ICT in Schools Research and Evaluation Series No.4

Using ICT to enhancehome-school links

A report to the DfES by Bridget Somekh, Diane Mavers and Cathy Lewin

An evaluation of current practice in England

The research on which this report is based was managed by the BritishEducational Communications and Technology Agency (Becta) on behalf of theDepartment for Education and Skills (DfES), and conducted by Bridget Somekh,Diane Mavers and Cathy Lewin of Manchester Metropolitan University

The full text is available on the Becta Research web site at:

www.becta.org.uk/research/reports/homeschoollinks

1

Preface 2

Executive Summary 4

Aims and Background of the Study 7

Research Design 7

The Policy Framework 9

The Knowledge Base: evidence from recent and current research 10The nature of homeschool relationships 10The use of ICT in the home 10The digital divide 11Using ICT to link home and school 12Continuing technological advances 12Other issues raised by research 13

The Surveys 14Schools actively using ICT for homeschool links 14Commercial companies currently investing in homeschools links 15

The Case Studies 17

Findings 19Types of technologies and models of use in practice and development 19The software and web-based content available in the home to support home learning 23The benefits and potential benefits of using ICT to link home and school 23Implications of ICT-based homeschool links for the digital divide 27Issues associated with the implementation and management of ICT 28

to support homeschool linksEmbedding the use of ICT for homeschool links within the schools work as a whole 28

Conclusions: implications for policy and practice 30Teachers professional development 30Expert knowledge on choosing an infrastructure to support homeschool links 30Technical support in the day-to-day running of systems 30Long-term sustainability 31Equity of provision to schools: funding 31Equity of provision to schools: regional infrastructures 31Taking action to combat the digital divide 32Planning for future developments in technologies 33

Annex: Products and Services 34

Acknowledgements 34

References 35

Contents

HomeSchool Links

PrefaceThe National Grid for Learning (NGfL) is the Government'skey initiative for improving ICT provision in schools,developing a wide range of digital resources for teachingand learning and equipping teachers to be effective usersof ICT. The NGfL programme seeks to involve learners,the education and lifelong learning services, industry andlocal government in a vision focused on three key areas:

Stimulating the development of high-quality on-line andoff-line digital content relevant to the UK educationsystem, and developing an accompanying Internet portal the NGfL web site (http://www.ngfl.gov.uk/index.html)

Ensuring that schools and other educational institutionshave the means to access and use these resourceseffectively

Providing teachers with appropriate trainingopportunities so that they are able to incorporatethe use of these technologies and resources intotheir everyday teaching.

Since it was launched in 1998, the NGfL web site hasgrown to over 362,174 unique indexed documents.Resources for teachers include the VTC (Virtual TeacherCentre) and the Teacher Resource Exchange to whichteachers are invited to contribute lesson ideas. The needsof pupils are also addressed in GridClub, which providesa safe but stimulating range of activities and information.

Substantial funding has been made available to schoolsfrom the Standards Fund to purchase hardware, softwareand networks, so they can take advantage ofcommunications technology and the resources it makesavailable through the Internet. A programme ofprofessional development for teachers is also inprogress, to ensure that they are both competent andconfident in using ICT, provided by the New OpportunitiesFund (NOF).

The NGfL programme has links with several initiatives toraise standards in teaching, learning and administration,including Excellence in Cities, Education Action Zones,Technology Colleges and the Information ManagementStrategy.

Evaluating the NGfL programme

The NGfL programme underpins the Governments visionfor transforming education. Evaluation is beingundertaken using a variety of techniques, both qualitativeand quantitative, and at both national and local level.

The ICT and Home School Links Project is part of thisoverall evaluation. The specific objectives of the projectare to:

identify both the types of technologies being used andthe various models of use being developed in a rangeof homeschool initiatives (including both establishedpractices and special short-term projects)

identify the particular benefits that may result

investigate the ways in which these benefits may relatenot only to teaching and learning but also to the wayschools are managed and administered

consider a range of software and web-based content thatis available in the home that might support home learning

consider the implications of these developments fordecision makers, schools, LEAs, students and parents

consider issues associated with the implementationand management of ICT to support homeschool links

consider any further potential benefits of using ICT forhomeschool links which may accrue in the near futureas the technology develops.

The research was commissioned by the BritishEducational Communications and Technology Agency(Becta) on behalf of the Department for Education andSkills (DfES) and was carried out by ManchesterMetropolitan University, Institute of Education(http://www.mmu.ac.uk/ioe).

As part of the NGfL evaluation there are several othermajor studies that are ongoing, including:

ImpaCT 2 this is a major longitudinal study (1999 2002) involving 60 schools. Its broad aims are to identifythe impact of networked technologies in and out ofschool, determine whether this is affecting the attainmentof pupils and provide information that will assist in the

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HomeSchool Links

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formation of national, local and school policies on thedeployment of ICT. A full report will be available in 2002.Emerging findings from ImpaCT2 were published inOctober 2001. Copies can be obtained fromDfES publications (tel. 0845 60 222 60) or visithttp://www.becta.org.uk/impact2 to downloadthe full version of the interim document.

Pathfinders Evaluation this is an important strandof the NGfL evaluation strategy. It focuses on the roll-outof the NGfL programme in schools in ten LocalEducation Authorities (LEAs) identified as followinginnovative ICT strategies. Emerging findings which willhelp to inform good practice, are published athttp://www.becta.org.uk/pathfinders. Copies can beobtained from DfES publications (tel. 0845 60 222 60).

Computers for Teachers Evaluation this aims toassess the impact that teachers personal access to ICThas on teaching and learning. The evaluation is split intotwo parts. The first phase involved a random sample of6000 teachers responding to questionnaires, while thesecond phase will build on the findings identified inphase 1 through case studies and further evaluations.Copies of the Phase 1 report can be obtained from DfESpublications (Tel. 0845 60 222 60) or visithttp://cft.ngfl.gov.uk/ to download the document in full.

In addition to the above, the School of the Future reportsalso investigated links between ICT and attainment.These reports are available as printed documents fromBecta: Primary schools of the future achieving today. Areport to the DfEE, and Secondary Schools of the future achieving today. A report to the DfEE. They are alsoavailable on-line at http://www.becta.org.uk.

All of the above are also available from the research sectionof the Becta web site at http://www.becta.org.uk/research.

