QA Report of ICT in Learning & Teaching (March 2009)

8/14/2019 QA Report of ICT in Learning & Teaching (March 2009)

http://slidepdf.com/reader/full/qa-report-of-ict-in-learning-teaching-march-2009 1/36

AN E F O R A '

Quality Audit

of ICT inLearning and Teaching

March 2009



2



3

Contents

Introduction ..................................................................................................................5

Policy .............................................................................................................................7

Planning ........................................................................................................................8

Roles & Responsibilities ..............................................................................................9

Management of ICT Resources ................................................................................11

Management of Learners and Access to Digital Content.......................................13

Confidence and Competence of Teaching staff .......................................................15

Technical Support ......................................................................................................17

Learners’ Use of ICT .................................................................................................19

ICT for Assessment....................................................................................................21

Online Communities ..................................................................................................23

Learner Motivation and Engagement......................................................................25

Transformation in Learning and Teaching through ICT ......................................27

Appendix 1 – Checklist of recommendations to schools.........................................30

Appendix 2 – Schools taking part in the ICT Quality Audit .................................35

Appendix 3 – Personnel undertaking the audits .....................................................36



4



5

Interactive whiteboards are now inthe majority of primary classroomswithin Falkirk Council. These provide a tool to encourage

engagement of pupils in activelearning. They enable guided,whole-class access to an enormousrange of learning resources.

Introduction

During May and June 2008, ICT Quality Audits were undertaken in 18 schools - 14 primary schools

and 4 secondary schools within Falkirk Council (see appendix 2).

The focus for the audit was provided by the headings of the HMIe report1

on ICT published in March

2007:

Policy and planning

Roles and Responsibilities

Management of ICT Resources

Management of Learners and Access to Digital Content

Confidence and Competence of Teaching staff

Technical Support

Learners’ Use of ICT

ICT for Assessment

On-line Communities

Learner Motivation and Engagement

Transformation in Learning and Teaching through ICT

The audit comprised a day spent in each school by a team of 3 staff drawn from Education Services

central support staff and other schools (see appendix 3). Prior to the audit all schools were provided

with clear guidance as to the scope of the audit, a clear outline of what was being audited and why,

and a detailed timetable for the day. The audit consisted of interviewing senior staff of the schools,

staff responsible for ICT, teaching and support staff and pupils. In addition, over the course of all

ICT audits, around 80 lessons were observed (4 or 5 in each school) in which both staff and pupils

were making use of ICT to support

their teaching and learning

respectively. The auditing teams also

spent time reviewing schools’ ICT-

related documentation and material

on their school networks and websites.

1 “Improving Scottish Education – The Use Of ICT In Learning And Teaching”, March 2007



6

Prior to the audits taking place, all Falkirk Council establishments, irrespective of whether or not

they were to be audited, were encouraged to complete on-line surveys for both staff and pupils

related to the use of ICT. During the period running up to the audits, 3,500 pupils and 460 staff

completed the surveys. Some of the staff survey responses are incorporated into the body of this

report and it should be borne in mind that these relate to all establishments responding to the survey

and not only those which were audited. To support schools in their future development of ICT, all

head teachers received a copy of the survey results for their own school, benchmarked against the

Authority results as a whole.

At the end of the audit, head teachers of audited schools received a draft report of the auditing teams’

findings setting out areas of strength and areas for development. It is the aggregation of these

individual reports that underpins this consolidated report.

It is hoped that all Falkirk Council education establishments will be able to draw on the experience

of these audits and the recommendations which arise from this report. Thanks are accorded to all

those schools who so willingly took part in these audits.



7

Curricular-specific ICTequipment, software and onlineresources are now used in everysubject area. These include musicmixing desks, physical educationvideo-review equipment, data-recording sensors and software for

science and design and

technology.

Policy

All schools visited had policies in place. However, in some cases, those policies needed to be

updated taking into account current educational thinking, the developments in technology and our

understanding of how that technology can support learning and teaching.

In those schools where

policies were seen to

be up-to-date and

relevant, consultation

had been undertaken

with a range of

stakeholders to

establish them, they reflected current educational

developments (such as A Curriculum for Excellence), set

out the part that ICT could play in learning & teaching,

reflected increasing levels of pupil and staff expertise and

confidence and provided a clear vision for the place of

ICT within the establishment.

Given the central place that ICT is now beginning to

have in the majority of classrooms, there may well be an argument for schools to look seriously at

integrating their ICT policy with their policies on learning and teaching.

Recommendations to schools:

1. Ensure that policy development is grounded in quality self-evaluation

2. Undertake an extensive consultation process involving all stake holders and have a

working party involved in the development of the policy to give a sense of ownership3. Develop a clear vision for the development of ICT use in the establishment

4. Develop policy to be integral to learning & teaching (not discrete)

5. Recognise the broader benefits of ICT for learning & teaching

6. Ensure regular review of the ICT policy in the light of continuing ICT and educational

developments

7. Incorporate a current inventory of resources and ensure staff know how to gain access to

them

8. Incorporate E-Safety in ICT Policy



8

Planning

At an establishment level, good planning for ICT was underpinned by robust quality assurance

processes. These would include self-evaluation as part of school improvement planning, monitoring

of forward plans for ICT, senior management teams (SMT) offering constructive feedback and using

such information to help inform future whole school direction with respect to resource procurement,

its management and deployment and staff development.

