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ImpaCT 2 & the continuing quest to understand ICT & Attainment Malcolm Hunt, Becta MIICE Conference,...
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Transcript of ImpaCT 2 & the continuing quest to understand ICT & Attainment Malcolm Hunt, Becta MIICE Conference,...
ImpaCT 2 & the continuing quest to understand ICT & Attainment
Malcolm Hunt, Becta
MIICE Conference, November 04MIICE Conference, November 04
Presentation Outline
• Key findings from ImpaCT 2
• Post ImpaCT 2 work about ICT &
Attainment
• Context issues, including ICT Pedagogy
• Summary & Conclusions
Key findings from ImpaCT 2
Pre ImpaCT 2 thinkingRESEARCH ISSUES:• Difficult to isolate any single aspect such as ICT
from other factors.• Factors are likely to be at school, organisational
and pupil levels.• All pupils have access to ICT so control group not
an option• Using a large enough sample for statistical analysis,
for a representative study• Robust/ cumulative qualitative evidence as
well to understand practice
ImpaCT 2 Overview
• Longitudinal Study over 3 years between 1999 and 2002.
• Explored the relationship between networked technologies and attainment
• Sample of 2179 pupils from 60 schools:- 30 Primary Schools- 5 Special Schools &- 25 Secondary Schools in England
ImpaCT 2 Strands & Design• Strand 1: Considered the
relationship between pupils’ use of ICT & their performance in National Tests & GCSEs as a measures of attainment.
• Strand 2: Developed and applied a variety of methods to establish how pupils use ICT, in particular out of school.
• Strand 3: Explored the nature of teaching and learning involving ICT in various settings
Measures of ICT Use:Levels of Use: from questionnairesTypes of Use: from questionnaires, pupil/teacher logs & visits by researchers
Sample: 700 pupils at KS 2, 3 and 4
Methods used :- Pupil researcher logs- Questionnaire on internet use- Special report of a key learning event with ICT-Concept mapping task
15 Cases studies with a focus on the views of pupils, teachers and parents.
How did the researchers find out how ICT affected attainment?
• 700 pupils for each key stage• Value-added data compared for ‘high ICT’ and ‘low ICT’ pupils• 13 comparisons – English, mathematics and science at KS2, 3 and 4 and – KS4 history, geography, MFL & D&T.
Baseline score
National Test/ GCSE score
Pupil B
Pupil A Expected score
Positive relative gain
Negative relative gain
Positive relative gain
Expected score
Negative relative gain
Establishing how ICT affected attainment
Pupil A has a higher test score than Pupil B, but performed worse than expected, and so has a negative relative gain score.
Pupil B, by contrast, performed better than expected and so has a positive relative gain score.
Key Findings from Strand 1
• In 12 out of the 13 comparisons, ‘high ICT’ pupils achieved on average higher value added than ‘low ICT’ pupils.
• Of the 12 comparisons 4 were statistically significant:- English at KS 2- Science at KS 3- Science at GCSE & D&T at GCSE
• In some cases the difference in average performance was equivalent to 0.2 of a National Curriculum level at KS 2/3 and 0.5 of a GCSE grade at KS4.
One level relates to around 2 years in a pupil’s development – ie they are expected to progress by the order of 0.5 of a level a year
ImpaCT 2- Getting behind the data
• Researcher judged the amount of ICT use overall to be low.
• The number of networked computers rose dramatically during the period from 1999-2001.
• Types of ICT use as well as the amount of ICT use play a part in terms of impacts on attainment/learning
• A range of other context factors play a part
Getting Behind the DataEnglish KS 2 - School by school comparisons
Mean relative gain for schools in order of ICT usage for English
Increasing ICT useLow High
• Exceptionally good teaching with less use of ICT?• The use of a particular intervention other than ICT?