Further information on the NGfL programme is availableat http://www.ngfl.gov.uk; details of projects managedby Becta are available at http://www.becta.org.uk.

HomeSchool Links

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Executive summary What are homeschool links with ICT?

Homeschool links with ICT are defined broadly toinclude formal and informal communications between theschool and the home, remote access from the home toschool records and information, and all the ways in whichICT can enable pupils learning to take place in anextended homeschool environment. The enormousincrease in home-ownership of powerful computers, andin particular the increase in access to the Internet fromhome, has radically changed the potential for ICT toextend pupils learning opportunities beyond the schoolday. The ICT and Home School Links project was carriedout between February and August 2001. It investigatedcurrent innovative practice in a small number of schoolswhich are leaders in the field.

Why are homeschool links important?

The study shows that ICT can be used to make radicalchanges in the links between home and school. A surveywas carried out in 115 schools selected for theirinvolvement in innovative work of this kind. In theseschools a range of technologies are being trialled andimplemented, including on-line access to the schoolintranet from home, pupils use of laptops between homeand school, and remote teaching and communication viavideo conferencing.

Most of the schools which took part in the survey arevery much in the early stages of developing the use ofICT for homeschool links. Almost a quarter haveexperimented with providing pupils with laptops. Theresponses suggest that primary schools believe theyhave less need to develop ICT-based links because theyhave good face-to-face contact with parents. Secondaryschools, where links with parents are more problematic,are investigating and developing numerous initiatives touse digital communications and on-line facilities tosupport learning in the home. However, in all but a smallminority of schools, this work is still in the early stages.

One case study school has set up wireless links within anapproximate 11 kilometre radius. This and other casestudy schools have set up an infrastructure that allowsparents and pupils 24-hour access to the school website. Although still at an early stage, development work isin hand in these schools to give password-protectedaccess to web-based curriculum materials and a wide

range of information including attendance andachievement records.

The case studies show that pupils are making extensiveuse of ICT at home, for leisure purposes includingInternet searching, and to a somewhat lesser extent forschool work. Some pupils are making regular use ofhomework and revision sites, such as BBC Bitesize andChannel 4s Homework High. At present their use ofschool-based resources is low because few areavailable. Where schools have a clear policy fordeveloping web-based materials, these are likely tobecome extensive and provide an important learningresource for pupils. It will be important to ensure thatsuch materials are educationally valuable.

At best, the use of ICT for homeschool links cantransform the role and status of homework into a patternof integrated learning between home and school thatmight be called homeschool-work. The case studyschools provide evidence of high levels of pupilmotivation and engagement in ICT-based tasks,particularly when such work is undertaken at homewithout the constraints of short time frames.

Pupils with their own laptops have the flexibility to work attheir own pace, carrying on their work without interruptionas they move between home and school. This isparticularly the case where the school provides wirelessconnectivity in all classrooms.

All the schools in the study have web sites, although manyof these are at an early stage of development. Publicinformation held on web sites includes materials such aslocation maps, staff photographs, the mission statement,the school calendar, electronic newsletters, pupils work,information about post-16 courses and community links.

What are the benefits of ICT-based homeschool links?Teaching and learning

The research provides evidence, from both pupils andteachers, of ICT being used flexibly to extend learningbeyond the school walls and the school day, enablingpupils to resume, refine, expand and extend their work.In some cases pupils are submitting work to teachersand receiving comments back electronically.

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In several schools teachers have been provided with theirown laptops for use at home and at school and this hasresulted in a significant increase in their use of ICT forlesson preparation and communications, as well aspresentation during class contact time.

In some of the case study schools, pupils who havebeen provided with personal laptops are reported tohave exceptionally advanced ICT capability and theability to use ICT resources with discrimination. This isalso true of pupils with extended access to a computerat home, and frequent access to computers in school.

ICT links between home and school have a special valuefor pupils who are unable to attend school on a regularbasis. At one case study school, which caters forchildren in hospital and those with long-term irregularschool attendance, video conferencing and other formsof on-line communication have provided continuity ofteaching and communication that would not otherwisehave been possible.

Administration

ICT-based links between home and school arecontributing to changes in the patterns of administrativework in schools. In several of the case study schools,teachers and parents either have, or soon will have,access to information and pupil records via the intranet.E-mail access to teachers by other teachers and parentshas many potential advantages, because of the limitedamount of non-teaching time when teachers are availableto meet parents or come to the telephone. However, inthe case study schools, e-mail use between teachersand parents was still at an early stage and there wereanxieties about the potential increase for teachersworkloads that might result.

There is evidence in the case study schools that ICT-basedadministrative systems have the potential to reduceteachers workloads while, at the same time, increasingtransparency through improved communications withpupils and parents. Of particular value are digitalattendance registers, report writing software and thestorage and retrieval of achievement records and otherdata by means of the school intranet. Although theseprocedures are at an early stage in the case studyschools, staff and parents regarded them very positively.

What are the issues?Integration with the schools educational vision

The schools where these initiatives are successful arethose where they are integral with the overall vision forteaching and learning. Strong leadership and goodadministrative skills are essential since this kind ofinnovation has implications for all areas of the schoolswork. The most successful schools are those where staffhave the freedom to experiment within a sharededucational vision.

Access to high-level technical expertise

To set up an infrastructure capable of providing 24-houraccess to the Internet for all pupils, staff and parents, viathe school web site is a demanding task, both technicallyand financially. A small number of case study schoolshave developed innovative solutions. In one school, staffand governors believe that they have been able to spendfunds much more effectively and develop a moreambitious service, because of the high level of technicalexpertise of a small group of staff, governors, parentsand friends. Once the infrastructure is in place, the needfor expert technical advice and management continues.

Equity of funding and infrastructure

The study suggests that those schools which have madethe greatest progress have received considerably morefunding than the average school and that this has been asignificant factor in what they have been able to achieve.Schools in urban areas or areas where there is a regionalbroadband infrastructure are also considerably advantaged.While ISDN access to the Internet is adequate for smallschools and the home, those schools that provide24-hour external access, and are developing the mostambitious plans for web-based resources, are amongthe minority with broadband facilities.

The management of web site development

In the majority of schools in the study, web sites haveinitially been developed by teachers. However, the workinvolved is onerous, particularly where the aim is toprovide a full range of curriculum materials and wideranging records, information and hotlinks that will needconstant updating. The case study schools with the mostambitious plans for their web sites are moving to appointa professional web manager, although in all casesteachers will continue to play a prominent role in theactual production of curriculum materials.

