“Developing ICT Capability in your school” Course Tutor: Julia Briggs Aim for the day: To plan for the development of the effective use of ICT

Objectives for the day… To provide an opportunity to… Consider the ways technology is being used in your school Plan for the implementation of the Somerset ICT Progressions across the school Explore the use of the Progressions to promote use of ICT across the curriculum. Consider a strategy to establish ongoing learning about e-Sense Plan for assessment and monitoring of ICT across the school Discuss the use of new technologies to support learning within the context of a vision for ICT in your school

The Programme for the day… Session 1:What is ICT Capability? What does technology look like in your school? What do you want technology to look like? Session 2:Planning for progression in ICT Break Session 3:Monitoring of ICT Staff and school development needs Assessment of ICT Open-ended capability Lunch Break Session 4:Progression in e-Safety Session 5:Recognising training needs of staff Session 6:Review and reflection Finish and Tea

Which ICT tool has excited you most in terms of the difference it has made to the achievement of a learner?

In just ten years… 1997The National Curriculum for ICT became a legal requirement 1998The QCA Scheme of Work for ICT at KS1 and KS2 (revised 2003) 2000Using ICT to support mathematics in primary schools (pack) 2004Learning and Teaching Using ICT launched – PNS embedding ICT 2004Somerset Primary Interactive Whiteboard Project 2007Final Somerset Primary School connected to www by broadband 1997The National Grid for Learning was launched 2006The National Grid for Learning was “scrapped” BBC news 2004Somerset launch Somerset Grids – literacy & mathematics 2005Somerset Espresso – cache server agreement and offer to schools

Why technology?

Research conducted by PricewaterhouseCoopers LLP (PwC) between 16th September and 9th October 'It's often the people facing the toughest times who have the most to gain from what technology has to offer and as the internet is rapidly becoming a tool for everyday life, we should work together to make sure everyone can benefit.' Martha Lane Fox

Research conducted by PricewaterhouseCoopers LLP (PwC) between 16th September and 9th October Digitally excluded households are missing out on average savings of £560 per year from shopping and paying bills online. For the 20% of households on the lowest incomes, the average saving is £300 a year. Internet savvy workers can earn an average increase in lifetime earnings of over £8,000 Government could save at least £900 million a year in customer contact costs if all digitally excluded adults got online and made just one electronic contact per month.

Michael Gove, in launching the curriculum review said: “We have sunk in international league tables and the National Curriculum is substandard. Meanwhile the pace of economic and technological change is accelerating and our children are being left behind. The previous curriculum failed to prepare us for the future. We must change course. Our review will examine the best school systems in the world and give us a world-class curriculum that will help teachers, parents and children know what children should learn at what age.”

“We want to develop inquisitive, creative, resourceful thinkers; informed citizens; effective problem- solvers; groundbreaking pioneers; and visionary leaders. We want to foster the excellence that flows from the ability to use today’s information, tools, and technologies effectively and a commitment to lifelong learning. All these are necessary for Americans to be active, creative, knowledgeable, and ethical participants in our globally networked society.” (National Education Technology Plan U.S. Department of Education Office of Educational Technology)

The EU View “Effective integration of ICT into education must go beyond replacing, streamlining or accelerating current practices. It should help to create new and more effective ways of operating and support teaching and organisational innovation. ICT is now embedded in our social and economic fabric; it should be similarly integral to education and training.” May 2010

Tim Loughton (Parliamentary Under-Secretary of State for Children) to the BETT Education Leaders’ Conference "The future of education in this country depends on how well we equip young people to go on and succeed in their lives. And all of us know that if we are serious about achieving that ambition, it has to include giving them access to the very best that technology has to offer. The time has come to ensure that children and young people are able to take advantage of the wonders that technology brings – without the dangers. The time has come to place technology at the absolute centre of our aspirations for a world class education sector."

“Don't limit a child to your own learning, for he was born in another time.” Rabindranath Tagore

Piaget: “We can classify education into two main categories: passive education relying primarily on memory, and active education relying on intelligent understanding and discovery. Our real problem is what is the goal of education? Are we forming children who are only capable of learning what is already known? Or should we try to develop creative and innovative minds capable of discovery from the preschool age on through life?”

