Technology – where to next? Doug Brown Head of Learning Technologies

Thoughts… New Technology? “…is destined to revolutionize our educational system and... in a few years it will supplant largely, if not entirely, the use of textbooks.“ Thomas Edison on the motion picture 1922

Change… Internet Digital Camera Fibre Optics Mobile phones DNA fingerprints ATMs Air bags Personal Computer DVDs CDs I-Pods Plasma displays GPS = Ubiquity Nanotechnology

Thoughts… “In times of change learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists. “ Eric Hoffer

Conclusion - therefore our resolve for transforming education is persistent… This is not about technology –it is about learning...and it is our future

Our vision Each individual to maximise their potential through the personalisation of their learning and development Through system-wide reform: enabled, accelerated and supported by technology

When professionals use technology the learning experience is transformed Dynamic experience TeacherPupil Outcome Behaviours Capacities Behaviours Capacities Teachers released to focus on key value add activities with technology supporting management processes Teachers focus on individual learner needs based on a deeper understanding of the learner

When children and parents are partners in learning, standards improve Dynamic experience TeacherPupil Outcome Behaviours Capacities Behaviours Capacities Children and Parents (and other learners) empowered through 24hr access to information and services, enabling choice and personalisation Capacity to learn/ develop increased through provision of personalised resources at point of need Teachers released to focus on key value add activities with technology supporting management processes Teachers focus on individual learner needs based on a deeper understanding of the learner

Engaging parents Strategy  Access to online (personal) information  Active involvement of parents through learning platforms Outcomes  Parents actively engaged in their child’s learning  Parents engaged in their own learning

Personalising learning for children and young people Strategy  Personal learning space by 2008  Personalised content – stimulating creativity and engagement Outcomes  Learner at centre of system – all different, all equally well served  Learning tailored to individual need – style, pace and place that suits  Teacher time saved – more effective PPA through ICT

14-19: personalised career paths Strategy  Online advice – Connexions, Need2Know  More accessible resources  Specialist centres – school / college and community Outcomes  Anywhere learning  More flexible learning  Learners pursuing vocational routes whilst fulfilling academic requirements

Professionals working together Strategy  Collated information – range of professionals accessing timely and critical information  Assurance & Authentication – building a safe and secure environment around each child and young person Outcomes  Collegiate approach to ECM – rapid response to concerns of frontline staff  Extended services – breakfast and after-school clubs

Technology already transforming learning… But…  pioneers often isolated  best practice not necessarily shared  curriculum structures perceived as inflexible  economies of scale not always realised  home:school communication not yet a cost effective reality for all

Technology Group focus on 4 themes Strategic technologies Personalised content E-maturity Knowledge Architecture A model for the deployment of technology across the system Supporting people and organisations & measuring system level impact Driving a new model of content provision for the individual A consistent system-wide framework to guide and underpin delivery

Knowledge architecture theme Aims to:  enable a single comprehensive overview of every learner thus better meeting the information needs of all key stakeholders (learners, parents, practitioners) Through:  a single, system-wide model of identity management  a strategy for developing e-portfolios  common standards for information and data flows

Strategic Technologies Theme 24% 5% 4% 34% 24% 22% 7% 5% 1% 3% 35% 27% User self support Formal support Consumables Training Internet / LAN Software Hardware Primary Secondary Data from Becta’s Total Cost of Ownership research On average 60% allocated to technical support Less than a quarter on hardware

Strategic Technologies theme Aims to:  provide models of provision and support for institutions Through:  a single integrated national strategy for ICT infrastructure  a high bandwidth national education network  functional specifications to support interoperability  Learning and management services to link home and school  national framework agreements to support economies of scale

Personalised content theme Aims to:  enable practitioners to better design learning around the learner  help learners build their individual capacity as effective learners Through:  a system wide policy articulating concepts and approaches required for personalising content  resolution of IPR, licensing and copyright issues to support fair use policies  tools and support for practitioners to create, adapt, re-use and share quality digital resources  improved access to and discovery of digital resources

e-Maturity theme Aims to:  develop the capability and capacity of all leaders to harness ICT Through:  self review-frameworks for schools and colleges  an ICT Quality Mark to recognise successful institutions  definitions of maturity including measures for assessing progress  better defining the conditions necessary to support sustainable improvements

Personalisation achieved when…  Parents are aware of their child’s progress and challenges  Parents and learners working together to achieve  Parents and teachers working together to support learner achievement  Teachers have data to support individual learner achievement  Teachers have choice of digital content and learning design tools  Teachers able to design individual learning pathways

Personalisation achieved when… (cont’d)  Learners are recognised by the system  Learners have choice of digital content and design tools  Learner experiences and opportunities are extended  Learner achievement is recorded  Learners are informed about their own achievement  Learners are directed to appropriate study support Success when each individual learner needs, styles preferences are supported through technology

Conclusion - therefore our resolve for transforming education is persistent… This is not about technology –it is about learning...and it is a promising future

Thank you Doug Brown

Thank you Doug Brown

Steps to accessible and flexible online teaching and learning Phase 1Phase 2Phase 3 All schools aware of benefits of learning platform All schools aware of access to core learning services, provided by Local Authority and/or RBC Schools building experience of learning platforms. Early adopters moving to mature use of learning platforms Becta advice and support shaping 2nd phase investments Online personal learning space accessible to all learners by 2008 E-portfolios supported by learning platforms Anytime, anywhere access to school resources for learners and the school workforce, at the pace, place and time to suit Earlier investments creating an informed customer base VFM and economies of scale are realised by schools who invest in learning platforms supplied by LAs and/or RBCs Industry responding to customer needs Specifications and framework contract are used to best advantage Improved resource planning, supporting school workforce reforms More efficient management and pupil data handling Opportunities for Assessment for Learning realised Becta advice and support Jan 06 – Planning for learning services guidance Spring 06 – Interoperability specifications to support exchange of information within and between learning platforms Spring 06 – Becta Self-review assessment matrix Becta advice and support Feb 07 – Framework contract in place – list of providers published on Becta website Planning advice for migration of legacy systems Evaluation of impact of learning platforms in schools Becta advice and support Migration from legacy systems Refresh of framework contract Continuing planning advice

Self review-frameworks for schools and colleges