HomeSchool Links

Teachers professional development

The study shows that the use of ICT for homeschoollinks increases the demands on teachers to develop ICTskills. However, the case study evidence suggests thatteachers level of ICT skills increases more quickly whenthe use of ICT is fully integrated in the schools policyand practice. The most successful schools are those inwhich teachers are being given in-house support to meetICT targets as part of their normal work.

Safety issues and problems arising from solutions

All the schools in the study are aware of the need toprotect pupils from accessing undesirable web sites orcommunications via the Internet. A range of screeningdevices are in use and in two schools all parents andpupils are asked to sign an actual use agreementbefore pupils are given Internet access.

Nevertheless, this solution creates some new problemsbecause it blocks some material that would be beneficialand reduces pupils sense of control in using the Internet.The evaluators did not find any evidence of home use ofcomputers being controlled in this way. Schools shouldbe aware of the need to teach pupils self-regulation asa necessary Internet skill.

Anxieties about changes in the system

Parents and some teachers in the study expressedanxiety about potential dangers of using ICT extensivelyfor learning. These are relevant to the use of ICT forhomeschool links, since such use greatly extends theamount of pupils computer-based work. Anxietiescentred on potential damage to handwriting and spelling,as well as on replacing books and the increasedopportunities for plagiarism. What is clear is that theseare all problems arising from major changes in patternsof work in our society. None is particular to pupils inschools and all raise fundamental questions about whatcounts as valuable in terms of educational processesand products. For example, paper-based examinationsand tests are in tension with the exploratory work ininnovative schools that is the focus of this study.

Potential inequities between pupils resulting fromvariable access to ICT

The study investigated the extent to which using ICTfor homeschool links may increase inequities betweenpupils who have access to computers and the Internetat home and those who do not. Such differences impede

choice, flexibility and convenience in ways of workingand are likely to have knock-on learning effects. The casestudy schools provide evidence of such inequities as wellas a number of strategies to address the problem.

However, since the majority of pupils have access tocomputers in the home, and most other pupils can getaccess in other ways outside school time, the moreserious problem appears to be differences in the use ofavailable computers. These appear to depend on familyvalues and choices made in the home about the kind ofcomputer use that pupils engage in. This is a problem thatappears to be compounded by schools since teachers inall the case study schools say they are unwilling to askpupils to use computers at home for schoolwork,preferring to leave such use as a voluntary activity.

There is also considerable evidence that pupils with theirown laptops are not able to use them effectively duringschool time, because both they and their teachers areembarrassed when other pupils in the same class are notsimilarly resourced. Laptop projects, therefore, appearonly to be fully successful when all pupils in the classhave the same equipment.

This study has implications for policy and practice tocombat such inequities. A suggested strategy is putforward in the conclusions to the report. It recommendsthat schools should introduce an audit of pupils homeaccess to computers, together with a Personal Access toICT Plan (PACT) to be agreed with parents, as precursorsto introducing a policy of requesting ICT use for aproportion of homework.

Planning for future development in technologies

The advent of light, portable technologies, combiningcomputer processing power with the Internet andcommunications connectivity has the potential to changethe use of ICT in schools radically. These mobile phone-computers have the potential to make the innovative useof ICT for homeschool links described in this reportcommonplace in all schools. They already exist and aredropping in price. There is an urgent need to plan fortheir use in schools, not least to develop policies forallowing pupils to provide their own equipment if theirparents so wish and for making equivalent provision forother pupils. To achieve this, the education system willneed to be able to rely upon inexpensive commercialprovision of such equipment. Providers have alreadydemonstrated their interest in working towardseducational provision of this kind.

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Aims and Backgroundof the StudyThe ICT and Home-School Links Project wascommissioned by the British EducationalCommunications and Technology Agency (Becta) onbehalf of the Department for Education and Skills (DfES).Its aim was to gather information about existing use ofelectronic homeschool links and to evaluate andexemplify good practice. The project was timely becauseof growing interest in the role that ICT might play inpromoting improved communication and partnershipbetween home and school. There was a need forresearch to inform policy and practice.

The specific objectives of the project were to: identify both the types of technologies being used and

the various models of use being developed in a rangeof homeschool initiatives (including both establishedpractices and special short-term projects)

identify the particular benefits that may result

investigate the ways in which these benefits may relatenot only to teaching and learning but also to the wayschools are managed and administered

consider a range of software and web-based contentthat is available in the home that might support homelearning

consider the implications of these developments fordecision makers, schools, LEAs, pupils and parents

consider issues associated with the implementationand management of ICT to support homeschool links

consider any further potential benefits of using ICT forhomeschool links which may accrue in the near futureas the technology develops.

The evaluation, which ran from February to August 2001,was conducted at the Manchester Metropolitan Universityby Bridget Somekh (Project Director), Diane Mavers andCathy Lewin.

Research DesignDefining homeschool links

The evaluators took a broad definition of the concept ofusing ICT to link home and school. The knowledge-mapping exercise included work on teacherparentpartnership, traditional links without the use of ICT andthe use of ICT in the home, in the school, and to linkhome and school.

Homeschool links using ICT have been defined broadlyto include:

electronic communications between the school(including the head, teachers and administrative staff),pupils and parents

remote access to school records and information fromthe home

uses of ICT, such as the school intranet, Internetresources and portable technologies, which enablepupils learning to take place in an extendedhomeschool environment.

The evidence base

This was a small-scale study in a fast-moving field. Existingpractice was likely to be highly exploratory and carried outwithout benefit of prior experience. It was essential to buildup a sound evidence base over a short period of time andto spend time talking to teachers, pupils, parents andcommercial providers who were at the forefront ofdevelopments. Evidence was collected as follows:

A knowledge-mapping exercise

Information was drawn from recent and current researchpublished in books, papers and on the Internet, or sentto the evaluation team by e-mail through theirinternational network of research contacts. Owing to thelimited amount of research in this area, the team alsoused conference presentations, unpublished papers,newspaper reports and advice from LEA representatives,commercial companies and Government personnel. Inaddition, the evaluators interviewed five key informantswith specialist knowledge of ICT policy and practice inthe UK. These interviews with representatives from theDfES, Becta Board, QCA, Ofsted and TTA provided theevaluators with current policy information and keyinformants perspectives on issues they considered keyto the projects focus. In this way, the evaluators ensuredthat the research was appropriately targeted.

