Doug_Brown_UE_presidency

Doug Brown

Becta

Models of

ICT

integration

in Education

Madrid

16 – 18 March 2100

21st Century Adults

being taught by

20th Century Teachers

19th Century Classrooms

in

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

The RBCs are consortia

of local authorities

established to procure

cost-effective broadband

connectivity for schools

in England.

There are 10 RBCs

covering 139 of the 150

local authorities

England has approx

23,000 schools – with

approximately 90% of

finance devolved to the

schools Governing Body

and Head Teacher

Other stakeholders:

•Government agencies

and centrally funded

bodies (Becta, BBC, JISC

etc)

•Large commercial

community or resource

and service providers

(content, learning

platforms, repository and

search, BESA)

•Active cultural sector

including museums

libraries and other digital

archives (British Library,

Museums and Libraries

Association)

ICT in English schools: The National Education

Network etc.

InfrastructureCreate an

accessible

infrastructure that

makes ICT

universally

available to

teachers and

learners

ContentProvide

learners, teachers

and institutions with

access to

educationally

valuable content and

services.

PracticeSupport teachers

and schools to

integrate ICT into

innovative and

effective ways of

teaching and

learning

• 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

Policy background

800

700

600

500

400

300

200

100

1998-

1999

1999-

2000

2000-

2001

2001-

2002

2002-

2003

2003-

2004

2004-

2005

2005-

2006

2006-

2007

102m104.5m

198.5m

249m

409m

540m

594m611m

741m

£ mill

Year

Figures

include LA

matched

funding

2007-

2008

833m

1997>

2008

ICT

spend

So what have we achieved?

1997

Broadband?

PC ratio – 1:19

Interactive

Whiteboards?

14% of staff with

no training

< 1 in 5 with

internet

2007

97% at 2mb

or better

1:6.2 (1:3.6 in secondary)

50%+

of classrooms

96% of staff

trained

99%+

connected

Evidence based policy

It is about more

effective teaching!

It is about more

effective learning!

It is about more efficient

administration!It is about more efficient

management!It is about social equality

and justice!It is about better

economic prospects!

Technology may, however, be the best solution



2. Flexibility of ideas and D &R is important

Learning Platforms

Could be about better

teaching – making better

resources available!

Could be about more

effective learning – enabling

personal progress!

Could be about more better

recording of progress Could be about comparative

progress within an institution!

Could be about enabling

parents to know more

about children’s progress

and performance!

Could be about better access

to education at home!

Rationale depends on political aims

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

And has it made a difference?

From PISA 2003 results

Limited Technology Access

= below average results

The lower the experience of technology use – the

lower the PISA result

Our findings (and McKinsey’s)

indicate teachers matter

Students less confident in

computer use had worse

results than the more

confident students

More use does

not equate to

better results

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 finished the

work, miss – and

took the test and

got an “A”.

What can I do

next?

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

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

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.



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. It is all change management

25.5

26

26.5

27

27.5

28

Average point score

APS 2002 APS 2005

Comparison of test bed schools

with comparators and national picture

Test bed

National

Comparators

Content

Provide

learners, teachers and

institutions with

access to educationally

valuable content and

services.

Practice

Support teachers

and schools to

integrate ICT

into innovative

and effective

ways of teaching

and learning

Infrastructure

Create an

accessible

infrastructure

that makes ICT

universally

available to

teachers and

learners

And if we could put it altogether?

With appropriate change management . . . .

Infrastructure is essential BUT NOT SUFFICIENT

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 tosupport learner achievement

– Teachers have data to support individual learner achievement

– Teachers have choice of digital contentand learning design tools

– Teachers able to design individuallearning pathways

- 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

Success might look like…

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

a

.

Not

Daunted

Thank you

[email protected]

Be Excited

Doug_Brown_UE_presidency

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