1. (A small scale enquiry into Control Technology experiences in school)

2. This is a description of the research so far. As described, there is still a lot to do.

3.  Alan Rodgers  Alethe Bailey Big Trak invented in 1979

4. A recent study by OFSTED of 177 schools (March 2009) states; The evidence from visits to primary schools suggests a picture of improvement with rising achievements and standards, particularly at KS1. The 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. Teacher’s subject knowledge was weakest in data logging, manipulating data and programming.

5.  When delivering Control Technology as part of the D & T ITT Broad Curriculum I became aware that I had to go right back to basics. Covering this in one session was almost impossible.  Any experience seemed to be largely limited to floor and screen turtles  I wondered if this was more widespread.

6.  To outline the history and role of Control Technology in primary education  To quantify the childhood school experience of trainee teachers with regard to ICT Control Technology  To propose next steps to enable a rounded summary of Control Technology and Primary Education

7. 1988 National Curriculum Ages 7-11 – Primary Technology - using forces and energy Their work should include the use of information technology... And controlling energy (such as moving a buggy vehicle or working a lighting system) Ages 7-11 – Primary technology; communicating technology They should have opportunity to use a computer to monitor aspects of change in the environment (such as temperature or animal behaviour)

8. 1999 National Curriculum KS1 - Developing ideas and making things happen 2. Pupils should be taught: c. how to plan and give instructions to make things happen [for example, programming a floor turtle, placing instructions in the right order] KS2 - Developing ideas and making things happen 2. Pupils should be taught: b. how to create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them [for example, monitoring changes in temperature, detecting light levels and turning on a light]

9. Unit 2D: Routes: controlling a floor turtle – 1998 Unit 3D: Exploring simulations – 1998 Unit 4E: Modelling effects on screen – 1998 Unit 5E: Controlling devices – 1998 Unit 5F: Monitoring environmental conditions and changes – 2000 Unit 6C: Control and monitoring - What happens when...? – 1998 Unit 4D: Alarms – 2000 Unit 4E: Lighting it up – 2000 Unit 6C: Fairground – 1998 Unit 6D: Controllable vehicles – 1998

10. 1990 Logo Examples with Y5 1993 using Logo Technic with Y5

11. 1997 - taking Logo one step further with Logo Adventure 1989 free use of a new Roamer

12.  A number of ITT student subjects were asked about their personal childhood experiences of being taught control work.  These questions were administered as a short paper survey. The total number of subjects was 146.  The subjects were asked to tick boxes showing which Control Technology elements they experienced as pupils at school. They were also given scope to label their experience as negative or positive, and to add a comment.

13. Male21 Female125 Postgraduate students101 Undergraduate students45 Sample size - 146 Although the various groups surveyed had different subject and age specialisms, there was no significant difference in their responses.

14. Primary Education As might be expected the majority of the subjects were educated in the West Midlands, especially in Birmingham. Four subjects from Eire pointed out that Control Technology was not in their curriculum. Some subjects from abroad did not have access to practical work or computers. (Eight subjects did not state where they were educated.) Two subjects did not give their ages.

16.  It has become evident that the vast majority of subjects report very little significant experience of control work. Controlling lights in 1997

17. (Percentages)AllMaleFemale Devices Roamer272927 Big Track102 Computer Controlled car101 Interfaces Any000 Control Languages Logo232922 Mindstorms202 CoCo101 Flowol202 Mimics252 Values are shown as a rounded percentage of the whole sample or a percentage of the gender group. (e.g. n/whole group*100 or n/male subjects*100 40/146*100=27 or 6/21*100=29)

18. All Male Female (Percentages)Seen itUsed itProjectSeen itUsed itProjectSeen itUsed itProject Devices Roamer31610 14 4199 Big Track 1 1 Computer Controlled car 1 1 Interfaces Any Control Languages Logo216125102421710 Mindstorms111 121 CoCo11 12 Flowol11 12 Mimics 4 5 2 On the survey subjects were asked if they had simply seen it, used it for an hour or completed a whole project (more than one hour) on it.

19. Attitudes (percentages)AllMaleFemale Positive243322 Indifferent675769 Negative9109 Many subjects made the effort to write a comment to say that they simply could not remember any experience of Control Technology. Only 32 made no comment at all. Comments included; I liked the practical nature of this work I found this stimulating Enjoyable, fun and interactive Enjoyed it and would have like to specialise in it Did not understand it Boring Polish education is theory based with not much hands on experience Under-resourced Not much memory of it Not much time spent on it

20. AgesDOBIn y2 (+6)In y6 (+10) 18-201989-19911995-19971999-2001 21-251984-19881990-19941994-1998 26-301979-19831985-19891989-1993 31-351974-19781980-19841984-1988 36+Before 1973Before 1979Before 1983 =educated post National Curriculum (1988) = educated post NC and some QCA Schemes A possible explanation for a lack of awareness of Control Technology could be explained by their experience as pupils.

21.  Alethe Bailey will give details of a Control Technology module at Newman University College.

24.  To present a summary of Control Technology in Primary Education to date  To summarise possible causes of failure in the teaching of Control Technology in Primary Education  To outline actions which might aid the teaching of this hitherto Cinderella area of ICT

25.  Although the sample group included students who had been educated across a variety of Education Authorities, they were largely centred on the Birmingham area.  Assistance in gaining responses from other parts of the country would be welcomed. The survey form could be made available to any willing party. Further Student Surveys

26. It is intended to find out more about what happens with Control Technology currently in schools.  Newman University College Students will be enlisted to survey their schools when taking part in am ICT in Action week in 2010.  Teachers will be offered INSET in Control Technology at Newman University College. These occasions will be used to survey teachers. School Surveys