NOT PROTECTIVELY MARKED  Mike Harrison  Head of Technology in Learning and Teaching (TiLT) (TDA)  The following slides are used with permission.

NOT PROTECTIVELY MARKED 2 ICT in Schools Technology Policy Issues Vanessa Pittard May 2011

NOT PROTECTIVELY MARKED 3 Background and update  Closure of Becta during and transfer of some functions to DfE 1 March  Establishment of a Technology Policy Unit within the School Standards Group  A shift away from direct funding for infrastructure (Home Access Programme, Harnessing Technology Grant)  Schools White Paper, including: Academies and Free Schools Pupil premium Focus on excellent teaching/workforce Freeing up the curriculum  How does technology fit into this?

NOT PROTECTIVELY MARKED 4 In schools, technology matters both in and out of the classroom. It supports innovative teaching, enhances communication and enables effective management

NOT PROTECTIVELY MARKED 5 There is stronger and stronger evidence that technology offers significant opportunities to deliver excellent teaching and learning and raise standards For example:  Digital games and interactive 3D environments support the development of higher order skills and help pupils learn complex subjects more easily. See for example Vogel et al (2006) meta-analysis of 32 empirical studies [1] - the use of interactive simulations in teaching improved cognitive outcomes compared to traditional methods alone.[1]  Technology also enables teachers to more easily assess pupils and to deliver differentiated experiences which enable catch-up and stretch. See for example Sainsbury and Benton (2011) study of e-assessment in early reading [2][2]  Classroom systems linked to IWBs enable teachers to check pupil understanding during teaching. See for example Mun et al’s (2009) study of response systems in Secondary physics teaching in Singapore [3][3]  But this excellent practice exists only in pockets – how do we get greater benefit?  [1] Vogel, J.F., Vogel, D.S., Cannon-Bowers, J., Bowers, C.A., Muse, K. and Wright, M. (2006) Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research. 34, pp [1]  [2] Sainsbury, M & Benton, T (2011) Designing a formative e-assessment: Latent class analysis of early reading skills [2]  [3] Mun W-K, Hew K-F & Cheung W-S (2009) The impact of the use of response pad system on the learning of secondary school physics concepts: A Singapore quasi-experiement study. [3]

NOT PROTECTIVELY MARKED 6 But there are limitations to practice and teacher skill gaps in the use of technology in teaching Use of ICT in lessons as reported by pupils, 2009 [4] : [4][4] Keating et al, 2009, E-access, e-maturity, e-safety: a learner survey

NOT PROTECTIVELY MARKED 7 ICT development needs reported by teachers, [5] : [5][5] Becta/ORC-Infogroup HT Schools Survey rh&catcode=_re_os_02 But there are limitations to practice and teacher skill gaps in the use of technology in teaching

NOT PROTECTIVELY MARKED 8 Some schools need support in implementing and developing the use of technology 12 school-level indicators of technology implementation and use: The use of a secure online platform for information and resources Pupil-computer ratio higher than average A wireless or mixed network accessible to pupils In-service training for at least half of teachers Teacher enthusiasm for using ICT to deliver curriculum ICT is used to support learning across the curriculum Governor role in whole-school ICT strategy or plan ICT plan reflects school development plan Priority given to using technology to extend learning MIS is used for monitoring individual pupil achievement The ICT plan addresses different learning needs Priority given to using technology to assess learner progress

NOT PROTECTIVELY MARKED 9 What about industry?  BETT suppliers covering: –Resources/Equipment (5 sub-categories) –Software/Online (7 sub-categories) –Hardware (8 sub-categories) –Communications/Connectivity (8 sub-categories) –Support Products/Services (16 sub-categories)  The UK is now looked to as a leader in the field  Helping this continue, including ensuring industry has skills it requires Could the market do more?  Helping ensure the best research and innovation is enabled  Supporting schools in achieving outcomes (as the best currently do)

NOT PROTECTIVELY MARKED 10 Recognising that schools are best placed to make decisions about technology funding, implementation and use. But they can’t always do this alone - ensuring there is a good market of support and services for schools. Providing direct advice to schools only where essential. Ensuring there are mechanisms for schools to achieve value for money and cost savings in technology purchasing. Helping identify and promote innovative practice and excellent teaching with technology – particularly in relation to difficult to crack educational issues. Leveraging current policies (for example Teaching Schools) in order to improve professional practice. Researching technology trends and emerging technologies to understand the implications for schools and education – developing responses or advising schools where necessary. Where there are obvious market failures consider intervening. Focus for government

NOT PROTECTIVELY MARKED 11 Thank you Vanessa Pittard May 2011