p2v : wp5 the view from

northern ireland

professor john anderson, etigeraldine taggart, rtu

byron evans, rtuaveril morrow, selb

the schools

• Ashfield Girls’ High School, Belfast, Northern Ireland • BG/BRG/Borg, Eisenstadt, Austria• Skeiene, Sandes, Rogaland, Norway

• St Columb’s College, Derry, Northern Ireland • Skovvangsakolen, Allerod, Denmark • Centre Educatiu Jacint Verdaguer, Catalonia, Spain

• St Pius X High School, Magherafelt, Northern Ireland • Bjerregrav Skole, Randers, Denmark • Charlottenlund Lower Secondary,Trondheim, Norway

• St Patrick’s Primary School, Dungannon • St Patrick’s Grammar School, Armagh, Northern Ireland• Lindegaardskole, Lyngby, Denmark • Godoy, Alesund, Norway

methodology

• triads of schools are more effective than pairs

• the becta self review framework was effective

• everyone found learning gains hard to judge

• cultural differences are significant

• more follow-up should be planned

we learnt from norway, denmark, austria & catalonia

• aims not often documented, which inhibits self-evaluation

• extensive use of online resources (replacing textbooks)

• a wide range of electronic resources• more laptops and mobile devices • trusting students on the internet without

filters

we also learnt about

• online professional development

• headteachers having little say over professional development courses

• a greater consensus about constructivist pedagogy

• an emphasis on ict skills for lifelong learning

• portfolios evidence of practice with ict

and also

• lack of a progression framework

• and of mapping and recording

• little evidence of monitoring and evaluation of the impact of ICT on learning

• ict support for schools is dependent on parental support

• ict used comprehensively to inform parents

visitors to n.i. learnt about

• the autonomy of principals• the organisational structure of schools• high levels of spend centrally & by schools• the predominance of desktops• limited wireless and mobile computing• support for teachers & their ict skills • some teachers who still avoid using ict• their lack of judgement choosing ict resources

and also about

• a highly organised timetable which may reduce spontaneity

• curriculum reform and a new emphasis on skills

• regular assessment and monitoring

• but less reporting to parents

• some evidence of learning gains, others of poor use of ict

references

• twelve wp5 reports available on:

http://tinyurl.com/56hen6

• uk becta self-review framework at:

http://tinyurl.com/5erawf