Robust planning for ICT was most evident in schools where there were clear expectations from

senior management for the use of ICT in learning & teaching. Where planning worked well, weekly

plans indicated how ICT would be used across the curriculum and staff included specific reference to

the ICT resources they would be using. Falkirk ICT skills planners were used to provide clear

progression and to cross-reference ICT with other areas of the curriculum.


1. Ensure a mechanism is in place to enable information from quality assurance processes

(monitoring of forward plans, classroom observations, etc.) to be used to inform future

directions

2. Review planning formats to identify and make more explicit the use of ICT resources to

support learning and teaching across the curriculum

3. Ensure teachers record in planning formats the contextualized use of identified ICT

resources

4. In planning, ensure clear progression of learning outcomes rather than ICT use being

resource-led

5. Ensure ICT skill sets are appropriately differentiated based on prior learning within each

class

6. Provide time and opportunity for quality assurance enabling SMT to monitor planning to

inform whole school approach to ICT

Planning

0%

5%

10%

15%

20%

25%

30%

35%

40%

E x c e l l e n t

V . G o o d

G o o d

A d e q u a t e

U n s a t i s f a c t o r y

W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V . G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V . G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

5. This establishment plans the development

of learners’ ICT skills by involving all subjectareas appropriately.

6. This establishment plans the deployment of

ICT equipment to meet the needs of learnersand staff.

7. This establishment has in place quality

assurance arrangements to monitor andimprove the use of ICT in learning and

teaching.



9

Digital video and stop-motion animation is employedin many classrooms to engage pupils in collaborativetasks. Pupils find the process of planning, producing

and presenting digital video in learning contextshighly stimulating and motivating.

Roles & Responsibilities

The majority of schools visited had a designated member of the SMT with responsibility for ICT

across the school who was often designated the ICT Coordinator. This worked well where time was

available for that member of staff to monitor the development of ICT. Many had clearly defined roles

which were understood by staff across the establishment. Where difficulties arose in arrangements, it

was often because of an ambiguity in role definition when sharing responsibilities with other staff

members; or because the ICT Coordinator was not a member of the senior management team and time

was not provided for the role. On occasions,

where this situation arose, there tended to be a

less active role from the SMT and ICT-related

issues were less explicit on their management

and quality assurance agendas.

The audits suggested that a number of schools

were at a point where there was a switch in

emphasis in the role of the ICT Coordinator

from that of ensuring resources were in the

right place at the right time and maintained

appropriately, to one of having a greater

concern for the use of ICT to support learning

and teaching and how it could do this across the curriculum. Where ICT was working best, the audit

teams found this to be a crucial factor: an ICT Coordinator whose role had shifted from pseudo-

technician to investigator, champion or challenger of the use of ICT for educational benefits.

Leadership

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

E x c e l l e n t

V . G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V . G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

8. Senior managers in this establishment provide leadership for use of

ICT in learning and teaching.

9. Staff take a leading role in the effective use of ICT in their own

teaching.



10

In all the schools visited, the work of the ICT Coordinator was welcomed and appreciated. However,

in many cases, the ICT Coordinator was not the only leader of ICT developments within the

establishment. The audit teams saw many examples of other staff members taking a leading role in

the development and use of ICT whether it was in the use of a SMART Board, the creation of digital

resources for their website, managing a class or school blog or providing staff development for

colleagues. There were also one or two examples of the “pupil voice” being able to contribute to the

thinking behind ICT developments and usage.

In all instances where this positive work was seen, there appeared to be a clear and underpinning

message coming from senior management within the establishment of the importance of ICT to

learning and teaching. It manifest itself in opportunities being given to staff to share good practice,

allowing staff to experiment with ideas and resources, generating confidence and ensuring good

communication.


1. If the ICT Coordinator is not a member of the senior management team, ensure that a

member of SMT has an active role in taking forward ICT across the establishment

2. Have clearly defined roles & responsibilities for staff at all levels and include them in the

policy document

3. Develop the ICT Coordinator’s role towards support for ICT in learning and teaching

rather than ensuring the technical robustness of resources4. Provide time for the ICT Coordinator to undertake a support role

5. Provide a clear lead from the SMT for the use of ICT across the school and curriculum

6. Provide opportunities for staff to share good practice

7. Via the ICT Coordinator, ensure staff are made aware of current developments in ICT

8. Encourage other members of staff (teaching and support staff) and pupils to take a leading

role with new ICT equipment and developments

9. Have in place plans and opportunities for on-going staff development



11

The use of programmable toys providesimaginative opportunities for pupils to put into practice their understanding of concepts such as

direction, angle and distance.

Management of ICT Resources

Where best practice was observed, schools kept a comprehensive and up-to-date inventory of

resources. The range of resources available to staff was known to them and staff were kept informed

of new resources when they were purchased. Where senior management teams (the ICT Coordinator)

monitored forward plans, the opportunity was taken to provide feedback to staff on the ICT resource

(both within the establishment and on-line) that might best support the learning activities envisaged.

The audit teams noted that where there was good two-way communication within schools this

informed strategic thinking on ICT resource requirements.

Best practice highlighted the existence of a system for the management of centralised resources with

staff knowing how to access them. Invariably, there were also effective systems in place for pupils to

access ICT resources. In many cases, the

availability of resources extended to include a

wide range of software available on the

networks to support the curriculum.

The majority of schools effectively timetabled

the use of their ICT suites with up to two time

slots allocated for every class and surplus time

used on an ad hoc basis by staff. This would

include access to the suite for any nursery

classes.

