1. Does ICT help reduce teacher workload?

2. Key issue addressed by the study  The study, part of a larger evaluation, explored –what difference computers, software and training made to teachers’ use of and views on ICT in their work in school

3. Teachers’ initial views about potential usefulness of ICT  At the start of the one- year study few of the teachers felt ICT was useful for lessening workload i.e. only –8% of the special school teachers –15% of the primary teachers –10% of secondary teachers

4. Teachers’ views at the end of the study  By the end of the study many teachers had become positive about the use of ICT for reducing workload –33% of teachers in special schools –46% of primary school teachers –36% of secondary schoolteachers –36% of secondary school teachers

5. What teachers thought ICT was useful for  Teachers suggested using ICT for –creating reusable teaching materials –sharing teaching materials and lesson plans –giving students access to materials out of hours –producing multimedia materials –monitoring attendance and progress

6. Factors which made teachers feel more positive about using ICT  These included –greater access to ICT, e.g. sole use of a laptop –getting more involved in using ICT e.g. whiteboards –growth in confidence –better training (although teachers’ satisfaction levels with training still low)

7. What the ICT project consisted of  The 32 schools were involved in the DCSF Transforming the School Workforce (TSW) Pathfinder project  Schools devised action plans and worked within a change framework led by the London Leadership Centre  Schools received support and training from a school workforce advisor

8. Who was involved in the study?  800 teachers plus other staff e.g. TAs  from 32 schools (four special, 16 primary and 12 secondary)

9. How was the information gathered?  Questionnaires before and after the project (1578 completed)  Interviews with a representative sample of school staff (359)

10. How can teachers use this evidence?  The study indicated that getting more involved in using ICT was key to developing more positive views of ICT among staff  Could you share ideas with colleagues about ways ICT could help (for example, in preparing resources, and monitoring student progress etc)?  Could you work with a partner to design some mixed media activities for a particular school, year group or departmental project that has to happen anyway?

11. How can school leaders use this evidence?  The study indicated that teachers’ levels of satisfaction with ICT training were not high  When organising ICT training for your colleagues, would it help to find out what they know and can do already?  Can you link ICT training with collaborative coaching or enquiry so that colleagues see it from the start as a means of enhancing and building on their existing practice?

12. Follow-up reading  Study reference: Selwood, I., & Pilkington, R. (2005) Teacher Workload: using ICT to release time to teach Educational Review, Vol 57 (2) 2005 pp.163-174  You might like to read a digest of this study at: www.standards.dfes.gov.uk/research/themes/ict/ usingICT/ www.standards.dfes.gov.uk/research/themes/ict/ usingICT/ www.standards.dfes.gov.uk/research/themes/ict/ usingICT/

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