HomeSchool Links

A survey of 100 schools

Questionnaires were sent to a sample of schools thoughtto be already using ICT for homeschool links. This wasnot a random sample. Schools were selected becausethey had been mentioned in reports in the media or hadbeen recommended by national agencies, LEAs orcommercial companies. Many of them were involved indevelopment projects, in some cases with commercialfunding and support. The aim was to get at least 100questionnaire responses and, in anticipation of a lowresponse rate towards the end of the summer term whenschools would be under pressure with testing and reportwriting, a total of 286 questionnaires were sent out. 115schools responded (37 primary, 65 secondary, 6 specialand 7 independent). As this sample was neither randomnor representative of the full range of schools, but acarefully selected group, an element of self-selection willhave assisted the identification of schools activelyinvolved in the use of ICT for homeschool links.

A consultative seminar

A consultative seminar was held at the beginning of April2001 after a preliminary analysis had been carried out ofthe evidence from the knowledge-mapping exercise andschool questionnaires. It was attended by more than 50researchers, teachers, commercial providers andrepresentatives of DfES, Becta and other Governmentagencies. This provided an opportunity to present theoutcomes of preliminary work and collect detailedfeedback from well-informed stake-holders. Individualsperceptions and advice were collected by means ofsmall group discussions and in plenary sessions.

A survey of commercial providers

Questionnaires were sent to a small number ofcommercial companies involved in developing hardwareor software for communications between home andschool, or known to be actively supporting homeschoollinks through sponsored projects. Information was alsocollected from their web sites and in one or two casesthrough face-to-face or telephone interviews.

Case studies

Eight schools were selected on the basis of theirquestionnaire responses as exemplars of differentapproaches to the use of ICT for homeschool links.Seven of these case studies are presented in this report.Due to unforeseen pressures on the eighth school, sufficientdata collection for a full case study was not possible.

However, general findings from this school have informedthe report as a whole. The case studies provide a snapshotof the schools current work, based on one full day spentby one researcher in each school in June and July 2001.

Teachers with different roles were interviewed. Pupilsfrom different year groups and parents participated infocus groups in order to collect their perceptions of theuse of ICT for homeschool links. In addition, eachschool was asked to provide us with an extended dossierof information by adding further responses to its initialquestionnaire. These were not in-depth studies and didnot involve any observation in school or at home, orexamination of pupils work. They present accounts ofwork in development rather than established practice andthe focus is upon giving an account of an approach andstrategies that other schools might wish to try out.

The empirical study included:

the schools existing practices and procedures forhomeschool links

details about school organisation and managementof ICT to enable and extend homeschool links

types of hardware used in school, at home andelsewhere (including PCs, wireless portabletechnology, digital television and mobile phones)

infrastructure in school, at home and elsewhere(including modem, network and broadbandtechnology)

resources used in school, at home and elsewhere(to support literacy and numeracy, project work andkey stage tests)

e-mail use by pupils, parents and teachers(how, when and why)

web site use by pupils, parents and teachers(how, when and why)

teachers, parents and pupils perceptions of ICT inhomeschool links, for example, what is considered tobe of importance with regard to supporting, enhancingand extending learning.

The case studies are presented in full athttp://www.becta.org.uk/homeschoollinks.

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The Policy FrameworkThe starting point for the project was current Governmentpolicy for ICT in education and, in particular for thedevelopment of better partnerships between home andschool and the role that ICT might play in achievingthese. The NGfL programme is part of the Governmentsbroader strategy to improve educational attainment andan important part of its mission is to break down thetraditional isolation of the school. Considerable progresshas been made:

Investment in ICT in schools in England through theNGfL programme, launched in 1998, will total 657million by 2002, and a further 710 million by 2004.

180 million for training teachers in the use of ICT inthe classroom has been allocated through the NewOpportunities Fund.

By 2001, 96% of primary schools, 99% of secondaryschools and 97% of special schools were connectedto the Internet

1

By 2001, 37% of primary schools, 71% of secondaryschools and 33% of special schools had their ownweb sites (as against 34%, 62% and 31% respectivelyin 2000)

2

The importance Government places on partnershipbetween home and school was made clear by DavidBlunkett, as Secretary of State for Education andEmployment, in a speech in 1998: The involvement ofthe family in the learning process and the links betweenhome and school are vital to the success we are seekingin raising standards and providing real equality ofopportunity.

3ICT can help to deliver this vision, both in

linking home and school and, more broadly, in makingeducation available to all beyond the confines ofeducational institutions.

A consultation paper, published in May 2001 (duringthe conduct of this research), set out the Governmentsaim to establish a resource of on-line educationalmaterials.

4Such materials will be accessible from the

home and in the community as well as at school. Thissuggests the need for a new kind of partnershipbetween parents and schools. Such partnerships are stillat an early stage, but, by 2001, research carried out forthe Parents Information Network (PIN) found that 21% ofschools in the sample had an area on their web sitespecifically for parents.

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Currently, a small but significant body of innovativedevelopment work is being carried out, much of itsponsored by commercial ICT providers. For example,Microsofts Anytime, Anywhere, Learning scheme seeksto encourage and enable increased ownership of laptopcomputers by children. Initiatives such as the E-LearningFoundation and Computers Within Reach are alsoseeking to increase access to ICT and the Internetamongst low-income families.

1Full references can be found on pages 35-6

HomeSchool Links

The Knowledge Base: evidencefrom recent and currentresearch

The nature of homeschool relationships

It was important to start by looking at research into thenature of relationships between parents and schools. The1998 School Standards and Framework Act requires thatall maintained schools in England have a writtenhomeschool agreement and an associated parentaldeclaration. This document should identify the schoolsaims, values and responsibilities, parental responsibilitiesand pupil expectations with regard to the school. Theunderlying rationale for the agreement is that parents arecrucial partners in helping their children to learn and thatyoung people can achieve more when schools andparents work together. Yet precisely how this improvedachievement through homeschool partnership might beachieved remains unclear, with Government, schools andparents bodies tending to start from differentassumptions.

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The key factors in establishing genuine partnershipsbetween parents and teachers are identified byMcNamara et al.