Getting Behind the DataEnglish KS 2: School by school comparisons
Mean relative gain for schools in order of ICT usage for English
Increasing ICT useLow High
• Similar level of ICT use, very different relative gain score
• School T uses ICT more often than might be expected in English from the overall level of ICT use, yet English attainment is below the average
• Maybe the totality of a pupil’s experience influences achievement, rather then an isolated use in a particular subject
KS 2 English teachers identified:• The motivating effect of ICT was a common factor:
- Captivated pupils who previously found it hard to engage- Positive shift in attitude involvement in learning activities
• Types of use included word processing, publishing packages, use of the internet for research, software to aid spelling
• Higher quality outputs encouraged greater commitment to writing tasks
• Relevant software making the learning of key skills more fun (eg learning spellings)
• Increased time for reflection/ refining the content of written work
Type & nature of the Research Questions
• Need to move on from whether ICT has general educational benefit to how and why ICT works
• Need to refine our research questions and consider subsets of ICT- By subject- By ICT application eg Email, use of spreadsheets
• Focus more on the context of use
Maddux model of Maddux model of Stages in ICT researchStages in ICT research
STAGE 1: Computers produce general educational benefits
STAGE 2: Exposure to a specific application produces a specific educational gain
STAGE 3: Which and how learners interact with teaching variables when using specific aspects of ICT
Asking the ‘how’ & ‘why’ questions about ICT & Attainment
ICT & Attainment Literature Review (Cox et al 2003)
• Positive effects of specific uses of ICT on pupil attainment in almost all NC subjects
• Most substantial in Maths, Science and English, where more uses being made of different resources in these subjects
• In Maths and Science learning is most enhanced when the type of ICT use and the measures are closely related to specific skills and concepts.
‘Deeper’ uses of ICT (Cox et al 2003)
English
Science
Programming and modelling
Maths
Word processingand presentations
Simulations and modelling
Understanding andapplying concepts
Scientific reasoningand explanations
Creativity and developing meaning
Geography Simulations and modelling
Concepts andrelationships
History Multimediaresources
Understanding and historical reasoning
MFL Simulations androle playing
Specific languageskills, confidence
Subject Specific Uses Impact
ICT & Attainment Literature Review
• Impact appears strongest for ICT resources which have been embedded in teachers’ practices for a long time.
• Emerging body of evidence about specific ICT communications eg email, WWW, but the effects on attainment is not as consistent or extensive.
• The crucial component is the teacher and their pedagogical approaches
Factors in ICT Pedagogy & Factors in ICT Pedagogy & Reasoning Reasoning (Cox et al 2003)(Cox et al 2003)
ICT Pedagogy and ReasoningTeachers
subject knowledge
Access to ICT Resources
Teachers pedagogical knowledge, beliefs & values
Confidence in using ICT
Organisation & classroom
practice
Planning & preparation beyond the classroom
Factors that affect teacher uptake & use of ICT (Mumtaz 2000)
• Institutional: eg: Time, technical support, ICT resourcing
• Resources: eg: Access to computers in the classroomRange of software availableLack of training and the quality of training
• Teacher factors: eg: ICT experience, confidence/competence,Beliefs & theories about subject teaching,Knowledge & perceptions about the benefits of ICTManaging classroom activities/control Personal feelings towards ICTFear of change
Main Barriers
1. ICT Confidence/ competence
2. Access to ICT
3. Training
4. Time
5. Technical problems/support
Based on 172 practitioners
surveyed at BETT 03 and the Education
Show
0
10
20
30
% of total responses
Lack of confidence
Lack of access to resources
Lack of time
Lack of effective training
Technical problems
Lack of personal access
Age
Barrier
Barriers to ICT : Becta survey of practitioners
Broad agreement
with the literature
survey
LACK OF TEACHER
CONFIDENCE
Teacher Confidence
Lack of personal access
Access at
school
Access at
home
Technical
Problems
Fear of things going
wrong
Lack of tech.
support
Lack of teacher
competence
Lack of exploratio
n
Lack of ICT Skills
Training
Lack of Pedagogical Training
Direction of arrows represent “could be
caused by…”Red arrows show a two
way effect.
Lack of Time
Becta ICT Barriers reporthttp://www.becta.org.uk/research/research.cfm?section=1&id=3310
Personal ICT Enablers• Personal access to ICT to allow the
development of confidence and competence
• Commitment and support from departmental and senior management
• Involving whole staff in ICT decision making
• Importance and involvement of a support community of peers
• Perceived usefulness of ICT and ease of access and use
Becta ICT Enablers reporthttp://www.becta.org.uk/research/research.cfm?section=1&id=3310
ICT Standards report-
• Studied results of OFSTED inspections & QCA data on performance in national tests
• ‘ICT enablers’ that contribute to good ICT learning opportunities were:
- ICT resourcing- ICT leadership & management- ICT teaching- General School Leadership- General Quality of Teaching
Is there a ‘threshold’ effect?
