Embed Size (px)
Citation preview
3 clusters 3 LEAs, 28 schools & 3 colleges
Collaborationsupport
Funding
Learning & teaching advice & guidance
Leadership, workforceinstitutional
advice &guidance Evaluation
Support
Implementationsupport
Project aims•Establish how ICT enables transformational change and raises standards •Gather evidence on how ICT brings about improvements in educational endeavour •Disseminate the lessons learnt from the project Institutional objectives•Institutional improvement and raising standards•Improved leadership and management •More effective and efficient use of teacher time Cluster objectives•Collaboration and some aspects of federation•Improved home and community links
Test Bed clusters
Barking and Dagenham LEA•Three comprehensive schools – Barking Abbey, Eastbury and Warren – with a selection (6) of their feeder junior and Infant schoolsDurham LEA•Parkside Comprehensive, Willington; its main (9) feeder primary schools and a special school which supports the clusterSandwell LEA•Shireland Language College and its main (7) feeder primary schools (part of the Smethwick Learning Network) plus the pupil referral unit•Plus one FE college in each cluster
The timescale and funding•Four year project to August 2006•Final evaluation report January 2007
–with possible extension for follow-up•Started work in June 2002•LEAs selected in August, Schools Sept 02 •School/cluster planning started October •Formal launch November 2002•Plans approved end March 03•Funding
–Year 1 £20 million–Years 2-4 £7m, £4m, £3m (estimated)
Learning from ICT Test Bed
Guy Underwood & Matt GoodyearLondon Borough of
Barking & Dagenham
Reasons•Raise standards
•Engage learners
•Enrich the learning experience
•Empower teachers
•Disseminate best practice
Approaches•Driven by teaching & learning
•Collaboration across institutions
•Developed partnerships
•Clear ownership & vision
Impacts•Embedded use of technologies
•Enhanced the way we teach
•Increased pupil interaction
•Improved communication
•Created a ‘sustained’ buzz
Interactive Technologies•Technology for teaching & learning
•Complete solution
•Easy to use
•Builds on strengths
•Encourages collaboration
Digital Imaging•Powerful self assessment tool
•Inclusive tool for expression
•Flexible range of outputs
•Facilitates collaboration
Visioning•What will future state look like?
•Time to think, discuss & communicate
•Ownership to achieve vision
•Structured toolset
Leadership & management•Empowers leadership at all levels
•Provides tools & resources
•Enables the sharing of best practice
•Power of network applications
•Improved communication
Closing thoughts•Have a clear and communicated vision
•Keep teaching & learning at the core
•Develop strong and sustainable partnerships
•Build on existing strengths
•Consider total cost of implementing ICT
Preliminary Outcomes of the Test Bed Evaluation
Bridget SomekhManchester Metropolitan University
Jean UnderwoodNottingham Trent University
Purpose of the Evaluation
• The external evaluation is assessing whether, to what extent and how the objectives of the Test Bed policy have been met, identifying challenges encountered and lessons learnt.
• The internal evaluation, in partnership with project participants, is using an action research approach to support the development of good practice and its dissemination.
Quantitative approaches• Benchmarking Test Bed schools/colleges against 4
comparators – no findings till Yr 2• Maturity modelling. Production of framework on six
dimensions for assessing school / college maturity. No findings till Yr 2
• Base-line data giving staff and student attitudes, self-assessments and perceptions in 2002-03 (data set completed by Sept 03)
Findings from Base-line Data• The majority of staff and students have positive
attitudes to the use of ICT and already use it.• There is a clear relationship between level and
amount of training and diversity & level of ICT use.• KS1/KS2 children showed very positive attitudes to
using ICT at home and at school.Secondary pupils reported extensive experience of using ICT and were confident about teaching othersFE students were more cautious about their ICT skills.
Progress in Action Research
• Seventy staff (teachers, managers, support staff) have embarked on action research studies.
