Using ICT to support home-school links: innovative practices Bridget Somekh, Diane Mavers and Cathy Lewin Manchester Metropolitan University Becta Research Conference 21 June 2002

Commissioned by DfES/Becta February to August 2001 Aims to gather information about existing content, organisation, management, structure and use of electronic home-school links to evaluate and exemplify good practice to inform policy and practice Aims and background of the study

Types of technologies and infrastructure models of use Particular benefits to teaching and learning, management and administration Software and web based content available in the home Implications for decision makers, schools, LEAs, pupils and parents Issues around implementation and management Further potential benefits Specific objectives

A ‘knowledge mapping’ exercise A survey of 100 schools A consultative seminar A survey of commercial providers Case studies of a small number of schools The evidence base

Innovative practice or vision A range of resources used, including networked and portable technologies Different phases and geographical regions The work of a special school Contrasting approaches and practices Choosing the case study schools

Aim: to provide an overview of innovative practices in English schools Selected schools, not a random sample Responses from: 37 primary 65 secondary 6 special 7 independent Survey of schools

It is still very early days There are differences between secondary and primary schools School websites are being used for a variety of purposes Schools have different views of the benefits of 25% schools have tried pupil laptop schemes but only 6 believed they had been effective Barriers are perceived to be – time, funding, expertise, security, technical limitations, and the digital divide School survey: findings

5 commercial companies: AAL, ABK, CISCO, NTL, Oracle Supporting home learning is a developing market Products and services include Internet access, portable technologies, online provision of resources Perceived issues for schools: The digital divide Infrastructure Support structures and time Commercial Survey: findings

Continuation of work Floppy disc Access to content School intranet access from home via website Video conferencing Findings: transfer between home and school

Findings: curriculum content Pupils use ICT at home for: - leisure (high level skills) - neat presentation of work - Internet-based research - revision websites Little use of curriculum materials on school intranets from home: - content is still under development - schools need a policy and strategies for development - need for a dedicated web manager and/or technician

Findings: laptops Teachers’ laptop ownership increases confidence and skills Pupils’ laptop ownership/hire promotes very high levels of skill and use but... - problems when not all pupils in a class have one - uptake affected by cost - anxieties about ‘mugging’ - weight of older machines - some machines not robust

Findings: benefits to teaching and learning Pupils are developing good skills at home Convenience Pupil enthusiasm (word processing, PowerPoint, Internet) Quality online resources (where they exist) Concerns about handwriting, spelling, ‘replacing books’ and plagiarism) relate to changes in society as a whole Exceptional support for children whose schooling is disrupted

Electronic registration Web-based administration (e.g. attendance) Computer aided report writing can reduce teacher workloads Assessment information made available to parents Findings: school management and administration

Schools are very aware of the digital divide Pupils without access to ICT at home are disadvantaged Pupil’s home use of ICT and their home-developed skills often ignored by schools There are divides kinds of use at home as well as access Laptop schemes enable greatly enhanced capabilities and confidence but some projects have increased existing inequalities Findings: the digital divide

Findings: implementation Needs to be part of the school’s overall vision A flexible, exploratory approach High level coordination Embedded in the school’s work as a whole Need for expert knowledge and skills Gaps between aspirations and delivery Security, safety Cost

Teachers’ ICT skills Laptops for teachers Training and support (especially in-house) Collaborative involvement in developing online materials Daily use to establish habits of use Expert knowledge (setting up and maintenance) Technical knowledge on technology and infrastructures Business knowledge on procurement practices Conclusions

Sustainability Little evidence of planning for upgrading infrastructure Need for long-term planning Equity of provision Funding (more advanced schools had received extra cash) Regional infrastructures and inequities Broadband versus ISDN provision Planning for future development in technologies e.g. hand-helds, digital television Conclusions

Two levels of digital divide Equipment and internet access in the home: a disappearing problem Kinds of use made of ICT in the home: ‘cultural capital’ Voluntary use for school work increases the divide Proposed strategy to overcome the divide School audit of home-based ICT resources School-based facilities for accessing work via /floppy School provision of alternative electronic resources (e.g. CDs) Personal Access to ICT Plans (PACTs) An agreed proportion of homework to be computer-based Conclusions