Resources

0%

5%

10%

15%

20%

25%

30%

35%

40%

E x c e l l e n t

V . G

o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V . G

o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V . G

o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V . G

o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

10. Managers of this establishmentplan to exploit fully for learning and

teaching the recent and plannedimprovements in nationalinfrastructure and Internet

connectivity.

11. This establishment m aintainsan up-to-date resource of

computers and ICT equipment tomeet the needs of learning and

teaching across all subject areas.

12. This establishment hassufficient quality ICT resources(including software licences) to

meet the needs of all learners andstaff.

13. Establishment managersmaintain a balance between

resources based in teaching areasand those in computer suites toprovide opportunities for all staff

and learners



13

Schools are employing gamingdevices such as dancemats, NintendoDS and Wii consoles to support

several curricular areas. These provide engaging reinforcement of

learning experiences, whether it is indeveloping reading comprehensionusing the Nintendo DS handhelddevice, providing challenging mentalmaths problem-solving with Dr Kawashima’s Big Brain Academy onthe DS or developing motor skills co-ordination and participation in

physical activity with the Nintendo

Wii or dancemats.

Management of Learners & Access to Digital Content

In the majority of schools audited, staff commented favourably on the range of resources available

on the computing networks. They were aware of the resources and how to access them. Similarly,

pupils were familiar with the networked computers and were seen to be comfortable using the

technology and software. A number of schools made use of subscription online resources which

were used at all stages. In addition, pupils had the opportunity to revise specific learning outcomes

through the use of interactive games found on the Falkirk VTC and internet.

On occasions, these resources were used to support the individualisation of learning. There were also

good examples of pupils being given the opportunity to make use of these resources independently.

The auditing teams observed pupils confidently taking responsibility for their own learning using

ICT. They demonstrated competence in using the technology and were able to demonstrate mastery

of important routines such as saving and retrieving files within shared areas.

In a number of instances, good use was made of shared areas of the network for both staff and pupils

to share their materials and work. There were signs of effective use being made of online resources

both by pupils and by teachers to develop their own skills and for research and planning. The

medium appealed to pupils and they wanted to be able to share online resources they used at home.

Further development would be beneficial in pupil use of a wider range of peripheral devices such as

digitalblue cameras, camcorders, digital cameras, etc to enhance their learning experiences. And in a

number of cases, the use of ICT as a “finishing” task needs to be resisted: ICT in learning and

teaching should not be perceived as a reward; it is a right. In addition, greater use could be made of

ICT for purposes of creativity and further encouragement can be given to staff to share their

resources in the spirit of collegiate working.



14

Many schools are in the process of changing the platform for their websites. As this is taken

forward, there would be great benefit in exploring further how the website can be used to support

learning at home and provide a medium through which parents can be kept informed of their

children’s progress and encouraged to be more actively involved.

Management & Access to Digital Content

0%

5%

10%

15%

20%

25%

30%

35%

40%

E x c e l l e n t

V .

G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V .

G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V .

G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

14. This establishment makes services

available to as wide a range of learners as

possible. These include e-mail, personal

network accounts, and individual file storage.

15. Staff make use of ICT services to

communicate with colleagues and learners.

This may include e-mail, text messaging, and

discussion forums

16. This establishment uses ICT to manage a

wide range of administration and reporting

tasks.


1. Look to expand the provision of learning opportunities through the shared areas and school

website

2. Ensure online resources are used for clear learning outcomes and assessment tools

utilized consistently

3. Consider developing use of online communication by staff

4. Staff should be encouraged to share resources in shared area to promote collegiality, e.g. topic

websites, downloadable resources, etc

5. Encourage online creation and sharing by pupils

6. Pupils should be given the opportunity to use a wider range of ICT peripherals such as

digitalblue cameras, camcorders, digital cameras, etc to enhance their learning experiences



15

A vast range of teaching resources for use withinteractive whiteboards has been shared with Falkirk schools. Teachers within the authority are now sharingever more resources on the Falkirk Virtual Teacher

Centre www.falkirkvtc.org.uk

Confidence and Competence of Teaching staff

The majority of teachers observed during the ICT Audit demonstrated high levels of confidence and

growing competence in the use of ICT for learning and teaching. Many of those interviewed

recognised ICT as a fundamental teaching tool at their disposal and commented on their own

growing confidence in its use. In many cases, this included the use of SMART Boards with pupils

encouraged to contribute both verbally and

interactively, and staff were beginning to

access a range of online resources to support

learning and teaching.

The auditing team obtained evidence of

staff being receptive to new ideas and they

were generous of their time and skills to

share their practice with colleagues. In the

majority of the schools visited, there was a

clear enthusiasm for the use of ICT and a

growing understanding of how it could help.

Senior management in schools adopted a

variety of approaches to develop staff confidence and competence in the use of ICT. They were

aware of the staff development available from central provision. This was well-publicised and staff

were encouraged to take part. To supplement this provision, head teachers, ably supported by ICT

Confidence & Competence of Staff

0%

5%

10%

15%

20%

25%

30%

35%

40%

E x c e l l e n t

V . G

o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V . G

o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V . G

o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

17. All staff have appropriate opportunities for

the development of their generic ICT skills.

18. And staff take up these staff development

opportunities to develop their generic skills

19. This establishment evaluates the impact of

ICT CPD programmes on the quality of

learning and teaching, and plans

improvements.



16

Coordinators, were more than willing to organise in-school activities. The best of practice saw

support staff involved in this staff development alongside their teaching colleagues. In addition, the

auditing team saw innovative examples of staff development whereby staff worked collaboratively in

pairs or trios to develop and share their ICT skills and practice. There were good examples seen of

head teachers providing time for individuals returning from staff development, to share the

knowledge and skills they had gained. Many of the schools visited saw the annual ICT in Education

Fair as a good opportunity to share ICT work.