7in a case study of five schools (two

secondary and three primary), funded by the NuffieldFoundation. They show that good homeschool links thatare genuinely supportive of pupils education in its fullestsense are not easily achieved. Parents often have to ridthemselves of emotional baggage in terms of theirattitudes to school and are not easily involved in agenuine partnership. Although they feel reasonably wellinformed about their childrens progress, their expectationsare strongly influenced by their own prior educationalachievement and social class. While they want to supporttheir children at school, their level of active interventiondeclines rapidly after the transfer from primary to secondaryschool, as a result of a lack of specific information abouthomework and the absence of advice from school onhow best to provide support. A complicating factor is thatsecondary pupils, in particular, may be keen to maintaina sharp distinction between home and school and maywork actively to demobilise partnership.

In one of the few studies that has specifically looked atthe development of ICT-based links between home andschool, Passey

8suggests a range of necessary

considerations, including:

a willingness to develop relations between parents andteachers and to enable greater parental involvement informal learning

leadership by the head and senior management andthe setting up of an ICT and homeschool linksmanagement group

opportunities for parents and pupils to share indevelopments and clarity on aims and specific learningbenefits of using ICT between home and school, alongwith advice to parents on what to expect and how tosupport their children

evaluation of the benefits and limitations of the systemand the establishment of an internal moderation system,including talking to parents and pupils personally (forexample, senior managers talking to parents aboutfinancial issues, teachers able and willing to offerguidance on issues of equity and technical support).

The use of ICT in the home

Home ownership of ICT increased rapidly during 1999-2000. In a survey of over 2000 pupils in 60 schoolsacross England, the ImpaCT2 evaluation found that inautumn 2000:

75% of pupils at KS2 rising to 88% of pupils at KS4reported that they had a computer at home

48% of primary pupils and 64% of secondary pupilsreported access to the Internet at home

52% of primary pupils and 67% of secondary pupilsreported that they had their own e-mail address (withno distinction being made between a home or schoole-mail address)

19% of KS2, 49% of KS3 and 60% of KS4 pupilsreported owning a mobile phone.

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By April 2001, 5.6 million (75%) of 716-year-olds werereported to be Internet users as against 4.8 million inOctober 2000, with increasing use by girls (2.7 milliongirls compared with 2.9 million boys).

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There is, nevertheless, evidence that parents oftenrestrict the extent of their childrens access to theInternet. The reasons for this appear to revolve aroundcost and concerns about child safety and access tounsuitable materials.

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Studies carried out in both Australia and the UK showthat only a small number of children have their own

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computer so that use is generally on a shared basiswithin the family.

12, 13, 15

Young people often consider only the latest technologyappropriate for regular use and older equipment isdeemed either redundant or suitable only for games.

12, 13

In the UK, most homes now have access to standardsoftware packages such as Microsoft Office, MicrosoftWorks or Claris Works which, in conjunction with amove away from Acorn machines in schools, offers apotentially more unified homeschool experience toyoung people.

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Research by Furlong, Furlong et al.13

indicatesthat boys predominantly prefer to use the computerfor entertainment, especially skill and strategy games,whereas girls favour use for homework, writing andinformation retrieval. This is likely to advantage girlsachievement unless teachers directly suggest to allpupils that they use ICT for homework.

Downes16

suggests that computers are a naturalingredient of young Australian childrens daily lives(since computers have been in existence as long asthey can remember), taking precedence over suchleisure activities as reading, crafts, board games andunstructured play. Television remains the dominanttechnology, along with video, electronic games andcomputers and music-related technologies.

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Recent research in the UK17, 18

shows that, althoughparents might purchase computers to enhance theirchildrens educational attainment and future prospects,primary aged children mainly use ICT for games andthere is a gradual move to electronic communicationand increasing use of the web through Key Stages 3and 4 and beyond. Nevertheless, a 1999 NOP surveyfound that eight out of ten children (79%) between theages of 7 and 16 think that on-line resources help themin their learning, the Internet being considered the mostpopular application for school projects and educationalmaterial.

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The digital divide

The Stevenson Report,20

which was influential in shapingthe Governments vision for ICT in education, identified aserious problem arising from the differential access toICT in the home: those who do not have access to ICT inthe home are disadvantaged in the same way as thosewho do not have access to books.

Although, as discussed in the previous section, asignificant proportion of young people now have accessto a computer at home, there is still a marked differentialbetween upper (80%), middle (68%) and lower (54%)income families.

14, 21

However, pupils are also using computers outside school ina variety of locations (including in libraries, Internet cafsand friends houses). For example, in ImpaCT2 baselinedata gathered in autumn 2000, 79% of pupils (of whom 69%could access the Internet) reported accessing computersoutside school but in a location other than the home.

22

Parents often limit their childrens access to the Internetfor reasons of cost and running costs can lead torestrictions in lower income families.

13, 23

More recently, a report from the Institute for Public PolicyResearch

24raised a further problem in relation to current

policies for parentschool relationships. It highlights fourvariables relating to families, which are critically importantin shaping the education of their members:

Socio-economic status

Household choices

Genetic factors

Family structure.

It can be deduced from this that parents own education,and their involvement in learning and school, are factorsthat are just as important in improving their childrenseducational achievement as home ownership of ICT. Thereport raises the problem that increased homeschoollinks may place greater reliance upon parents'involvement to support their childrens learning and that,rather than overcoming social disadvantage, this mightonly reinforce existing inequalities in levels of parentalinvolvement. Given the differences in parents level of ICTskills, this problem may be reinforced when ICT becomesan important component of learning at home as well asin school.

Facer, Furlong et al.25

point out that the expectations andconstraints that adults place on use of the Internet, andthe values that these convey, also strongly influenceyoung peoples use. They suggest that unless thesedifficulties are recognised and addressed, there is a realpossibility that the NGfL will deepen rather thanchallenge existing social divisions within society.Technology therefore has the potential to replicateand intensify existing differences as well as to offernew opportunities.

HomeSchool Links

12

Using ICT to link home and school

The EDSI evaluation (Education DepartmentsSuperhighways Initiative) provided extensive evidence ofwhat could be achieved by schools with ISDN orbroadband links to Wide Area Networks and theInternet.