• Five reports are complete and will shortly be published on the TB Evaluation pages in the Becta research site.
• Some staff of schools/colleges are presenting their action research at the ITTE Conference in July and the Collaborative Action Research Conference in November.
• Those who have completed action research studies are taking on the role of Research Leaders.
The external qualitative evaluationPreliminary positive outcomes• Use of ICT has increased hugely across all
participating schools and participating courses/sectors of the FE colleges.
• Very substantial use of interactive white boards and, in Barking and Dagenham, large screens, visualisers and interactive tablets.
• Most use of ICT for teaching and learning is to support and enhance existing practice.
• Some use is radical and innovatory e.g. changing the quality, depth and relevance of pupils’ learning.
Challenges of Test Bed implementation• Scale and complexity of roll-out – substantial ‘delay’
till equipment in place (inevitable with large ICT initiatives). Way forward – plan future projects to take this into account.
• The vision challenge – even with excellent advice it’s hard to plan because you need a ‘mental model’ of the possibilities.Way forward – visits to other schools to see what they have done.
• The installation challenge – two phases of funding; security; contractors, electricians, builders …Way forward – use the two phases of funding to try out new equipment and modify as needed for phase two.
Challenges of Test Bed implementation (2)• The technical support challenge – technical support is
essential in ICT-rich institutions. Test Bed provided additional support but also generated greatly increased need. Way forward - an onsite technician (who can troubleshoot immediately) transforms ICT use in primary schools.Way forward - technicians could begin to provide more support for learners in classrooms, once maintaining functionality is less of a problem.
• The training challengeWay forward – match training to need, synchronise with arrival of equipment, include follow-up and peer support
Challenges of Test Bed implementation (3)• The challenge of embedding ICT in teaching and
learning – currently almost all use of ICT for teaching curriculum (i.e. not for teaching ICT) is limited to use of IWB and Screens/ Visualisers/ Tablets. Use of ICT by pupils in school is very limited by comparison with their use at home.Way forward – need for experimentation, monitoring, refinement – this is the main focus of TB action research
• The challenge of leadership and management …• The challenge of cluster collaboration …• The challenge of home and community links …
• Congratulations to the Heads/Principals of Test Bed Schools and Colleges on the considerable success achieved in the initial stages of planning, procurement, installation of equipment, experimentation with use, staff training …. and all the rest …
• And to the Becta support team and LEA Test Bed managers …
Establish how ICT enables transformational change and raises standards
•Impact on learning and teaching in institutions is already visible
•Institutions experiencing real change (supported – NRT)
•New ways of working emerging & novel ICT solutions
being tried
•Visual & kinaesthetic learning overcoming barriers
•Teachers, Leaders, and support staff gaining new skills
•Perceptual changes – ICT vision emerging
Project aimsInstitutional improvement and raising standards
•Improved leadership and management
•Change management approaches making a difference
•More effective and efficient use of teacher time
•LSPs ICT use and support
•Perennial difficulties of measuring impact of ICT on
standards
Collaboration and some aspects of federation
Improved home and community links
•Home-School-Community Links are a key
development
•Improved communication between parents and
schools
•Greater parental and community involvement and
support for schools
•Area for further development
Gather evidence on how ICT brings about improvements in educational endeavour
•Evaluation – ongoing quantitative and qualitative study until 2006
–Maturity Model, new tool for data collection & analysis, developed
Lessons all schools and colleges can learn from
•Moving from implementation to embedding:•Institutions now finalising plans for 2004/05 activity
•Today – project as a whole enters second stage- greater external dissemination and profile raising
Disseminate the lessons learnt from the project •Dissemination starting:
•Research Conference(s)•First project newsletter out•Schools and colleges presenting with and without us at non Becta events•First Year evaluation findings being disseminated and second year findings emerging•Questions and lessons learned so far being asked for by policy teams•Broadening reach at DfES
•Evaluation: Action Research projects providing CPD and cross promotion
