Transforming the way we learn

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Transforming the way we learn

• Keith Holder
• ICT in Schools Division
• Department for Education and Skills

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From adoption to adaptation

• 1903 First manned flight
• Now 36m visitors through Heathrow airport alone
• Space Holidays!

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From class group to individual

• Our classrooms have changed very little over 100
  yearsThe curriculum has changed
• Only in the last decade have we seen technology
  creating opportunities for new ways of teaching
  and learning

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Information Technology Purpose

• Key to
• Communications
• Investigations
• Innovation in design and manufacture
• Scientific and environmental strategies

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Information Technology Purpose

• Key to Learning

• Acquire
• Absorb,
• Store,
• Create,
• Share
• Apply

• Information,
• Skills
• Knowledge
• Understanding

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ICT in Schools contributes to
Raising standards
Transforming teaching and learning
Inclusion
Economic development skills
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ICT in Schools Investment
Training
Connectivity
1.8 Billion
Equipment and support
Digital learning resources
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ICT in Schools achievements
Training for all teachers plus personal access
68 Broadband (98 secondaries)
Pupils to computers 17.5 in Primary 14.9 in
Secondary
Curriculum Online partnership with developers
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AVERAGE SPENDING ON ICT IN SCHOOLS 1998 - 2002

• Primary Schools
• 1998 3,600
• 2004 14,800

• Secondary Schools
• 1998 40,100
• 2004 88,600

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Does it work and what does it look like?

• ImpaCT 2 Report
• Independent research
• ICT raises standards
• Measurable effect on test results
• Half grade difference at GCSE Science, DT, MFL
• Positive impact on all subjects at GCSE
• At KS2, sample outperformed low ICT users in
  National Tests in English by 0.16 of a level

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ImpaCT2

• Relative gain at Key Stage 4 (GCSE) for high ICT
  users versus low ICT users

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London Learning through ICT

• The Vision
• London Challenge
• London world leader in teaching and learning
• London a world leader in use of ICT for
  teaching, learning and whole school improvement

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Progress so far in London

• Broadband to 86 of London schools (all in 2005)
• significant ICT investment, 67m in 2004-5
• email addresses and web space available to all
• access to rich multimedia resources
• LGfL _at_ home and e-learning Foundation
• increasing home access to ICT nationally over
  70
• leading world practice in some schools
• videoconferencing available to all London
  schools.
• 15m for interactive whiteboards in all
  Secondaries

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London Learning through ICT Action Plan

• 5 Priorites
• Learners (ICT for London Learners)
• Teachers (ICT for London teachers)
• Leaders (ICT for London leaders)
• School (ICT for London schools)
• LEAs and system wide change (ICT for London LEA)

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London Learning through ICT Action Plan

• Learners (ICT for London learners)
• To enable London students to experience
  genuinely personalised learning
• Enhancing the learning experience sharing good
  practice
• Assessment for learning data rich environments
• Enhance learner and parent access in and out of
  school
• Systems to support this
• Tailored learning opportunities collaboration

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London Learning through ICT Action Plan

• Teachers (ICT for London teachers)
• To give London teachers the best opportunity for
  using ICT to enhance their teaching
• Support and enrich professional practice
• Access to resources, tools and information
• Sharing resources and practice

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London Learning through ICT Action Plan

• Leaders
• To give London leaders the best opportunity for
  using ICT to drive whole school improvement.
• Enhancing leadership, management and planning
• SLICT and OFSTED Common Evaluation Framework
• Supporting Workforce Reform
• Collaboration and transfer of effective practice

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London Learning through ICT Action Plan

• Schools
• To equip and support London schools to become
  world-class hubs of learning technologies
• Ensuring access to resources and a reliable
  technical base
• Building Schools of the future to support
  learning and teaching
• Specifications for consistent school networks
• Qualified support staff

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London Learning through ICT Action Plan

• London LEA and systemic change
• To give London LEAs the fullest scope to drive
  system-wide reform of ICT
• Collaboration between schools across LEAs and
  sectors
• Integrated and equitable technical and
  pedagogical support services
• Support local advisors to integrate ICT
• Leadership and vision for coherent national and
  regional policies
• Securing economies of scale - Subsidiarity

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Key messages for head teachers

• Recognise that improvements in ICT can not be
  achieved in isolation learn from others
• Ensure teachers and other staff take advantage of
  training and support
• Use ICT to support workforce reform and create
  space for staff to try new approaches (play with
  ICT).
• Make increasing personal access for learners a
  priority for future investment and expenditure
  plans.
• Head teacher must take responsibility for
  strategic use of ICT to achieve their vision.
  Appoint a senior manager to drive both curriculum
  and technical developments.
• Put in place systems that allow teachers,
  learners and parents to have fast and reliable
  access to appropriate, resources, data and
  information when they need it.

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The way ahead

• Return on investment
• ICT no longer a bolt on
• Focus on teaching, learning and whole school
  improvement
• Not about ICT about effective teaching, learning
  and management
• e effective, efficient, economical, engaging..
• ICT tool for improvement
• Recognise and overcome barriers

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Potential of ICT in education
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ICT accepts we are all different
encouragesindependentlearning
sustainsconcentration
stimulatesmotivatesand empowers learners
encouragesdifferentiation
provides good feedback
offers access to rich sources of information
encouragescollaboration
raises self esteem
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But there is still a lot to doICT makes a
difference - in time
Adoption Use technology at basic level
Adaptation Discover potential
Entry Struggle to cope
Invention Develop new learning skills
Appropriation Mastery achieved
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Leadership makes the difference
Adoption Development and access for staff
Entry supporting transition, addressing digital
divide
Adaptation re-modelling the school and its
environment
Invention knowledge sharing across learning
communities
Appropriation embedding delivery
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eConfident School What it looks like

• Concurrent learning home, library, school
• Cinematic learning visual world, multimedia
  work
• Collaborative learning on-line communities
• Communicative learning online support / teacher
• Consensual learning child as partner in
  learning process

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It looks like this
Classroom
Learning centre
Centres
Distributed Networks
Class Timetable
Personal programme
40 period week
Intensive activity
Parents evenings
Online information
0900 - 1530
24hrs / 365 days
School Based
Community Based
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Resources in schools creativity and complexity
Multiple versions Teaching and learning,
specialist and non specialist (e.g. Parents)
teachers, home, schools,
Multiple media Text, graphics, animation, video,
audio and simulation
Multiple platforms Available over a wide range of
technology platforms
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ICT Transforming teaching and learning

• Computers are incredibly fast, accurate and
  stupid
• humans are incredibly slow, inaccurate and
  brilliant.
• Together they are powerful beyond
  imagination.
• Albert Einstein

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