more important than ever before 4. Implementation - Leadership and grass roots ownership 5. It is all change management


ICT in English schools: The National Education Network etc. The RBCs are consortia of local authorities established to procure cost-effective broadband connectivity for schools in England.

Other stakeholders: •Government agencies and centrally funded bodies (Becta, BBC, JISC etc)

There are 10 RBCs covering 139 of the 150 local authorities

•Large commercial community or resource and service providers (content, learning platforms, repository and search, BESA)

England has approx 23,000 schools – with approximately 90% of finance devolved to the schools Governing Body and Head Teacher

•Active cultural sector including museums libraries and other digital archives (British Library, Museums and Libraries Association)


Policy background • Recognised the need for significant interventions • Developed as a ‘top-down’ approach • Opportunity for targeted funding, linked programmes • Convincing evidence of the impact of ICT on learning

Infrastructure

Practice

Create an accessible infrastructure that makes ICT universally available to teachers and learners

Support teachers and schools to integrate ICT into innovative and effective ways of teaching and learning

Content Provide learners, teachers and institutions with access to educationally valuable content and services.


1997> 2008 ICT spend

833m

ÂŁ mill 800

741m

700

594m

611m

540m

600 500

409m

400 249m

300 200

198.5m 102m

Figures include LA matched funding

104.5m

100 19981999

19992000

20002001

20012002

20022003

20032004

20042005

20052006

20062007

20072008

Year


1997

So what have we achieved?

2007

< 1 in 5 with internet

99%+ connected

Broadband?

97% at 2mb or better

PC ratio â&#x20AC;&#x201C; 1:19

1:6.2 (1:3.6 in secondary)

Interactive Whiteboards?

50%+ of classrooms

14% of staff with no training

96% of staff trained


5 steps to Effective Integration 1. Policy is never about technology


Evidence based policy It is about more effective learning!

It is about more effective teaching! It is about more efficient administration! It is about social equality and justice!

It is about more efficient management!

It is about better economic prospects!

Technology may, however, be the best solution


5 steps to Effective Integration 1. Policy is never about technology 2. Flexibility of ideas and D &R is important


Learning Platforms Could be about better teaching â&#x20AC;&#x201C; making better resources available! Could be about more better recording of progress Could be about enabling parents to know more about childrenâ&#x20AC;&#x2122;s progress and performance!

Could be about more effective learning â&#x20AC;&#x201C; enabling personal progress!

Could be about comparative progress within an institution! Could be about better access to education at home!

Rationale depends on political aims


5 steps to Effective Integration 1. Policy is never about technology 2. Flexibility of ideas and D &R is important 3. Teachers will be more important than ever before


Research base In last 10 years we have: • moved from a ‘leap of faith’ to evidence of successful practice • created a wealth of research – and moved the debate to ‘how?’ • shown ICT can support improvement in attitudes and behaviour • shown that schools (KS2: age 7-11yrs) with good ICT resources have better achievement than schools with poor ICT resources: (i) even when compared with schools of a similar type… (ii) irrespective of socio-economic circumstances… iii) irrespective of quality of management

• shown that ICT can have a direct positive relationship to pupil performance – up to half a grade higher at 16+ exams


Our findings (and McKinseyâ&#x20AC;&#x2122;s) indicate teachers matter From PISA 2003 results

Limited Technology Access = below average results

And has it made a difference?

The lower the experience of technology use â&#x20AC;&#x201C; the lower the PISA result Students less confident in computer use had worse results than the more confident students

More use does not equate to better results


I finished the work, miss – and took the test and got an “A”. What can I do next?

Teachers Challenge Learners who want to learn – and have access to technology and use it wherever and whenever their learning requires to: • Access information on their personal learning goals and progress • Use a wide range of online learning resources and collaborative tools to share and work with others But do we provide a learning environment which: • Provides identical online learning services wherever they are • Provides access to formal learning support and teaching when needed I just want to record so I can work on it later....


Teacher role will change… • • • • •

to recognise prior learning to recognise and encourage distributed learning to make the school walls transparent to break down walls of the mind. to open the gateway to new opportunities for learning. AND teachers will be more important than ever before and they will be:

Simply the best


5 steps to Effective Integration 1. Policy is never about technology 2. Flexibility of ideas and D &R is important 3. Teachers will be more important than ever before 4. Implementation - Leadership and grass roots ownership


Interactive Whiteboards - Support for large scale adoption Evidence based policy advice

At least two per school At least a full year group covered in primary schools or a full subject department in secondary Time for training Head teacher / Principal support Was not compulsory


Interactive Whiteboards - Support for large scale adoption Training and Support Local district consultants Minimum of 2 provided by each LA involved. Provided school based training and support in implementation and professional development. Basic supplier training Provided as part of the package but limited to simple operation and maintenance of the equipment. Pedagogical training Some funding provided to allow training on teaching techniques. Peer support was encouraged i.e. sharing of ideas, experiences and resources.


Interactive Whiteboards - Support for large scale adoption National Whiteboard Network A national support service established to support the consultants and teachers by providing: • A briefing pack on site survey prior to procurement • Procurement and implementation advice and guidance •Training for consultants to cascade to teachers • Website with teacher support materials and learning resources NWN support extended to all districts that committed to funding the 2 ICT consultant posts.


Interactive Whiteboards implementation. Success? •Over 50% of classrooms now have Interactive Whiteboards – with decisions on spending made by the schools themselves. •Teachers increased confidence and skills; used newer techniques and a wider variety of approaches; worked collaboratively with colleagues; made radical changes to lesson planning. •Pupils believed lessons to be more varied; are better motivated; have increased attention and improved engagement. • The board allows better use of multimedia and visual media was shown to be particularly helpful when dealing with difficult concepts. •There was evidence that over time lesson planning time reduced, but conversely there was also evidence that teachers were spending just as long developing new skills and improved resources.


5 steps to Effective Integration 1. Policy is never about technology 2. Flexibility of ideas and D &R is important 3. Teachers will be more important than ever before 4. Implementation - Leadership and grass roots ownership 5. It is all change management


Test bed

And if we could put it altogether? Comparison of test bed schools with comparators and national picture Average point score

Infrastructure Create an accessible infrastructure that makes ICT universally available to teachers and learners

Practice Support teachers and schools to integrate ICT into innovative and effective ways of teaching and learning

28 27.5 27

26.5 Content Provide learners, teachers and institutions with access to educationally valuable content and services.

26 25.5 APS 2002

Infrastructure is essential BUT NOT SUFFICIENT With appropriate change management . . . .

APS 2005

National Comparators


Success might look like… – Parents are aware of their child’s progress and challenges – Parents and learners working together to achieve – Parents and teachers working together to support learner achievement

– Teachers have data to support individual learner achievement – Teachers have choice of digital content and learning design tools – Teachers able to design individual learning pathways


Success might look likeâ&#x20AC;Ś - Learners are recognised by the system - Learners have choice of digital content and design tools

- Learner experiences and opportunities are extended - Learner achievement is recorded - Learners are informed about their own achievement - Learners are directed to appropriate study support


...and it might look like this...


a

Be Excited

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Not Daunted Thank you doug.brown@becta.org.uk


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