Understanding the Impact of Technology: Learner and School level factors 2010 Jean Underwood et al; Nottingham Trent University, University of Birmingham, Becta Impact of e-Maturity and Pupil Investment in Learning on Whole School Performance LE / LIL HE / LIL LE / HIL HE / HIL

Changing times… ICT skillse-Learning and ICT capability Content learningProcess learning School based learningAnywhere, anytime learning Teacher controlledLearner focussed - personalised Technology targetsLearning expectations for schools Learning from teacher and textMedia rich learning

Delivering contentTool for creativity and reflective learning Hertfordshire County Council Progress in ICT capability for all pupils. “ICT makes a clear contribution to positive attitudes, independence, motivation, creativity, behaviour and collaboration.” Becta

What do you think makes an ICT capable learner? Rank these characteristics in order of importance. Can you add one or more further characteristics which you recognise and value? Task 1: The characteristics of ICT capability in learners

ICT capable learners Are able to develop new ICT skills as required in the context of new learning. Can select the most appropriate tool and methodology for a particular task and judge what constitutes an appropriate use of ICT. Can explain how ICT enhances their learning, the impact it makes and how it “adds value”. Use ICT effectively to learn both in and out of school. Use ICT in experimental, exploratory or creative ways. Have a high level of information literacy; can undertake searches for information, select information and data and judge it’s validity.

concepts skills process ICT capable learners What is ICT Capability?

ICT concepts What is ICT Capability? ICT skills ICT process I know what a word processor can do I can cut and paste, crop a picture I can search the Internet safely I can identify what information is required for a task, search and select information, make judgements about the usefulness of information I can select appropriate tools to achieve an intended outcome. I recognise that information can be represented in different ways. I recognise the need to critically evaluate information.

What are your learners experiencing? Task 2: Think about 3 experiences

Every child – new opportunities Learner as collaborator Learner as creator Learner as investigator Learner as consumer click look think talk listen find construct share organise compare assess invent explore record explainevaluate test do discuss learn

Level 1 – Exploratory use and developing familiarity. Level 2 – Purposeful use toward specific outcomes. Level 3 – Using ICT to develop ideas and solve problems Level 4 – Combine and refine information from various sources. Interpret and consider plausibility. Level 5 – Combine the use of ICT tools within an overall structure. Critically evaluate fitness for purpose. Level 6 – Integration and efficiency Level 7 – Scope and implement ICT systems Level 8 – Independence and designing for others Current National Curriculum Expectations

Ofsted – importance of ICT report Key findings pupils’ achievements good in over half of the primary schools visited pupils observed generally used ICT effectively to communicate their ideas and to present their work, but they were less skilled in collecting and handling data and in controlling events using ICT assessment was the weakest aspect of teaching and was inadequate in one school in five Recommendations evaluate provision for teaching pupils how to keep themselves safe when online ensure that they achieve value for money improve the assessment of ICT audit the training needs of teachers and teaching assistants Planning for development of ICT

Task 3: Review your school Element 2 Curriculum and Element 3 Learning Where are you as a school? Planned ICT curriculum Pupils’ actual ICT experiences Curriculum leadership and review

Empower Pupils take control of learning and use ICT to research and manage own learning Enrich Whiteboards used interactively and with wider range of teaching resources and methodologies Extend Significantly alter the way that learning and teaching takes place using ICT Enhance Deeper learning through the use of ICT-based learning and teaching resources Exchange Exchange OHPs for data projectors, using whiteboards as projection screens Passive Active pupil engagement learning Deep Shallow ICT in Teaching and Learning… more of “the same” or innovation and transformation?

How do you plan to fit in the technology? Visit Somerset ICT website for support materials. Visit Primary ICT blog to keep up to date.

Finding things out Handling data Research Exchanging and sharing information Presentation Collaboration Developing ideas and making things happen Control and monitoring Modelling and simulation Planning from the progression framework Planning, developing and evaluating e-sense

When is the technology part of the learning? Children understand concepts Teachers enable progress Children build skills Children develop process Curriculum contexts

Customise to your school and your curriculum

Task 4: Consider the training needs for the staff in your school Changing times, changing requirements The new ICT progressions place a different emphasis on the role of the teacher Teachers present knowledge of ICT and teach skills – often limited to “how to…” Teachers provide opportunities, set challenges and model the use of ICT “in order to…” Teachers present knowledge of ICT and teach skills – often limited to “how to…”

We know, there are known knowns; there are things we know we know. We also know there are known unknowns; that is to say we know there are some things we do not know. But there are also unknown unknowns - the ones we don't know we don't know. That Donald Rumsfeld moment…

We know, there are known knowns; there are things we know we know. We also know there are known unknowns; that is to say we know there are some things we do not know. But there are also unknown unknowns - the ones we don't know we don't know. Making sense of that Donald Rumsfeld moment…

How do you assess ICT Capability? How do you give learners the opportunity to demonstrate their attainment?

