Measuring the Impact of ICT on Children’s Education 5-14 Mathematics (Information Handling) Iain Midgley ICT Curriculum Support (Primary) Falkirk Council Education Services

This presentation covers……. Falkirk Council Rationale Methodology Results Conclusions Comments on the MIICE toolkit © Falkirk Council Education Services 2004

Falkirk Council……. Internet access ICT suites and network machines Falkirk Council 5-14 ICT planners Permanent and seconded ICT Curriculum Support Officers/ Teachers Over 60 ICT courses offered centrally Masterclass © Falkirk Council Education Services 2004

MIICE - Rationale MIICE partner Pilot MIICE toolkit Recent HMI reports Under use of ICT for 5-14 Mathematics (Information Handling) © Falkirk Council Education Services 2004

HMI reports from schools “At P7, the majority of pupils were achieving appropriate national levels……. However, pupils in P7 had not used a computer to produce graphs, spreadsheets or databases.” “Overall, the mathematics programme was good. Pupils were collecting and displaying their own data but only occasionally used ICT for these activities.” “At P5 – P7……Only a few were able to use databases, spreadsheets or graphics programmes. © Falkirk Council Education Services 2004

Methodology Enlist the services of Roddy Refine the toolkit Choose schools Timetable interviews © Falkirk Council Education Services 2004

Methodology - timetable September – October Define structure of MIICE evaluation. Meetings with Roddy Stuart, West Lothian Council October – December 2003 Selection of targets for interview/assessment (pupils, teachers, parents etc.) Create questionnaires. January – March 2004 Assessment period. April – May 2004 Correlation of Results June – 2004 Publish results, review further areas for MIICE © Falkirk Council Education Services 2004

Methodology – refine the toolkit 4 of the possible 13 learning outcomes. Skills Development, Learner Reflection, Managing and Manipulating data, Enhancing learning outcomes. © Falkirk Council Education Services 2004

Methodology – refine the toolkit Original MIICE version: 2.1Does the development of ICT skills accelerate the development of learners’ wider skills? E.g. their collaborative skills are enhanced while using ICT to investigate and solve problems © Falkirk Council Education Services 2004 Revised MIICE question for Falkirk Study: 2.1Does the development of ICT skills accelerate the development of the children’s wider skills in mathematics 5-14 and beyond?

Methodology - 3 additional ‘general’ questions Best experience of using ICT for Information Handling Circumstances in which they felt ICT could impede attainment or learning General views on ICT for Information Handling

Methodology – schools and staff 6 schools were chosen to reflect 3 sizes: 2 Small (0-100 pupils) 2 Medium (100 – 200 pupils), 2 Large (more than 200 pupils) 3 staff members. Senior Management Team, Upper Primary Teacher, Middle Primary Teacher. © Falkirk Council Education Services 2004

Results – General questions All interviewees had a positive experience of using ICT Mixture of responses for impeding learning All felt ICT should be used more

Results – managing and manipulating data Level 1 Unsatisfactory ICT is not impacting on children’s learning and attainment Level 2 Fair The school/teacher/pupil is making progress Level 3 Good ICT is impacting on children’s learning and attainment. Level 4 Very Good ICT has a very good impact on children’s attainment and learning. SCHOOLSTAFFRESULT School 1SMT2 School 1UPPER2 School 1MIDDLE2 School 2SMT3 School 2UPPER3 School 2MIDDLE3 School 3SMT2 School 3UPPER2 School 3MIDDLE2 School 4SMT4 School 4UPPER3 School 4MIDDLE2 School 5SMT3 School 5UPPER3 School 5MIDDLE2 School 6SMT2 School 6UPPER3 COUNCIL AVERAGE2.5 © Falkirk Council Education Services 2004

Results - managing and manipulating data “They were able to set up the databases for a number of fields. They carried out simple searches, usually looking at records as a whole and not using multiple criteria.” “The class can use simple criteria on searches of a database. When they use a database or starting graph they begin to ask questions about the data” © Falkirk Council Education Services 2004

Results Outcome 1.3 ‘learner reflection’ Council Average 2.2 Pupils are beginning to reflect on their use of ICT. Their use is still guided by the teacher. Outcome 2.3 ‘collection and analysis of information’ Council Average 2.5 Pupils are developing basic skills but are not using ICT to enable greater manipulation of data. © Falkirk Council Education Services 2004

Results Outcome 2.1 ‘effective and responsible use of ICT’ Council Average 2.8 ICT skills and mathematic skills are being developed in parallel. ICT is not accelerating mathematics attainment. Outcome 3.2 ’A problem solving approach’ Council Average 2.8 Pupils share ideas and strategies well. They seek appropriate advice from peers and teachers © Falkirk Council Education Services 2004

Results Outcome 8 ‘progression in learning’ Council average 2.8 Teachers have inclusive practices in classes and all children are being involved in the use of ICT for Information Handling. ICT is starting to be used to respond to pupils’ varying abilities and learning styles © Falkirk Council Education Services 2004

Data trends – size of school © Falkirk Council Education Services 2004

Data trends - staff © Falkirk Council Education Services 2004

Conclusions Staff are becoming more familiar with the information handling packages available Staff have had good experiences in using ICT for data handling Achieved Level 2 : fair/making progress More to be done to impact on children’s learning and attainment in Maths 5-14 © Falkirk Council Education Services 2004

Evaluation of the MIICE Toolkit Flexible Learning and attainment Interview allows dialogue Reflection on practice Detailed Feelings © Falkirk Council Education Services 2004

Evaluation of the MIICE Toolkit Need quantitative data as well More time for more interviews © Falkirk Council Education Services 2004

And finally… There are some things which cannot be learned quickly, and time, which is all we have, must be paid heavily for their acquiring Ernest Hemingway When people talk, listen completely. Most people never listen Ernest Hemingway