Niel McLean Executive Director for Educational Practice, Becta ICT Futures

Four main objectives Innovation Use ICT to transform schools and how they network, improving their effectiveness. Skills Provide learners with skills for future employment, lifelong learning and to engage in ICT- rich society. Standards Use ICT to transform learning and raise standards across the curriculum. Inclusion Use ICT to provide universal access to educational opportunities.

A vision A world-class education system that addresses both individuals needs for learning throughout their lives and the collective needs for an educated, engaged society.

ICTs contribution Personalise content sources and resources allowing those appropriate to each learners individual needs to be effectively identified, modified used and reused. Provide pathways through that content which can be personalised to the needs of each learner and easily or automatically modified to take account of progress. Present a range of interfaces to the content which are appropriate to the level and ability of the individual learner.

ICTs contribution Provide collaborative tools which provide new, interesting and powerful mechanisms for communication and collaboration. Facilitate effective assessment and reporting tools which are flexible, adaptive, powerful, make minimal bureaucratic demands on teaching and non-teaching staff, and allow for a detailed understanding of the progress being made by individual learners, groups of learners, within and between institutions. It provides flexibility about when and where to learn and about who to learn with.

Five technological capabilities Awareness User Maker Evaluator Holistic Recognize the new technologies, their products and applications. Use the new technological tools to support learning, work and life. Apply the new technologies to produce new products and services. Make critical judgments about the new technologies, their products and their impacts. Recognize the impact of the new technologies on how we think. Prof. David Layton

Views of ICT learning Learner as consumer - where educational content is delivered to the learner. Learner as producer - where the learner is provided with the tools to engage. ICT is not simply a conduit for content but a powerful tool for thinking. Gareth Mills QCA

The T.A.C model Black/Harrison Processes Saving files, justifying text, entering a formula, clicking on an icon, entering a URL in a browser, cut and paste, click and drag, copying a file inserting an image, opening a file Capability TechniquesFacts

Pedagogy and ICT Bringing together the right: teaching methods technology and resources classroom and lesson organisation in a way that addresses individual learning needs to meet teaching and learning objectives.

Pedagogy Learning styles Objective Bringing together the right: teaching methods technology and resources classroom and lesson organisation addressing individual learning needs to meet teaching and learning objectives.

Pedagogy Learning styles Objective Objective: teaching ICT capability applying ICT capability in a subject context teaching subject objectives that relate to ICT capability teaching subject objectives using ICT as a teaching and learning tool.

Pedagogy Learning styles Objective The Learner: Kolbs learning styles Multiple intelligences Blooms taxonomy Aptitude and ability

Pedagogy Learning styles Objective Teaching methods: demonstrating modelling questioning providing authentic experiences judging giving feedback

Pedagogy Learning styles Objective Speed Automation Capacity Range Provisionallity Interactivity Dynamic modelling Re-representation Communication Non-linearity

Pedagogy Learning styles Objective Organising the class Creating an effective learning environment Whole class, group, pair, individuals Lesson structure Managing time and pace Supporting collaboration Managing learning Monitor learning Extend beyond the lesson

Another way of looking at it Effective pedagogy builds a bridge between the learner and the teaching objective.: Teaching Objective Learner Needs Methods Technology Organisation The three supports.

The educational workforce 1.build capacity and capability within the educational workforce by allowing teachers and lecturers to teach more effectively – an effective workforce 2.provide new opportunities for others within the educational workforce to support teachers, and extending their reach beyond the school – an out- reaching workforce 3.provide access to continuing professional development and link learners, teachers, lecturers and other members of the educational workforce in communities of professional practice – a networked workforce

Some background: Levels of ICT usage in teaching Higher percentage of staff in primary schools than in secondary schools use ICT on a regular basis for teaching PrimarySecondary School leaders5153 Teaching staff9457 Support staff3819

Levels of ICT usage in administration Majority of teaching staff in all schools using ICT regularly for administrative purposes PrimarySecondary School leaders 8391 Teaching staff 6560 Support staff 2150

Transformed schools 1.transform the ways in which learning is provided through new institutional models – effective schools 2.break down existing barriers between schools, the communities they serve, phases of education, and formal and informal learning – engaged schools 3.extend their offerings beyond the traditional limits of time, geography and culture – extended schools

Impact on standards Primary schools with good ICT resources tended to have higher achievement than schools with unsatisfactory ICT.

When schools with similar quality of leadership were compared with those with good ICT resources still tended to have better achievements than schools with unsatisfactory ICT.

When schools in similar socio-economic circumstances were compared, schools with good ICT resources still tended to have better achievements than schools with unsatisfactory ICT. Findings were similar across all subjects.

A developing model Improved outcomes ICT resources ICT used effectively in classrooms for learning ICT deployed appropriately Good ICT learning opportunities Increased attainment in ICT Improved learning ICT resources General teaching ICT teaching General leadership ICT leadership ICT enablers

Factors must all be in place Correlation Coefficient =.63Correlation Coefficient =.65

Distribution of crucial factors Number of ICT enablers in primary schools 0% 5% 10% 15% 20% 25% Number of ICT enablers proportion of schools Number of ICT enablers in secondary schools 0% 5% 10% 15% 20% 25% Number of ICT enablers proportion of schools

SCOOLS ARE DATA RICH Bringing together management, administration, teaching and learning. Individual level: to know pupils better, set targets, involve others Classroom level: to evaluate practice School level: support strategic decision making Between schools: share practice National level: benchmark data

Developing schools One. Localised use Two. Internal Coordination Three. Process redesign Four. Network redesign & embedding Five. Redefinition & innovative use Degree of transformation Range of potential benefits High Low Source MIT

Transformed system 1.ensuring that innovation and effective practice spread throughout the system - an innovative system 2.capturing and communicating information on the systems performance, allowing intelligent accountability, where the locality both informs and influences the centre, and the centre adds value to the locality - a high-performing system

Beyond bi-polarism Pole 1: Benevolent Centralism Pole 2: Innovatory entrepreneurship A new synthesis: knowledge generating communities harnessing the power of local innovation to meet a national agenda.

Opportunities: changing opportunities for learners developing role of teacher changing relationship between school and home creating communities.

Thank you.