Judgements Secure – most of the criteria for the level are highlighted in each AF. The first 2 criteria in AF1 are met. There may be a few unmet criteria in other AFs, but the highlighting shows that the standard for the level has been substantially met across each of the assessment focuses. Low – several criteria for the level are highlighted but there are substantial gaps. Only 1 of the criteria in AF1 has been met. The pupil is working within the overall level, but there are significant areas that need to be developed further before secure performance at the level is demonstrated. High – the criteria for the level are highlighted across all, or almost all, the AFs, with some criteria in the level above being highlighted for some AFs. All criteria in AF1 are met. Your decision should take account of how fully and consistently the criteria have been met and how far the pupil demonstrates independence and choice across a range of evidence.

Give pupils opportunities to plan the process and demonstrate attainment Begin a task with an open-ended challenge (scaffold as appropriate) Year 1: Is this true? How can you prove it? Most people have pets that don’t need taking for a walk. I’m going camping in Scotland. What clothes should I pack in my rucksack? Year 5: What will we need to consider? What evidence will we need to collect? How will we collect the evidence? How will we present the evidence?

Creating opportunities for progression How much ‘scaffolding’ should we give pupils? When does scaffolding prevent pupils from making progress? Do the activities we give pupils offer enough opportunity for them to demonstrate higher levels? 100% ‘scaffolding’ Open-ended problem-solving ?

The ICT process Implement Analysis of problem and definition of task Plan and design Modify Test and review (evaluate)

Giving pupils opportunities to demonstrate attainment Begin a task with an open-ended challenge (scaffold as appropriate) Task 5: Think about a topic you are doing this term. What ICT will you be using? What new skills will you be introducing? What understanding will the children be developing? What challenge will you set?

How and when can you monitor the use of technology? Task 6: Identify a learning walk with staff and pupils (does it include Control / Data handling?) Staff look at SRF elements together Examples of 3 levels of work for a strand of ICT Maintain an ongoing electronic monitoring file Plan for progression, not isolated units of work (e.g. QCA) From Ofsted Importance of ICT report

e-sense Primary Progression Safety  Collaborating  Effectiveness and Evaluation ©Copyright “It’s more than e-safety. We need children to be aware of stranger danger online; but we also want them to use the Internet appropriately and responsibly.”

Thinking about esafety Using the Internet - What are the issues for schools? At school Controlled Task driven use Effective filtering High degree of direct supervision Protocols to follow Children not allowed to use chat rooms and social networking sites Staff knowledge?????? Out of school Controlled? Free-range use? No filtering? No supervision? No protocols? Children free to use whatever typeof communication they want? Parental knowldge????? Uncertainty, with “out of school” experience impacting on the school…

Role of the teacher / adult Model Intervene Talk Scaffold Challenge How will you make esense part of the every day classroom experience for learners?

e-sense: Personal Responsibility “We want our children to become responsible and safe users of the Internet as part of equipping them to become independent life–long learners.”

Resources for the Primary Classroom Year 1 / 2 Think u know Roar e-safety Me Online (access in Fronter) (Foundation Stage)

Resources for the Primary Classroom Year 3 / 4 Know it All Captain Kara and the Smart Crew Roar e-safety Me Online (access in Fronter)

Resources for the Primary Classroom Year 5 / 6 Think u Know Cyber Cafe Roar e-safety Our Online World (access in Fronter)

Appropriate search engines

ALFA Alien E-Game An interactive game to inspire Key Stage 1 and Key Stage 2 children in gaining a good understanding of the county of Somerset. Anticipated playing length: approx 1.5 – 2 hours (or less, if focusing on some key tasks). Teacher Resources included: classroom projects and tasks CDs will be sent to all Primary Head Teachers in the next few weeks.

Plan for progression Plan for staff exploration of technology Monitor the use of technology Provide opportunities for learners to demonstrate their achievement e-sense integral to all teaching and learning