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ICT and home - school links - does it work?

ICT and home - school links - does it work?. Vanessa Pittard, Director of E-strategy and Evidence, Becta Moritz Bilagher, Manager – Schools Monitoring and Evaluation, Educational Research, Becta. BETT 08 Wednesday, 9 January 2008. Computers for Pupils and Home Access.

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ICT and home - school links - does it work?

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  1. ICT and home - school links - does it work? Vanessa Pittard, Director of E-strategy and Evidence, Becta Moritz Bilagher, Manager – Schools Monitoring and Evaluation, Educational Research, Becta BETT 08Wednesday, 9 January 2008

  2. Computers for Pupils and Home Access • May 2005: £25m capital + £5m revenue for Computers for Pupils • BETT 2006: Further £30m announced • BETT 2007: Home Access Task Force • BETT 2008: Public consultation and further Computers for Pupils funding

  3. Rationale – links with existing policies • Integrating technology into education - Harnessing Technology strategy • Adapting education to interests, abilities and needs - personalising learning • Supporting parental/carer engagement • Learning spaces - Building Schools of the Future, Primary Capital Programme • UK skills - Leitch, world class skills

  4. Transforming education – setting homework requiring use of a computer Source: Harnessing Technology schools survey, Kitchen et al. (2007)

  5. Impact on achievement Statistically significant positive association between pupils’ home use of ICT for educational purposes and improved attainment in national tests: mathematics at Key Stages 2, 3 and 4; English Key Stage 4 (Valentine et al 2005) Where computers are used for educational purposes (as well as leisure) pupils with home access perform significantly better in PISA tests than those without (Fuchs & Woessmann 2004)

  6. Impact on achievement…however KS4 (Yr 11) – computer games effect: Use for leisure activities associated with decreases in attainment (Valentine et al, 2005) PISA tests in maths and reading - overall negative relationship of home access to attainment (Fuchs & Woessmann 2004) Promoting and supporting educational use is critical!

  7. Determinants of educational use at home School use in subjects is critical: “Young people who never use a computer at school in particular subjects are also more likely to never use a computer for these subjects at home” “Young people who use a computer every day or at least once a week in a particular subject are more likely to use a computer for school work in these subjects” (Valentine et al, 2005)

  8. Impact on ICT skills • Passey et al. (2004): learners with outside school access to ICT have greater ICT skills than those that do not • Somekh et al. (2005): Year 2-learners who used computers during their summer holidays returned to school with increased ICT skills ICT skills acquired at home can engender a ‘virtuous circle’

  9. Impact on parental engagement with learning • Somekh et al. (2005) digital cameras and ‘talking books’ – promoted parental engagement in children’s learning • Other research shows that parents seem more willing to support their children when using internet for research (Comber et al. 2002; Devins et al 2003) We know that parental engagement positively influences learner achievement.

  10. Spin-off: benefits for parents and carers • The Learn2Go project (Wolverhampton) shows that parents with children who received a PDA also developed their own ICT skills (David Perry Associates 2005). For a family with a school-aged child, ICT can function as a ‘Trojan horse’ bringing greater learning into the home

  11. ICT use at home has wider benefits Home use of ICT for educational purposes delivers: “a range of benefits including motivational effects, raising the self esteem and confidence of low achievers and enabling those with special needs or high achievers to demonstrate their ability” (Valentine et al, 2005) Regular users use the internet in a wider range of ways: - find material for school work - interact with websites (eg voting for something) - communicate with others (eg via email) - seek commercial information and services - seek career-related and civic information (12-19 yr olds, Livingstone and Bober, 2004)

  12. Other effects of home access • Opening the door to learning ‘anywhere, anytime’ • Opening the door to tailoring learning to interests, needs and abilities of the learner • Blurring the distinction between formal and informal learning All this can help the learner develop ownership of their learning.

  13. So how can we do it? An example from practice: Sally Wilford of Prince Albert School, Birmingham

  14. Current work/next steps • Computers for Pupils programme: Further funding announced Evaluation: Interim report spring 2008; Final report December 2008; Additional attainment analysis April 2009 • ‘Home Access Taskforce’: £600k for ‘proof of concept’ projects Jan-April 2008 public consultation April 2008 recommendations

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