Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Learning at Home & School: Learning at Home & School: Lessons from the ImpaCT Case Lessons from the ImpaCT Case StudiesStudies
Chris Comber, Univ. of LeicesterChris Comber, Univ. of LeicesterBecta Research conferenceBecta Research conference
1313thth June 2003, TUC Congress Centre, June 2003, TUC Congress Centre, LondonLondon
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
ImpaCT2: Background
Original ImpacT study (Watson et al., 1993): •First major attempt to examine the relationship between IT & academic performance
•ImpaCT2: Focus on the impact of Communications or networked technologies
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
ImpaCT2: Preliminary work
• Examination of existing research
• Development of research design for main study
• Reported in 2 preliminary reports (www.becta.org.uk/impact2)
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
ImpaCT2: Strands 1 & 2• Nottingham, Manchester
Metropolitan & Open Universities
• 2,000+ Y6 & Y9 pupils in 60 schools – Strand 1: Relationship between
ICT & educational attainment– Strand 2: Tracking pupils’ use of
ICT in & out of school
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Strand 1: Key findings
• Positive relationship between ICT performance in SATs & GCSEs in 12:13 subjects, across three key stages
“ ...a significant boosts to pupils’ progress, amounting to many weeks & even whole terms of teaching time” (Becta, 2003)
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
ImpaCT2 Briefing Report Becta (2003)
But
“..levels of ICT use alone should not be taken as the sole indicator…. appropriate & effective use of ICT is more important, especially where it is linked to clear learning aims”
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
ImpaCT2: Strand 3 University of Leicester• 15 ‘linked case studies’ from
original 60 schools
• Qualitative studies of ICT:– classroom practice– home use – professional development – management & organisation – h/ware &infrastructure
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Strand 3: Research design• 3 visits to each school
• Headteachers, ICT co-ordinators, subject teachers, pupils (Y6/9), parents – Face-to-face & telephone
interviews, focus-groups, video-diaries, email diaries, classroom observations, stimulated recall
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
ICT in the ClassroomThemes & issues
1. ICT & Achievement
2. Use of specific networked
technologies
3. Use of ICT at home
3. Teaching & Learning with ICT
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
1. ICT & Achievement
• Few teachers/schools able to point to direct evidence of performance gains
• But professional judgement of many is that it is having +ve effect
• Widespread recognition that ICT can excite, motivate & engage pupils
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
2. Networked technologies (i)
The internet
• Most frequently used NT
• But - often used in less than effective ways
• Lack of understanding of:– effective research strategies, – evaluation & use of www resources
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Networked technologies (ii)
• Mainly used for school-school contact
• Immediacy, authenticity
• Positive impact on literacy
• Irregular use for homework tasks
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Networked technologies (iii)
Video-conferencing
• Some teachers aware of its potential
• Little actual use observed
• New project demonstrating its effectiveness
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
3. Home use of ICT: Pupils
• Children ‘inhabit’ a world of technology and communications
• 75% had access to PC /Internet
• Many had mobile phones, games consoles
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
3. Home use: Pupils (contd.)
• Main educational uses :– research– revision– work preparation
• Engaging some reluctant learners• Development of ICT skills• But:
– learned ‘bad habits’– quality of ICT homework variable
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Home use: The parents’ view
• ICT now ‘part of the modern world’
• See themselves as ‘partners’ with school & seek guidance on:– appropriate software & its use– supporting ICT-related homework
• But– many teachers unsure of how best
to provide appropriate support
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
4. Teaching & learning
• ICT has potential to shift teacher/ pupil relationship
• Constructivist/social constructivist modes of learning
• Pupils: – autonomy, exploration, creation,
collaboration• Teachers:
– facilitation, ‘scaffolding’
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Curricular elements of the ICT classroom
The learner as:• alert receiver• interestedexplorer• active creator
The teacher as• director• stage manager• scaffolder
Other learners as:• isolated others• competitors• collaborators
Nature of ICTuse: intended actual
After Scrimshaw (1997)
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Teaching an ICT skill
• Teacher as: – director
• Pupils as:– alert receivers– isolated others
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Curricular elements of the ICT classroom
The learner as:• alert receiver• interestedexplorer• active creator
The teacher as• director• stage manager• scaffolder
Other learners as:• isolated others• competitors• collaborators
Nature of ICTuse: intended actual
After Scrimshaw (1997)
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
WebQuest
• Teacher as: – stage manager– (scaffolder)
• Pupils as:– interested explorers– collaborators
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Curricular elements of the ICT classroom
The learner as:• alert receiver• interestedexplorer• active creator
The teacher as• director• stage manager• scaffolder
Other learners as:• isolated others• competitors• collaborators
Nature of ICTuse: intended actual
After Scrimshaw (1997)
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Developing a PowerPoint presentation• Teacher as:
– stage manager– scaffolder
• Pupils as:– interested explorers– collaborators/competitors – active creators
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Implications Professional development
• Capitalise on new confidence
• Focus on integrating ICT fully into learning activities
• Differentiated training programmes which address: – varying levels of ability/experience– needs of different groups of staff
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
ImplicationsHome-school links
• Capitalise on students’ experience and interest
• Develop use of ICT for transfer of homework, access to resources etc
• Foster mutually supportive relationships between teachers and parents
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Direct impact/ addative modelTraditionalpedagogy &curriculum
+ TraditionalICT skills
Teacher developslearning activity
usingICT
Learner completestask
Increasedknowledgeand skill
Increase inperformance /
attainment
Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT
Socially contextualised/cumulative modelSelf-directed
learningTraditionalICT skills
Institutionallearning
Learner definedcurriculum and
culture
Teacher definedcurriculum
Learner’s personalrepresentation of the
task and culture
Home-basedtask
Teacher definedtask
Learner’s non-schoolculture
Institutionalresources
Learner’s availableresources
Learner usestraditional skills
Learner’s uses skillsdeveloped
independently
Potential benefits: away from
approvedcurriculum
autonomy own pace
> attainment> ICT skills> knowledge &
understanding
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