Becta’s research on ICT and Standards
ICT enablers and ICT learning opportunities (primary)
%
0
20
40
60
80
100
0 1 2 3 4 5
Number of ICT enablers
Good ICT learning ooprtunities
ICT enablers and ICT learning opportunities (secondary)
0
20
40
60
80
100
0 1 2 3 4 5
Number of ICT enablers
Good ICT learning ooprtunities
%
A developing model: ICT enablers
The ‘building blocks’ of enablers that can help a school to make effective use of ICT.
ICT resources General teaching ICT teaching
Leadership ICT leadership
ICT learning opportunities
Increased attainment
Improved learning
Improved Outcomes
ICT deployed appropriately
ICT used effectively in classrooms for learning
• The ICT in schools programme
• CfT and LfT
NOF Training,HOS initiative,
CPD support materials
NCSL/Becta SLICT courses
Stages in networked ICT implementation
• Stage 1: Provision of Equipment, infrastructure and support
• Stage 2: Teaching ICT skills, often in specialist ICT lessons,
• Stage 3: Integration of ICT into the curriculum subjects, including literacy and numeracy
ImpaCT 2: Strand 2 research:
Somekh et al 2002
Pupils’ & Teachers’
Perceptions of ICT in the Home
During data collection, schools moved from Stage
1 to 2
Only a few teachers in a few schools began to move to Stage 3
TIMESCALE?TIMESCALE?
Home / School Issues • The importance of ICT use in the home and for
informal learning is increasing (ImpaCT 2 figs)- Primary School pupils: on average 3 hours a week compared to 1 hour at school- Secondary School pupils: on average 10hours a week compared to 2.5 hours at school (4x)
• Home ownership and internet access is increasing yet over a quarter of pupils did not have internet access at home. Potential disadvantage?
• Pupils have an extensive awareness of the
role of computers in today’s world (Type of equipment, use & purpose)
Students of all ages may develop ICT skills more quickly and easily than
schools anticipate
Public access to ICT in public libraries & internet cafés can lack flexibility & be
expensiveHow might schools
address this?
ImpaCT 2 ImpaCT 2 FindingsFindings Teachers recommended website for use at home & in support of subject specific learning
Emerging Findings from Becta’s Research about ICT & Attainment
Growing body of evidence of an ICT effecteg ImpaCT 2 study, SANDS Report
Beginning to appreciating the use of ICT in specific
subjects- Subject ICT traditions are importanteg ICT & Attainment literature reviews
Identifying important elements in the effective
embedding of ICT- Institutional conditions are criticaleg Barriers and Enablers research, ICT and Pedagogy research
Conclusions ICT and Standards: ensuring that we can go beyond the research questions as to ‘whether’ ICT has an impact, to ‘how’ and ‘why’ it does.
ICT pedagogy: ‘moving on from the ‘foothills of pedagogy’’ - better understanding ICT use in different subjects and with different technologies- better understanding mixed approaches blending ICT & traditional methods, including Personalised Learning
The embedding of ICT- understanding teacher engagement, CPD needs- for Institutional Development & the E Confident school
Contact detailsBectaMillburn Hill RoadScience Park Coventry CV4 7JJ 02476 41 6994
Becta Research web site: http://www.becta.org.uk/research
Malcolm Hunt: Assistant Director, Evidence and Evaluation, [email protected]
ImpaCT 2 & the continuing quest to understand ICT & Attainment
Malcolm Hunt, Becta
MIICE Conference, November 04MIICE Conference, November 04
Sources:
ImpaCT 2: http://www.becta.org.uk/research/research.cfm?section=1&id=539
ICT and Attainment Report: http://www.becta.org.uk/research/research.cfm?section=1&id=3119
ICT and School Standards: http://www.becta.org.uk/research/research.cfm?section=1&id=538
Barriers & Enablers Reports: http://www.becta.org.uk/research/research.cfm?section=1&id=3310