Learning and Teaching Using ICT Conferences Summer 2004

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

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

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

8. Use of management tools to analyse pupils’ attainments and progress Working smarter not harder 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

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

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

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

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

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

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

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