1. In the light of continued developments in ICT, ensure on-going opportunities for

both in-house and authority-led staff development for all staff

2. Encourage trying out new ideas and creativity in the use of ICT3. Provide opportunities to share good practice and experience both across the school

and with stage partners

4. Build the ICT in Education Fair into school CPD programme

5. Continue to include ICT within staff review of CPD needs to ensure consistency

of approach and parity of provision

6. Look to develop networking opportunities with other schools’ staff to further

extend understanding of the uses of ICT for learning & teaching

.



17

Technical Support

Certain aspects of technical support that have been long-established – such as calls to the Help Desk

– were welcomed and appreciated. This mechanism enabled schools to monitor the progress of calls

as needed. However, there was a feeling that assigning the priority of Helpdesk calls should be more

transparent and be subject to influence by schools. In addition, a number of recent developments

were considered beneficial including timetabled visits by engineers and remote access and

maintenance. In some schools, the flexible approach adopted by the engineers working with them

was appreciated.

In some schools, staff commented on how they were very supportive of each other in trying to

resolve technical difficulties and when matters had to be escalated, both the schools’ ICT

Coordinators and engineers were responsive to the requirements.

Technical Support

0%

5%

10%

15%

20%

25%

30%

35%

40%

E x c e l l e n t

V . G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V . G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V . G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

20. For this establishment, technical support

levels are sufficient and adequate to maintain

an acceptable level of service at all times.

21. Systems for reporting technical issues are

in place in this establishment.

22. Feedback is given when a technical issue

has been resolved.

There remained some disappointment that over-the-phone technical help was not readily available. In

addition, although arguably outwith their remits, some staff expressed a desire to be able toundertake some technical updates or fixes themselves to avoid the frustration often felt by the delay

until an engineer visited to undertake a low level “fix”.

Whilst the timetabled visits of engineers was appreciated, schools expressed concern over extended

periods of time without a regular engineering visit caused by engineering staff absences and they

requested a clear strategy to be put in place to manage this situation. In addition, the downside to the

timetabled rota was the potential of a long wait between placing and resolving a call – sometimes of

several months.



18

The audit highlighted mixed views over the levels of communication that existed with engineers. In

some schools this was said to be very good whilst in others, concern was expressed over the lack of

feedback on completion of work and there was a desire expressed for more consistent feedback via

the Helpdesk on call closures. Again, with regards to engineering visits, there was a perceived

inconsistency amongst staff over the clarity and completeness of information made available to

them.

Recommendations to ICT Technical Support:

1. Review and amend the extent to which over-the-phone technical help can be made available to

schools

2. Review and amend council policy regarding school staff being able to carry out technical

updates or fixes

3. Within the limitation of available resources, further develop management strategies to cope withengineer absences

4. Further develop consistency over communication with schools and staff

5. Review how priorities are assigned to Helpdesk calls, improve transparency and enable schools

to influence priorities



19

Several schools are now using online collaborativetools (including blogging, podcasting or vodcasting)to record their learning activities in text form,through video, photographs or audio. The commentsand feedback they receive from around the world provide a real audience and impact directly on their

motivation to improve on their work.

Learners’ Use of ICT

The auditing teams are pleased to be able to report that in the vast majority of schools visited, there

was clear evidence of ICT being used at all stages (including the nurseries where a wide range of

technology was in use including OHPs, walkie-talkies, interactive whiteboards, digital cameras, etc.)

and across most areas of the curriculum. Pupils were positive, enthusiastic and competent with

regards to ICT used in school, citing digitalblue projects, online radio broadcasts, photography,

research opportunities, collaborative projects

across stages involving ICT and the integration

of BeeBot robots with language work as

examples, amongst others, of creative and

varied use.

There was evidence of good use of ICT in the

lessons observed. Pupils were confident and

competent users of the technology and, on

many occasions, were seen to be actively

involved in lessons using ICT. Schools’ ICT

suites were often used to develop pupils’ ICT

skills and there was evidence of pupils using

these skills for work in other areas of the

curriculum (e.g. DTP and topic work). Pupils engaged very well with the ICT tasks they were set.

Pupils are using the “My Documents” folder on the school networks to save work independently and

they are using the network to share work with others. The auditing teams found that pupils were

making good use of ICT at home and there was evidence that they shared with each other

information on websites or other work they had produced. And, amongst the best examples, pupils

commented on the ability of parents to see what is happening in class via the school website.



20

Learners' Use of ICT

0%

5%

10%

15%

20%

25%

30%

35%

40%

E x c e

l l e n

t

V .

G o o

d

G o o

d

A d e q u a

t e

U

n s a

t i s f a c

t o r y

W e a

k N / A

D o n

' t K n o w

E x c e

l l e n

t

V .

G o o

d

G o o

d

A d e q u a

t e

U

n s a

t i s f a c

t o r y

W e a

k N / A

D o n

' t K n o w

E x c e

l l e n

t

V .

G o o

d

G o o

d

A d e q u a

t e

U

n s a

t i s f a c

t o r y

W e a

k N / A

D o n

' t K n o w

E x c e

l l e n

t

V .

G o o

d

G o o

d

A d e q u a

t e

U

n s a

t i s f a c

t o r y

W e a

k N / A

D o n

' t K n o w

23. Staff plan effectively to use ICT

to support whole-class, small

group and individual approaches to

curriculum delivery.

