Self Evaluation: the way forward

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Self Evaluation the way forward

• Dick Cooper
• Head of ICT and Office Services

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Do you know what youre missing?
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Theres good stuff here, baby, but are you
getting your share?
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But seriously

• ImpaCT 2
• Personalisation
• LLTICT
• SLICT and the e-confident school

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ImpaCT2

• ImpaCT2 was designed to
• Identify the impact of networked technologies on
  the school and out of school environment
• Find out the degree to which these networked
  technologies affect the educational attainments
  of pupils at Key Stages 2, 3 and 4.
• http//www.becta.org.uk/research/research.cfm?sect
  ion1id561

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Impact on attainment at KS3

• KS3 in all three subjects (Maths, English,
  Science) the pupils characterised as high ICT
  users outperformed, on average, low ICT users.

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Impact on attainment at KS4

• KS4 in all 7 subjects (Maths, English, Science,
  History, Geography, MFL, DT) the pupils
  characterised as high ICT users outperformed, on
  average, low ICT users.
• In science, the difference in test performance
  between high and low ICT groups was equivalent to
  a score of 0.56 of a GCSE grade.

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Personalised learning

• Learning about personalisation how can we put
  the learner at the heart of the education
  system?
• DfES innovation unit - Demos - NCSL
• http//www.standards.dfes.gov.uk/innovation-unit/p
  df/Learningaboutpersonalisation.pdf?version1

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Many of the scripts followed by public services
such as schooling have not changed for
decades choose what to study from a pre-defined
and delineated set of options sit with 20-30
other learners learn from your teacher, who has
to deliver set amounts of content often in a
particular style sit some exams have your
learning assessed by an examiner get your
results move on to the next stage do it all
again.
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The script of a system characterised by
personalised learning is rather different.It
would start from the premise that the learner
should be actively, continually engaged in
setting their own targets, devising their own
learning plans and goals, choosing from a range
of different ways to learn.
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Personalised learning would allow andencourage
learning to take place in holidays and outside
normal school hours. It would make opportunities
to learn available whenever the learner wanted to
take them up. Students should have a choice
under earned autonomy about where learning
takes place at home at an individual school
moving among a network of schools virtually
through ICT in school in a third space such as a
library in situ at a workplace or voluntary
group.
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London Learning through ICT 1

• Leadership Developing a more strategic vision
  for the use of ICT across schools. We have seen a
  number of examples where heads have been the
  crucial factor in moving forward the use of ICT.

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London Learning through ICT 2

• Access to and use of resources Even in well
  resourced schools we have noticed a lack of
  awareness among teachers of the resources
  available to be used in the curriculum and for
  effective management of learning.

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London Learning through ICT 3

• Teacher time to try out resources If teachers
  are to be discerning users of resources the
  feedback is that they need time to develop their
  knowledge and skill often through the time to try
  them out as part of lesson preparation.

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London Learning through ICT 4

• Technical support This is an issue to overcome,
  particularly in Primaries which do not need, or
  can not afford a full-time technician but require
  a reliable system at all times.

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London Learning through ICT 5

• A coherent and reliable infrastructure We have
  seen a wide variety of technical infrastructures
  in schools, sometimes these are robust and
  effective for that school but are difficult to
  replicate elsewhere.

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London Learning through ICT 6

• LEA Support some secondary schools, often for
  very good reasons, have taken an independent line
  which can, in the area of ICT, lead to a certain
  isolation which can contribute to a lack of
  awareness of services and resources available.

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London Learning through ICT 7

• Communications The messages about good practice
  in the use of ICT do not always appear to get
  down to the people who need it most, the
  teachers.

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THE E-CONFIDENT SCHOOL

• 10 key features
• High levels of staff confidence, competence and
  leadership
• Re-engineered teaching, learning and assessment,
  integrating effective use
• Leading and managing distributed and concurrent
  learning
• Effective application within organisational and
  management processes

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THE E-CONFIDENT SCHOOL

• Coherent personal learning development, support
  and access for all leaders, teaching and
  non-teaching staff
• Secure, informed professional judgement
• Appropriate resource allocation to ensure
  sustainable development
• Availability, access and technical support
• Pupils/students with high ICT capability
• School as the lead community learning and
  information hub

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Time to reflect