26It also demonstrated, across a range of

settings, the difficulties in making the kind of use of on-line communications which would have a substantialpositive impact on learning. For example:

the infrastructure varies between different parts of thecountry, giving differential opportunities between schools

commercial sponsorship gives schools a bigadvantage but it is mainly available to schools in urbanareas, particularly in the south-east of England

teachers' professional development often concentrateson ICT skills and not on pedagogy and classroom use,and this is less effective in transforming practice

the learning gains for pupils are likewise reduced whentechnology is used mainly to deliver ICT skills ratherthan as a support to pupils learning.

Some schools have tried a different approach toencourage continued learning beyond the school wallsand the school day through the provision of laptopcomputers. Laptops have the convenience of portabilityand can therefore be used flexibly not only within schoolbut also between home and school by both pupils andteachers. High gains in ICT capability and improvedconfidence and motivation have been noted in pupilsowning laptops

27. Passey and his team noted that the

provision of laptops for homework can not only enableautonomy and individualised learning but can also leadparents to become involved in their children's learning.

28

The Internet has provided a new source for revisionmaterials through such web sites as BBC Bitesize (helpwith Key Stage 2 and 3 SATs; tips on GCSE courseworkand advice on exam skills), Homework High, Revisewiseand the Mentor Question System; some of these alsoenable opportunities to communicate with a panel ofteachers using e-mail. Information for parents is alsoavailable on the Net, for example SamLearning(www.samlearning.co.uk) which offers practical help,progress reports and advice to parents for pupilsundertaking Key Stage 3 SATs and GCSEs.

23

Nevertheless, research suggests that pupils use of ICTin both home and school raises its own problems. There

appears to be a mismatch between school and homeexperience of ICT which is less to do with content andmore about the processes or conditions of learning.

13In

Australia, Downes and Reddacliff12

suggest that there is agrowing gap between primary childrens experiences ofnew technologies at home and at school. Some 70% ofchildren in their research expressed a preference for usingICT at home. The main reasons for this were seen as:

the type of hardware and software available in schoolcompared with that at home

a quieter environment

longer duration of access

less restricted access

greater control.

Lack of access and control are seen to typify school ICTexperience.

12Similar findings have come from research in

the UK. Pupils often appear to be frustrated anddemotivated by the restrictive and controlled nature ofschool learning with its emphasis on basic skills, whereashome access offers freedom with regard to time,purposeful use of content and choice in the direction oftheir learning.

29Young people see home ICT experience

as associated with agency and creativity and that atschool frequently to be about passivity and control.

13

Continuing technological advances

A well-documented problem for schools and parentsis the rapid and continuing changes in availabletechnologies. What is new today is rapidly outdated.At the same time, it is difficult to assess the educationalpotential of new developments. The convergence ofcomputing and telecommunications technologies as wellas their more recent merging with other leisure andentertainment media such as Playstations and digitaltelevision is opening up the range of technologiesavailable in the home and for homeschool links.

30In the

near future, third-generation mobile phones with high-speed Internet access will offer e-education throughinformation, entertainment, e-shopping, e-banking, video,voice and access to corporate networks.31 Newtechnologies will have an impact on what can becommunicated and to whom.

5

Already, among the almost five million 716-year-oldsusing the Internet in the UK, 9% are using the televisionas their means of access with 22% of 1416-year-oldboys using digital television.

32

13

Four out of every ten mobile telephones given as aChristmas gift in the UK in 2000 went to the under17s.

33

Virtually half of all British 716-year-olds own a mobilephone of their own.

34

Other issues raised by research

Whilst e-mail might provide parents with a new andefficient means of communication with teachers, thiscould lead to a significant increase in teachers workloadsunless properly managed. Freedman

35considers this and

other problems relating to how e-mail between parentsand teachers is to be managed, including acceptableuse, filtering, response times, secretarial involvement,automatic response, use of language and legalimplications. What little research has been done in thisarea points to the need for senior managers to take alead in establishing procedures to make the best use ofe-mail communications with parents.

35, 36, 37

The Parents Information Network research identifiesfurther issues where schools need to establish policiesand procedures. For example, parental access to theschools intranet, and through that to the Internet, raisesissues of security. PIN recommends that schools shoulddraw up an acceptable use policy as well as providingsupport and guidance for parents.

5This will entail teacher,

parent and pupil guidance with regard to how to deal withthe mass of information on the Internet as well asunsuitable materials. Whilst filtering may be one strategy,PIN suggests that blocking access is similar to holding theview that if you live in a safe cul-de-sac there is no need toteach children about road safety. Of crucial importance isthat all concerned (pupils, parents and teachers) are clearabout the aims of ICT use at home and its educationalbenefits. In its advice to educators and parents, theSuperhighway Safety site (http://safety.ngfl.gov.uk) pointsout that while there is a need to exercise caution whenallowing children access to the internet, they should not bedeterred from using it. With the correct measures in place,such as previewing, filtering and supervision, and anawareness of how to deal with inappropriate materials, anypossible dangers can be averted.

Passeys research8

suggests that, as well asconsideration of the physical infrastructure necessary touse ICT for homeschool links, schools need to developthese new links in line with their educational vision. Hesuggests that:

the schools beliefs about the curriculum, learning andteaching should come first

schools can then develop teaching and learningstrategies which use ICT links with the home to supporttheir aims for pupils learning

decisions about the appropriate technologies andresources to achieve those aims are the third essentialcomponent.

37

Another important factor is the way in which ICT mayinfluence pedagogic practices. Facer et al.

25note a

tendency for educational policy and practice for ICT toconstruct children as consumers rather than producersof information. In other words, the continuing emphasison retrieving and sorting information may producepedagogies through which pupils learn that access toinformation is valued above critical analysis, interrogationand interpretation. They suggest that an alternativeapproach might entail a rethinking of connectivity forcommunication and production. It may be that ICT iscapable of extending learning beyond traditionalboundaries.

38This would suggest that a more radical

approach is needed, adopting teaching strategies that aremore individualised and less didactic, with an emphasison problem solving and co-operative learning.

39Educators

need to consider the challenge of using technology todevelop critical and creative thinking capacities.

40

HomeSchool Links

The Surveys

Schools actively using ICT for homeschool links

The survey of schools was undertaken between March andJune 2001, with questionnaires being sent out in waves asschools showing signs of innovative practice in the use ofICT for homeschool links came to light. In total 286 schoolswere approached, of which 236 were sent paper-basedquestionnaires and the remainder electronic versions.