24. This establishment delivers

well-designed and up-to-date

programmes of ICT skills

development for all learners.

25. At transition stages, this

establishment takes account of

learners’ prior achievement when

designing programmes of ICT

skills development.

26. Learners use ICT in all subject

areas


1. SMT should ensure consistency of approach and equality of access for all learners across the

school to provide pupils with the experience of as wide a range of ICT equipment as possible

2. Ensure planning for continuity and progression builds in regular access to ICT peripherals at allstages (e.g. digital cameras, mp3 recording devices, video camera)

3. Ensure cognizance is taken of pupils’ interests in ICT to further develop opportunities for

independent learning and to capitalise on pupils’ natural enthusiasm for ICT by extending the

use of ICT resources and peripherals in creative ways across the school (e.g. broadcasting)

4. Continue to develop pupil independence in use of ICT

5. Ensure appropriate levels of pace and challenge when using ICT

6. Consider availability of resource for individual children with specific needs to have extended use

of computer.

7. Look to enhance the use of video for learning and assessment purposes

8. Look to develop aspects of ICT such as blogging to further develop online communication and

learning opportunities

9. Extend use of small group ICT activities to ensure all pupils are actively involved.

10. Ensure that where ICT is used, task outcomes are clear to pupils



21

ICT for Assessment

In a number of cases, the use of established ICT software for assessment was seen to be for recording

purposes only. It was seen as a means of collating data and providing statistical information for third

parties (e.g. the Education Authority or national census returns). The available administrative

software was used to record national test results, provide interim and end of year reports and to

support the creation of IEPs for additional support for learning. As such, once set up, this did help to

reduce the administrative burden of teachers. There were some examples of some schools beginning

to use the data for tracking purposes and for monitoring pupil progress.

In addition, there was some evidence of other commercially available resources being used for

tracking pupil progress. For examples, the provision of certain commercial online resources with

built-in assessment tools were seen as successful by pupils and by staff. These worked best where

staff recognised the importance of them being actively involved in monitoring and moderating what

pupils are doing.

The auditing teams did see good examples of ICT being used for formative assessment and for both

pupil self- and peer- assessment:

• mp3 recorders and dictaphones for self and peer assessment

• Photographs used for evidence

• Video used to record talking and PE lessons for pupil review

• Built-in tracking functions of word processors to support writing and re-drafting

• Voting tools to record and enable teacher evaluation of pupil responses

• Pupil presentations using presentation software

ICT for Assessment

0%

5%

10%

15%

20%

25%

30%

35%

E x c e l l e n t

V . G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V . G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

27. Staff and learners make use of the formative assessment

opportunities available through the software in use.

28. Where appropriate, staff use video evidence to record and assess

learner progress and outcomes.



23

Online Communities

Schools are beginning to make greater use of on-line communities and facilities. Resources such as

Education City are being used to good effect. Oracle’s Think.com is still used regularly by schools

including, in one or two cases, the development of home/school links and homework tasks. All

schools visited had their own school website and, in a number of instances, teachers and pupils were

taking responsibility for the content on their own class web page. In one school, there had been

commendable involvement with two community based websites. There was a growing interest in the

place of blogs to support learning and teaching. There was evidence of the Falkirk Virtual Teachers’

centre (VTC) being used on a regular basis. Pupils were well versed in online safety and security

issues and, in one instance, online e-safety resources were included in the school website for parents.

However, much work around online communities was still at an early stage of development. The

majority of school websites were designed for information purposes and not necessarily for learning

and teaching. Many schools are now moving their websites to a new web product which should

facilitate easier maintenance and encourage a broader use of the medium. A small number of schools

were experimenting in the use of emailed newsletters and there is scope for pupils to make greater

use of web creation and on-line collaboration tools for varied educational purposes.

On-line Communities

0%

5%

10%

15%

20%

25%

30%

35%

E x c e l l e n t

V . G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V . G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

E x c e l l e n t

V . G o o d

G o o d

A d e q u a t e


W e a k

N / A

D o n ' t K n o w

29. Staff make use of learning and teaching

materials available online from communities of

practice and other interest groups.

30. This establishment uses its own website to

communicate with key stakeholders.

31. Staff have skills and time to moderate

discussion forums.



24


1. Consider the further development of the school website for communication, information and

learning purposes and enlist pupil and parental support in that development and ensure that it is

regularly reviewed

2. Consider developing online tools to communicate with audiences outwith school (to parents andwider community)

3. Consider sharing examples of good practice on Falkirk VTC.

4. Create opportunities for the use of blogging to support the curriculum with staff engaged in the

process.

5. Make greater use of Falkirk’s VTC

6. Staff should have the opportunity to attend school website training in order to take responsibility

for their individual pages to ensure consistency of website development

7. Ensure issues of E-safety are included appropriately at all levels in school



25

Pupil-produced newsletters and magazines are popular in many

schools. These combine enterprising activity with collaborativeapproaches and engage pupils in developing a range of skills.Several schools are now extending the use of their school websitesto include more multimedia in their communications between the

school, parents and the wider community.

Learner Motivation and Engagement

The motivational power that ICT has with pupils is implicit in much of the earlier part of this report.

The auditing teams saw the engagement of pupils in the ICT-related tasks that were set for them and

the creative ways in which teachers provided opportunities for interaction not only with the technology

but also peer-to-peer and teacher-to-pupil interactions.

