1. Learning and Teaching Using ICT Conferences Summer 2004

2. ICTIN SCHOOLS-IMPACT OF GOVERNMENT INITIATIVES The combined impact of government initiatives for ICT in schools has been significant. The outcomes of the initiatives are more evident in improvements in pupils’ achievements in ICT capability than in their application of this learning in other subjects. The gap between the best and worst ICT provision is unacceptably wide and increasing. The training programme funded by NOF continued to disappoint in relation to its stated intentions, although it stimulated higher levels of ICT competence amongst staff.

3. ICTIN SCHOOLS-IMPACT OF GOVERNMENT INITIATIVES Where schools provided their own training for staff, sometimes with the help of external agents, it was generally more effective than the NOF funded training. The level of technical support varies widely between schools. The government’s initial target of connecting 20% of schools to Broadband by August 2002 was met by the Regional Broadband Consortia. There has been continuing improvement in the quality and extent of support for ICT by LEAs.

4. The E-confident School 10 possible features of the e-confident school: a framework for review and planning

5. Use ICT effectively in their professional roles Identify where ICT can enhance the learning High levels of staff competence and confidence Manage the technology in the classroom for effective teaching and learning Make appropriate intervention in pupils’ learning Evaluate new technologies/content resources that can enhance or support teaching and learning Use of a range of different technologies to support teaching

6. ICT embedded in all schemes of work A re-designed curriculum putting ICT at the heart of learning Re-engineered teaching, learning and assessment, integrating effective use Transparent transition between phases and ages Equal entitlement of ICT for all pupils Pupils’ learning styles accommodated when using ICT ICT used across the whole curriculum

7. Accommodating concurrent learning within teaching Valuing pupils’ knowledge and understanding which may be greater than the teachers Leading and managing distributed and concurrent learning Building on opportunities to learn out of school Valuing learning taking place elsewhere Awareness of the impact of concurrent and distributed learning in their teaching

8. Use of management tools to analyse pupils’ attainments and progress Re-designing management and administrative procedures around ICT Effective application within organisational and management processes A single entry for data shared across years and phases Working smarter not harder

9. Planned individual and whole school professional development Support and training for use of ICT in teaching and learning Coherent personal learning development, for all leaders, teaching and non- teaching staff Development strategies use a range of different training options Support and training for school based innovation New approaches to teaching and learning using ICT

10. How ICT can improve teaching and learning? Observing and making judgements about the use of ICT in teaching and learning Secure, informed professional judgement How ICT can help to improve standards? Reflective evaluation of the use of ICT Assessing pupils’ ICT capability and judging standards

11. Workable plans for sustaining and improving ICT resources Sufficient resources to ensure easy access for all pupils and teachers A wide range of resources ensures inclusion for all learners Appropriate resource allocation to ensure sustainable development Capacity to introduce new ICT innovations

12. A wide range of diverse technologies are available There is sufficient access to ICT to accommodate all needs Effective use is made of all resources Availability, access and technical support Access to ICT is available to all pupils when required Maintenance is provided as and when required Technical support is available for all staff when required

13. All pupils develop a wide range of ICT knowledge skills and understanding Pupils are able to display their high levels of ICT capability – high challenge tasks Teachers are aware of pupils ICT capability High levels of ICT capability are built on by teachers Pupils/students with high ICT capability Pupils show sensible use in the way they select appropriate ICT resources Pupils are autonomous users of ICT

14. The school has a web-site which supports the local community Pupils are able to access ICT resources out of school hours The school makes ICT resources available to the wider community The school uses ICT to communicate with parents School as the lead community learning and information hub ICT allows pupils to link their work between home and school

15. Questions to consider……… What aspects of e.learning are being delivered in your school? What are your key issues for future development?