The school questionnaire was designed to provide anoverview of innovative practice in ICT and homeschoollinks across England. This was not a random sample; ratherschools were selected on the basis of existing research andpress reports, consultation and recommendation by nationalagencies, LEAs and commercial companies. The findingsdo not therefore provide an overview of the national picture.A full analysis of the survey of schools is provided athttp://www.becta.org.uk/homeschoollinks.

Of the 60 English LEAs represented, 115 responses werereceived, from:

37 primary schools

65 secondary schools

6 special schools

7 independent schools.

These included 11 schools with Beacon status and 11involved in EAZ projects as well as schools in Englandsmajor cities. Some were actively engaged in developinghomeschool projects using ICT, others were experimentingwith ideas or beginning to investigate possible approaches.

The overall impression is that these schools, whilst beinginnovators, are very much in the early stages ofdeveloping the use of ICT to support homeschool links,each being at a different point on a continuum and noone school having mastered all there is to know in thisarea. The responses and perceptions of the staff from theschools in the survey suggest, perhaps unsurprisingly,that development of ICT infrastructure and resources tosupport homeschool links is more advanced insecondary schools than it is in primary schools.

Of the 115 schools surveyed:

57 schools had broadband, wireless and portabletechnologies either already in place or included in planneddevelopments, more commonly in the secondary sector

all but 16 schools had launched school web sites

101 schools had made provision for teachers e-mail,with pupil e-mail provision in 75 schools

52 schools were experimenting with a wide range ofdifferent initiatives, often in the form of small-scale pilotstudies involving enthusiastic staff so that they couldidentify issues and problems prior to school-wideimplementation

27 of the schools had experimented with laptopprovision to pupils but interestingly, only six schoolsbelieved that it had been effective in supportinghomeschool links. (Follow-up case studies suggestthat implementation of laptop schemes raises equalopportunities issues and concerns about health andsafety, as well as how teachers cope with integratinglaptop users and non-users in the same class.)

13 schools were experimenting with alternatives toschool web sites and e-mail such as digital televisionand commercially provided intranets. Some of theseinitiatives are explored in more detail in the case studies.

Many schools across the sectors described future plansand developments, suggesting trends towards furtherweb site developments, home access to school serversin secondary schools and increased provision of parentaltraining, particularly in primary schools. Some schoolshave implemented the use of e-mail between school andhome to support communication and informationdissemination for reasons of efficiency, whereas othersperceive it to put unnecessary pressures on staff time andschool procedures. Direct parental contact with teachersby e-mail is less common and even more contentious.

Web site development is generally seen as positive andalthough emphasis to date has been on marketing andstatic curriculum information, innovative and effectivealternative uses for this medium are emerging. Thecreation of electronic on-line resources to support learningis currently being pursued by some schools, to a fargreater extent in the secondary than the primary sector.More innovative uses include posting homework on adaily basis, on-line interactive materials, access to pupilattendance and achievement records, and facilities foron-line conferencing and tutoring.

The main barriers to development of initiatives areperceived to be resources such as time, funding andexpertise, although to a greater extent in some schools

14

15

than in others. Issues relating to security and technicallimitations are also having an impact. The digital divide,whilst clearly an issue for all schools, is in some schoolsconstraining the development of e-mail and web sites forcommunication and information dissemination.

There are notable differences between secondary andprimary schools, possibly for financial reasons, but alsopotentially linked to different stages of education and theperceived importance of homework. Primary schoolsseem more concerned with developing parentalinvolvement through face-to-face contact by providingaccess to school ICT resources and training. Secondaryschools are investigating and developing numerousinitiatives to facilitate the support of learning in the homesuch as home access to school servers, pupil e-mailprovision and laptop schemes. Although this is alsohappening in primary schools, it is to a lesser extent.Web site development in secondary schools is generallymore advanced. Many of them have moved beyondsimply providing standard information such as timetablesand newsletters to the development of interactivelearning materials and on-line homework tutoring.

Commercial companies currently investing inhomeschool links

Between May and June 2001 the evaluators approachedfive commercial companies known to provide a range ofdifferent ICT products and services to supporthomeschool links in the education sector. These were:

AAL (Microsoft)

ABK

CISCO

NTL

Oracle (Think.com).

The aims were to find out how important this market areais perceived to be by producers and what products andservices are currently available and/or under development.Findings suggest that supporting learning in the home isa developing market area that will become increasinglyimportant. Although a range of solutions was described,common infrastructure includes Internet access andportable technologies together with on-line provision ofresources through education portals and intranets. This isintended by the producers to empower pupils and provideseamless learning. Whilst primarily targeting schools, the

importance of supporting parents and pupils at home isacknowledged. The companies are all very aware of theproblems schools face with factors such as funding,available infrastructure, technical support and staff time.

Whilst all five of the companies had a dedicateddivision to support either education in general or thehomeschool market in particular, they were verydifferent in terms of overall profile.

Four had an interest in both industry and education,producing software, networking solutions andtelecommunications products. The fifth focusedon the education market only.

The three companies who gave high priority to thismarket area valued schools, parents and pupils equallywithin their customer base and all had a dedicateddivision to support either education in general or thehomeschool market in particular.

All of the companies said that web sites on productsand services for this market area were aimed atschools, parents and pupils and all but one couldbe approached directly by parents and pupils.

All five companies offered training for schools andteachers. Parents and pupils were offered direct trainingby only one of the companies whilst the remaining fouroffered them training indirectly through the schools.

Technical support, as well as being offered to allschools, was available for parents and pupils in fourof the five companies.

The products and services currently available or aboutto be introduced included the following (see the Annexfor further details):

Networking solutions, services and products forschools including e-mail, web and Internet connection

Laptops for use at home and at school at low rental costs

Commercial intranets and closed network learningcommunities facilitating easy access from school andhome, with content and a variety of tools for contentcreation and communication

Tools for facilitating home access of school-managedintranets

An infrastructure for supporting school provision oflaptops for pupils including mentoring, training andfunding mechanisms

HomeSchool Links

16

The introduction of services enabling voice and data tobe sent simultaneously over a broadband connection,saving on traditional telephone costs.

The companies were aware that, subject to funding, theycould make a contribution in some areas where schoolsface problems:

The digital divide

Funding mechanisms such as monthly leasing schemeshad been introduced to enable parents to pay more easily.Commercial companies also considered that digitaltelevision services might reduce the differential betweenthose who have access and those who do not.