The pupils themselves commented

favourably on the daily use of

interactive whiteboards in a wide

variety of curricular areas. They

were clear that the use of ICT was

supporting their development of

curricular and personal skills. They

spoke enthusiastically about ICT andthey were keen to demonstrate what

they could do with it. As one pupil

put it, “If it wasn’t for ICT I

wouldn’t learn so good.”

Learners' Motivation & Engagement

0%

5%

10%

15%

20%

25%

30%

35%

E x c e l l e n

t

V . G

o o d

G o o d

A d e q u a t e


W e a

k N / A

D o n

' t K n o w

E x c e l l e n

t

V . G

o o d

G o o d

A d e q u a t e


W e a

k N / A

D o n

' t K n o w

32. Staff liaise with colleagues to ensure that learners experience

across the curriculum a range of approaches to using ICT for learning

and teaching.

33. Staff promote and develop learner skills in independent learning

using ICT.



26

Staff, too, were confident that the use of ICT was a motivational factor in their own teaching as well

as in pupils’ learning. Shared areas provide mechanisms for recording examples of good practice

and sharing pupil achievements which increased motivational levels further.


1. Further develop network shared areas to provide mechanisms for recording examples of good

practice and sharing pupil achievements

2. Ensure pace and challenge appropriate to the pupils’ needs

3. Consider availability of resource for individual children with specific needs to have extended use

of computer

4. Explore the potential of the moving image to further develop pupils’ learning

5. Capitalise on pupils’ natural enthusiasm to provide more diverse and creative opportunities for

learning through ICT

6. Give consideration to classroom organisation to maintain pupil engagement with interactivewhiteboards tasks to promote interactivity and to avoid using an interactive board simply as a

projection screen

7. Further develop pupil motivation by increasing the focus of ICT to promote interactivity and

active learning



27

Devices such as digital microscopes (photograph page28) and visualisers (below) which connect to thecomputer and can be projected on to interactive

whiteboards, enable whole classes to engage withactivities. These provide immediacy in sharing work

undertaken by pupils with their peers and provide themeans for a teacher to explore options for a class totake work forward.

Transforming Learning and Teaching through ICT

In undertaking their own national research leading to their report of 2007, HMI2

noted that they had

evidence of a very mixed picture with respect to ICT’s capacity to transform learning. They believed

that there was little progress in ICT being applied to develop personalised learning and that it was

not always used effectively to foster independence in learning. In addition, they felt that not all

learners were fully aware of the extent to which ICT could enhance and enrich their learning

experience.

HMI believe that several elements need to be in place before ICT can be said to play a part in the

transformation of learning:

• effective and informed leadership at senior management, departmental and classroom levels

• access to reliable and appropriate hardware and software

• high levels of confidence and competence in, and commitment to the use of ICT by teaching

staff

• high levels of learner competence and confidence and

• availability of, easy access to, and

effective use of learning and teaching

materials that exploit the strengths of

ICT

As with HMI’s findings that no single

establishment visited across Scotland

managed to put in place all of these elements

consistently, so, across our own schools, we

saw good examples of each of these

elements but no single establishment met

them all consistently for all pupils. Perhaps

this is an unfair conclusion given the breadth

of high quality work being undertaken but,

nevertheless, strictly in terms of the HMI desire for schools to progress towards becoming excellent

organisations, it is an inevitable conclusion given the relative youthfulness of the technology within

the education sector.

2“Improving Scottish Education – The Use Of ICT In Learning And Teaching”, March 2007



28

Across the schools visited, auditing teams saw all of these elements in place to a lesser or greater

degree. There were examples of senior management leading and supporting ICT developments and

encouraging an ethos of sharing skills and good practice.

In the vast majority of schools, there was

recognition that equipment was now far more

reliable and robust than previously. The move

towards the provision of interactive

whiteboards (SMARTboards) in many

classrooms increased further the potential for

new and effective learning and teaching

activities beyond those available with just an

overhead or data projector. And many of our teachers were developing their skills to do just that.

Pupils spoke eloquently about uses teaching staff made of ICT across the curriculum. All those

teachers observed during the course of the audits displayed confident and competent use of

equipment and the vast majority of those interviewed were committed to its use and development.

There was clear evidence of teacher empowerment (and the development of professional autonomy)

and increased enthusiasm leading to greater engagement of pupils.

Through the networked approach taken within our schools, there is easy access to a wide range of e-

curricular materials and resources to exploit the strength of ICT. Continuing staff development helps

teachers to further develop their skills and understanding of how those resources can be used in

context.

Like HMI, the auditing teams in our schools also saw examples of a range of practice that could lead

to the transformation of learning including:

•

good use of technologies in the early years• increased use of ICT for numeracy and literacy

• imaginative use of equipment such as interactive whiteboards

• growing use of on-line resources including the VTC and the Internet

• a developing interest in the use of video, blogs and podcasting to support learning

• development of independence in learning

• exploring topics through the Internet more widely and deeply than prescribed by their teacher

• development of more effective problem-solving skills, especially in mathematics

• more effective team-working skills, including peer teaching; and

• more effective communication between and among learners and teaching staff



29

As HMI put it simply but effectively:

“The future challenge for staff and learners in all establishments is to create those conditions and

then to embed ICT in their learning and teaching in ways that will produce real educational gain”.

There is no doubt that across the establishments visited, ICT is being used to help develop high

quality learning and teaching. However, as with the HMI findings, so for us, there is now a

requirement to build consistency into the provision of those transformational elements and to be

more focused on the educational gain that can come from that provision. It is hoped that the

recommendations to schools as set down in this report will help them to do just that.



