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Presentation Research into ICT and educational standards Peter Avis. Purpose. Overview of the Becta Primary Research Summary of Secondary - work in progress - needs debate. Summer 2000. Encouraging first results Schools with better ICT resources had higher grades - PowerPoint PPT Presentation
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Presentation Research into ICT and educational
standards
Peter Avis
Purpose
Overview of the Becta Primary Research
Summary of Secondary - work in
progress - needs debate
Summer 2000
Encouraging first
results
Schools with
better ICT
resources had
higher grades
Not due to socio-
economic factors
KS2 Science: 'Above national standards'
0%
10%
20%
30%
40%
50%
60%
70%
A*ABCDE / E*
IT Rating
Autumn 2000
Correlation not causality
Minister asked Becta to provide further
evidence for a link between ICT and
standards
Causal links
How it is used?
School ICT
Resource
School type
PupilStandards
Subject usage
Ofsted data KS2 schools
inspected in 1998/9 (2110 schools)
Data-sets
736 Good and Very good
ICT resources
153 Very GoodICT resources
Telephone survey125 very good ICT
DfEE survey ICT in
Schools 2000
(582 KS2 schools)
Internet survey 315 teachers on-line
QCA Data
KS2 pass rates for all schools
Causal chain
Schools with good ICT resources tended to have better achievement at Key
Stage 2.
Schools with good ICT resources tended to have better achievement at Key
Stage 2.
Good ICT - Standards?
Key Stage 2 - % Level 4 and above
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
English Maths Science
DataThe average proportion of pupils attaining Level 4 or above within each sample of schools
Poor ICT resources (n=59)
Very Good ICT resources (n=183)
Government target for English
Government target for maths
Causal chain
Good ICT - Standards?
Continue over two years?
KS2 Maths - Level 4 or above
70%
72%
74%
76%
78%
80%
1999 2000
Schools with good ICT resources tended to have better achievement at Key
Stage 2 and this is seen over two years.
Schools with good ICT resources tended to have better achievement at Key
Stage 2 and this is seen over two years.
Schools with Good ICT resources tended to have
better standards at Key Stage 2 than schools, even when
benchmarked with schools of a similar type or management.
Schools with Good ICT resources tended to have
better standards at Key Stage 2 than schools, even when
benchmarked with schools of a similar type or management.
Causal chain
Good ICT - Standards?
Continue over two years?
Benchmark?
Ks2 science, Benchmark group 3
75%
80%
85%
90%
95%
1999 2000
Schools that use ICT to
support a subject tended to
have better achievement in that
subject.
Schools that use ICT to
support a subject tended to
have better achievement in that
subject.
Causal chain
Good ICT - Standards?
Continue over two years?
Benchmark?
Link to subject usage?
KS2 English
65%
70%
75%
80%
85%
substantial use ofICT
little use of ICT
Causal chainSchools with good ICT
resources and use them well tend to get better results than
schools who have good ICT but do not use them well.
Schools with good ICT resources and use them well tend to get better results than
schools who have good ICT but do not use them well.
KS2 Maths 'above national standards'
0% 20% 40% 60% 80%
good ICTresources andvery good ICT
teaching
good ICTresources and
poor ICTteaching
Link to how well used?
Causal chain
Link to other ICT variables?
Schools that make good use of ICT to improve standards have good ICT teaching, ICT ethos, pupil access, skills and attitude
to ICT.
Schools that make good use of ICT to improve standards have good ICT teaching, ICT ethos, pupil access, skills and attitude
to ICT.
Correlations between ICT factors and English standards
0 0.05 0.1 0.15 0.2
4.2.0 Pupils' attitudes and behaviour in ICT
6.1.4 Ethos for Learning
5 0 0 Assessment
5.3 Contribution of ICT to Pupils' SMSCDevelopment
5.2.2 Equality of Access to ICT resources
5.1.0 ICT Teaching
4.1.2 Progress against prior attainment inICT
6.2.1 Match of Teachers to ICT curriculum
6.1.2 Support and Monitoring of ICT
6.2.3 Professional Development of Staff
6.3.1 Efficient use of Staff in ICT
6.3.0 Efficiency in ICT
4.1.3 Progress of SEN pupils
6.3.2 Efficient use of resources andaccommodation
6.2.5 Adequacy of ICT resources
6.1.0 Leadership and Management in ICT
6.2.0 Staffing Accommodation andLearning Resources
6.1.3 ICT Development Planning
6.2.2 Match Support Staff to curriculum
6.2.4 Adequacy of ICT Accommodation
Causal chain
Schools of the future?