30

Appendix 1 – Checklist of recommendations to schools

Policy 6 5 4 3 2 1

1. Ensure that policy development is grounded in

quality self-evaluation

2. Undertake an extensive consultation processinvolving all stake holders and have a working party

involved in the development of the policy to give a

sense of ownership

3. Develop a clear vision for the development of ICT

use in the establishment

4. Develop policy to be integral to learning & teaching

(not discrete)

5. Recognise the broader benefits of ICT for learning &

teaching

6. Ensure regular review of the ICT policy in the light

of continuing ICT and educational

developments7. Incorporate a current inventory of resources and

ensure staff know how to gain access to

them

8. Incorporate E-Safety in ICT Policy

Planning 6 5 4 3 2 1

1. Ensure a mechanism is in place to enable information

from quality assurance processes (monitoring of

forward plans, classroom observations, etc.) to be

used to inform future directions

2. Review planning formats to identify and make more

explicit the use of ICT resources to support learningand teaching across the curriculum

3. Ensure teachers record in planning formats the

contextualized use of identified ICT resources

4. In planning, ensure clear progression of learning

outcomes rather than ICT use being resource-led

5. Ensure ICT skill sets are appropriately differentiated

based on prior learning within each class

6. Provide time and opportunity for quality assurance

enabling SMT to monitor planning to inform whole

school approach to ICT

Roles & Responsibilities 6 5 4 3 2 1

1. If the ICT Coordinator is not a member of the senior

management team, ensure that a member of SMT has

an active role in taking forward ICT across the

establishment

2. Have clearly defined roles & responsibilities for staff

at all levels and include them in the policy document

3. Develop the ICT Coordinator’s role towards support

for ICT in learning and teaching rather than ensuring

the technical robustness of resources

4. Provide time for the ICT Coordinator to undertake a

support role

5. Provide a clear lead from the SMT for the use of ICTacross the school and curriculum



31

6. Provide opportunities for staff to share good practice

7. Via the ICT Coordinator, ensure staff are made aware

of current developments in ICT

8. Encourage other members of staff (teaching and

support staff) and pupils to take a leading role with

new ICT equipment and developments

9. Have in place plans and opportunities for on-going

staff development

Management of Resources 6 5 4 3 2 1

1. Ensure there is a comprehensive and up-to-date

inventory of resources and undertake regular

audits of resources and their usage (to inform

staff development requirements and/or effective

deployment and long-term planning for resource

needs)

2. Communicate with staff information on the

resources available to them, how to access themand share how they have been and could be used

3. Provide positive and clear monitoring feedback

on staff planning sheets for ICT identifying

online resources as appropriate

4. Make staff aware of developmental trends and

new resources in ICT

5. Do not be afraid of pupils using the resources

6. As far as possible within the constraints of

resource and budgets, ensure parity of provision

across the establishment

7. Continue to provide effective timetabling for the

ICT suite including all pupils and classes

8. Provide opportunities for staff to share their

developing expertise in all aspects of ICT but

particularly with respect to SMART Boards

9. Further develop the use of ICT peripherals to

support creative and active learning in

classrooms and assessment (e.g. voting tools and

video facilities)

Management of Learners and Access to Digital

Content

6 5 4 3 2 1

1. Look to expand the provision of learning

opportunities through the shared areas and

school website

2. Ensure online resources are used for clear

learning outcomes and assessment tools utilized

consistently

3. Consider developing use of online

communication by staff

4. Staff should be encouraged to share resources in

shared area to promote collegiality, e.g. topic

websites, downloadable resources, etc5. Encourage online creation and sharing by pupils



32

6. Pupils should be given the opportunity to use a

wider range of ICT peripherals such as

digitalblue cameras, camcorders, digital cameras,

etc to enhance their learning experiences

Confidence and Competence of teaching staff 6 5 4 3 2 1

1. In the light of continued developments in ICT,

ensure on-going opportunities for both in-house

and authority-led staff development for all staff

2. Encourage trying out new ideas and creativity in

the use of ICT

3. Provide opportunities to share good practice and

experience both across the school and with stage

partners

4. Build the ICT in Education Fair into school CPD

programme

5. Continue to include ICT within staff review of CPD needs to ensure consistency of approach

and parity of provision

6. Look to develop networking opportunities with

other schools’ staff to further extend

understanding of the uses of ICT for learning &

teaching

Technical Support 6 5 4 3 2 1

1. Review and amend the extent to which over-the-

phone technical help can be made available to

schools2. Review and amend council policy regarding

school staff being able to carry out technical

updates or fixes

3. Within the limitation of available resources,

further develop management strategies to cope

with engineer absences

4. Further develop consistency over communication

with schools and staff

5. Review how priorities are assigned to Helpdesk

calls, improve transparency and enable schools

to influence prioritiesLearners’ Use of ICT 6 5 4 3 2 1

1. SMT should ensure consistency of approach and

equality of access for all learners across the

school to provide pupils with the experience of

as wide a range of ICT equipment as possible

2. Ensure planning for continuity and progression

builds in regular access to ICT peripherals at all

stages (e.g. digital cameras, mp3 recording

devices, video camera)

3. Ensure cognisance is taken of pupils’ interests inICT to further develop opportunities for



33

independent learning and to capitalise on pupils’

natural enthusiasm for ICT by extending the use

of ICT resources and peripherals in creative

ways across the school (e.g. broadcasting)

4. Continue to develop pupil independence in use

of ICT5. Ensure appropriate levels of pace and challenge

when using ICT

6. Consider availability of resource for individual

children with specific needs to have extended use

of computer.

7. Look to enhance the use of video for learning

and assessment purposes

8. Look to develop aspects of ICT such as blogging

to further develop online communication and

learning opportunities

9. Extend use of small group ICT activities toensure all pupils are actively involved

10. Ensure that where ICT is used, task outcomes are

clear to pupils

ICT for Assessment 6 5 4 3 2 1

1. Continue to encourage staff to recognise the

strength and develop the use of ICT as an

assessment tool

2. Encourage the integration ICT into Assessment

is for Learning approaches and further develop

its power of modelling and simulation to create“what if” scenarios for discussion and hypothesis

3. Further develop the use of shared areas for pupils

to record work for self and peer evaluating

4. Further develop use of the full range of available

ICT resources for peer and group assessment

5. Re-affirm the importance of staff being actively

involved monitoring and moderating using the

online assessment tools available to them

On-line Communities 6 5 4 3 2 1

1. Consider the further development of the schoolwebsite for communication, information and

learning purposes and enlist pupil and parental

support in that development and ensure that it is

regularly reviewed

2. Consider developing online tools to

communicate with audiences outwith school (to

parents and wider community)

3. Consider sharing examples of good practice on

Falkirk VTC.

4. Create opportunities for the use of blogging to

support the curriculum with staff engaged in the process.



34

5. Make greater use of Falkirk’s VTC

6. Staff should have the opportunity to attend

school website training in order to take

responsibility for their individual pages to

ensure consistency of website development

7. Ensure issues of E-safety are includedappropriately at all levels in school

Learner Motivation & Engagement 6 5 4 3 2 1

1. Further develop network shared areas to provide

mechanisms for recording examples of good

practice and sharing pupil achievements

2. Ensure pace and challenge appropriate to the

pupils’ needs

3. Consider availability of resource for individual

children with specific needs to have extended use

of computer 4. Explore the potential of the moving image to

further develop pupils’ learning

5. Capitalise on pupils’ natural enthusiasm to

provide more diverse and creative opportunities

for learning through ICT

6. Give consideration to classroom organisation to

maintain pupil engagement with interactive

whiteboards tasks to promote interactivity and to

avoid using an interactive board simply as a

projection screen

7. Further develop pupil motivation by increasingthe focus of ICT to promote interactivity



35

Appendix 2 – Schools taking part in the ICT Quality Audit

Antonine Primary School

Bantaskin Primary School

Bo’ness AcademyBowhouse Primary School

Braes High School

Carron Primary School

Deanburn Primary School

Graeme High School

Head of Muir Primary School

Ladeside Primary School

Langlees Primary School

Larbert High School

Laurieston Primary School

Limerigg Primary School

St. Francis Primary SchoolSt. Mary’s Primary School

Wallacestone Primary School

Westquarter Primary School

The schools, their staff and pupils are thanked for their work not only in preparation for the

ICT audits but also for the considerable amount of development that has been undertaken over

a period of time and reflected in the heightened use of ICT for learning and teaching.



Appendix 3 – Personnel undertaking the audits

The work of the following staff, both central and school-based, who gave their time to support

the ICT Audits, is much appreciated:

Name Post & Establishment

Tony Bragg Quality Improvement Team, Education Services

Suzanne Brown Principal Teacher, Carmuirs PS & ICT Coordinator

Ann Callan Quality Improvement Team, Education Services

Morag Carson Principal Teacher, Laurieston PS & ICT Coordinator

Pat Castle Quality Improvement Team, Education Services

Lewis Connachie Depute Head Teacher, Moray PS & ICT Coordinator

Jane Crerar ICT Curriculum Support Team, Education Services

Steve Dougan Depute, Bo'ness Academy

Jan Evans Depute Head Teacher, Ladeside PS & ICT Coordinator

Carol Fawkes Principal Teacher, Hallglen PS & ICT Coordinator

Elaine Harley Principal Teacher, Bowhouse PS & ICT Coordinator Ann Kelly Quality Improvement Team, Education Services

Ann Kilpatrick Depute Head Teacher, Head of Muir & ICT Coordinator

Stuart Lennie ICT Curriculum Support Team, Education Services

Jen MacAlpine Principal Teacher, Bonnybridge PS & ICT Coordinator

Richard MacIntosh Depute, Graeme HS

Norrie McDonald Quality Improvement Team, Education Services

Lorraine McFarlane Quality Improvement Team, Education Services

Aileen McFeat Depute Head Teacher, St Francis & ICT Coordinator

Aileen McLean Quality Improvement Team, Education Services

Fiona Morrison Principal Teacher, Wallacestone PS & ICT Coordinator

Caroline O'Kane Acting Head Teacher, Limerigg PS

Carol-Ann Penrose-Campbell Depute, Larbert HS

Fiona Richardson Head Teacher, Blackness PS

Roy Robotham Quality Improvement Team, Education Services

Shelagh Scobie Principal Teacher, Victoria PS & ICT Coordinator

Alasdair Smith Principal Teacher, Braes HS

Maureen Tait Quality Improvement Team, Education Services

Ella Toon Depute Head Teacher, Bankier PS & ICT Coordinator

Susy Webster Acting Head Teacher, Drumbowie PS

Malcolm Wilson ICT Curriculum Support Team, Education Services

Marlyn Yorkston Head Teacher, Avonbridge PS

QA Report of ICT in Learning & Teaching (March 2009)

Documents

Transcript of QA Report of ICT in Learning & Teaching (March 2009)