Schools that make good use of ICT and have very good ICT
resources reached the national targets in 1999.
Schools that make good use of ICT and have very good ICT
resources reached the national targets in 1999.
Key Stage 2 - % Level 4 or above
70%
75%
80%
85%
90%
English Maths Science
Social profile
16%
19%
45%
41%
31%
30%
6%
4%
4%
4%
0% 20% 40% 60% 80% 100%
School oftomorrow
All schoolsE
D
C
B
A/A*
Causal chain
Professional judgements?
In very good ICT schools 86% of heads believed ICT important
in raising standards, use it extensively in Maths, Science
and English.
In very good ICT schools 86% of heads believed ICT important
in raising standards, use it extensively in Maths, Science
and English.
How many hours per week on the computer?
0% 10% 20% 30% 40% 50% 60%
Less than half an hourper week
Half an hour to an hourper week
One to two hours perweek
More than two hoursper week
Positive impact on Key Stage 2 attainment
0%
20%
40%
60%
80%
100%
EnglishMathsScience
Schools of the future?
Causal chain
Research?
Good ICT - Standards?
Continue over two years?
Benchmark?
Link to subject usage?
Professional judgements?
Schools of future?
Link to how well used?
Link to other ICT variables?
There is a set of wider research
findings that support the patterns of effect shown in
statistical and survey evidence.
There is a set of wider research findings that support the
patterns of effect shown in statistical and survey evidence.
Secondary schools
Smaller numbers - 400
against 2000 primary
Higher attainment
associated with very
good ICT
Effects at Key Stage 3
and GCSE
Sustained over two years
GCSE, 5 or more passes at grade C or above
40%
45%
50%
55%
60%
65%
70%
1999 2000
Poor ICT resources (n=35) Very Good ICT resources (n=49)
Secondary schoolsSeems to be an ICT effect at
Very Good levels but not at
lower - a threshold?:
ICT resources
PC ratio £ per pupil
Very Good = 1:7 £47
Good = 1:9 £32
Satis. = 1:10 £26
Unsatis. = 1:12 £23
Poor = 1:12 £23
KS3 performance and ICT resources
60%
65%
70%
75%
80%
english
maths
science
Benchmarking - usage
ICT difference still
occurs even if socio-
economic factors are
factored out
Similar for pupil prior
attainment
Also ICT effect bigger
when used effectively
KS3 Science
0% 20% 40% 60% 80% 100%
low socio,poor ICT
low socio,good ICT
high socio,poor ICT
high socio,good ICT
Subject Usage - IT in Schools survey
For Maths and
Science, where
schools used,
higher KS3 results
For English worse
… but ….
Ks3 attainment and use of ICT
40%
45%
50%
55%
60%
65%
70%
englishmathsscience
ICT used
ICT not used
English Usage - IT in Schools survey
For English -
differentiating
schools with high
ICT usage
Possibly for schools
with low ICT -
Word-processing =
English usage
KS3 English, and use of ICT
50%
52%
54%
56%
58%
60%
62%
64%
66%
68%
70%
1999 2000
No use in English
Use in English plus3 or fewer others
Use in English plus5 or more others
GCSE and Subject Usage - IT in Schools survey
Where Schools
used ICT
extensively across
curriculum GCSE
results
significantly
better
GCSE, 5 or more passes at grade C or above
30%
35%
40%
45%
50%
55%
60%
0-4 subjects 5-8 subjects 9+ subjects
Number of subjects supported by ICT
1999
2000
Pupil ICT skills - Ofsted data
Strongest link
with ICT skills
Correlation 0.33 (twice as high as
primary 0.17)
but based on
Ofsted judgementPoor or unsatisfactory ICT attainment (n=109)
Very Good ICT attainment (n=24
Key Stage 3, Level 5 or above
50%
60%
70%
80%
90%
englishmathsscience
Schools of Future defined as those schools
rated as 'good’ or better on: - ICT resources - Ethos - Pupil attitudes to ICT - Quality of ICT teaching - ICT skills by pupils
There were 41 secondary schools, roughly 10% of the total.
Key Stage 3, level 5 and above
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
englishmathsscience
school of thefuture
other schools
Schools of Future
Significant positive socio-economic bias
Socio-economic grade
4%
7% 26%
42%
52%
31%
15%
20% 3%
0% 20% 40% 60% 80% 100%
school of thefuture
all schools
E D C B A
Ways forward
Further work on:
School studies
1999/2000 Inspections (framework)
Debate on interpretation, policy implications - Key Stage 3 pilot
Primary and Secondary comparisons
Using value added pupil data, how ICT is organised
…..