Infrastructure

There may be scalability issues in terms of storage andcoping with peak demand periods for remote access toschool servers. One solution is to subscribe to externallyprovided services with large-scale facilities and technicalexpertise for web hosting, storage and remote access.

Support for out-of-school use of ICT

Parents may look to schools implementing ICThomeschool links initiatives for a support structure.Schools may need to work in partnership with commercialproviders to support pupils and parents ICT needs in thehome. This would include access to telephone supportoutside normal working hours such as in the evening andpossibly on a 24-hour basis.

Commercial companies saw the benefits of ICT andhomeschool links as extending learning beyond theclassroom walls and the school day, providing accessto information, educational resources and improvedcommunications, flexibility and support for independentself-study for those unable to attend school or choosingto work from home, and the potential for increasedparental involvement. The outcomes of this survey aredescribed in full on the Becta web site(http://www.becta.org.uk/homeschoollinks).

17

The Case StudiesThe case studies were carried out between June andJuly 2001. Each entailed an intensive one-day visit(including an evening) where the evaluators met withteachers, pupils and parents in interviews and focusgroups. There were also opportunities for informaldiscussions, and, in some cases, guided tours of theschools ICT facilities and demonstration of homeschoolelectronic resources.

The seven case studies are presented in full athttp://www.becta.org.uk/homeschoollinks. Theyare snapshots of interesting innovative work in achallenging new area. They present different approachesto the use of ICT for homeschool links and are intendedas examples of how ICT can be used for this purposerather than comprehensive accounts of all that eachschool is doing in the field. All of the schools are inthe process of developing their ICT infrastructure andresources and exploring how to use them to best effect,so these are case studies of development andimplementation rather than established practice. Tovarying extents they have all experienced the usual rangeof problems associated with the introduction of a majortechnological innovation and these are touched on in thecase studies themselves.

Parrs Wood Technology College is a comprehensiveschool, which is in the process of developing andimplementing its vision of ICT links between homeand school. Having just moved into a new building,the school was in the enviable position of being able totransform its technological infrastructures. Expert adviceon technology and procurement was available from asmall group of knowledgeable parents, governors andteachers. Through its participation in Excellence in Cities,a City Learning Centre has been opened in a separatebuilding on the school site. Staff and pupils have startedto use the intranet with increasing confidence, anddevelopment of web-based curriculum resources andan on-line administrative system is now under way. Withenergetic leadership and a flexible approach, the schoolhas started on the process of thinking through howelectronic resources will support learning in the home.

Redruth Community School and Technology Collegeis a comprehensive school which has developed on-lineresources using RM EasyLink to support learning in thehome and to extend links with the community. Three

departments have been involved in the creation of arange of interactive curriculum materials to supportlearning from home whilst a recently appointedcommunity tutor has developed training and resourcesfor the community as part of a European-funded project.The school has provided staff with laptops and accessto interactive whiteboards as well as committing to aprogramme of professional development. A visionarysenior manager committed to technology has providedstrong leadership and the school has been proactive inseeking funding.

Whitchurch Middle School has made a commitment tothe use of laptops both within the school and beyond.The school has a wireless network and has invested in abank of laptops in order to raise ICT access for all pupilsand to enable staff use beyond the school day. Theschool is also participating in a laptop leasing schemethrough which an increasing number of pupils can obtainportables. Senior managers have provided strong andpurposeful leadership and staff have been energetic andenthusiastic, working together as a team and committedto a shared vision. All teachers were reported to beconfident and competent ICT users, there is regularprofessional development and each member of staff hastaken on a different responsibility so that there is no oneICT expert.

The Cornwallis School is a secondary modern schoolwhich, renowned for its use of ICT, is undertaking anumber of small scale, highly innovative projects tosupport learning in the home. It has made substantialprogress in the development of on-line content tosupport course delivery beyond the school buildingand school hours. Portable technologies and wirelessnetworking have given flexibility to pupils and staff. Whilstprojects are self-initiated by members of staff, ICT ismanaged by a team supported by strong leadership.The school has an entrepreneurial approach to seekingfunding and is willing to experiment and take risks.Teachers have demonstrated enthusiasm, drive anda positive attitude to change.

James Brindley is a special school which caters forchildren whose schooling is disrupted by injury or long- orshort-term illness. This study focuses mainly on hospitalprovision and the home teaching service. Educationalneed has driven developments. Providing education ina number of locations across the city, the school hasstarted to implement both cutting edge and more

HomeSchool Links

18

traditional technologies to enable effective and efficientcommunication and shared educational resources bothwithin and across sites. Current projects include videoconferencing, the development of electronic lessons anda laptop scheme. As well as piloting a potential range ofresources, there is a focus on staff development andimplementation into day-to-day practice.

Sandwich Technology College is a mixed secondarymodern school which is committed to the use of portabletechnologies. It is entering its fourth year of a pupil laptopleasing scheme, a rolling programme which has enabledthe school to experiment with different models for fundingand provision. For example, parents are allowed topurchase laptops of their own choice for their children. Theschool is also loaning Psion notebooks to Year 10 GNVQIT pupils. With visionary leadership and seniormanagement commitment, the school is working towardswider staff involvement and the development ofinfrastructure and on-line resources. Technical support hasbeen recognised as crucial to smooth day-to-day runningof the projects and the school is continuing to work onmanagement issues and changes to current practice.

Tile Hill Wood School and Language College is a girlscomprehensive school which is developing ICT links withhome as part of a wider vision of ICT in school and linkswith local and global communities. The school has justimplemented home access to the school intranet usingRM EasyLink, which enables pupils to access work filesand school curriculum materials. It has also invested in awireless wide area network using an approximate 11-kilometre range aerial on a nearby tower and wirelesslaptops for staff and pupils, as well as participating in alaptop leasing scheme. Senior managers have had thecourage to forge ahead with innovations and haveencouraged staff to work together towards a shared vision.

FindingsFindings from the evaluation into use of ICT to enhancehomeschool links are reported under the followingheadings:

Types of technologies and models of use in practiceand development

The software and web-based content available in thehome to support home learning

The benefits and potential benefits of using ICT to linkhome and school

Implications of ICT-based homeschool links for thedigital divide

Issues associated with the implementation andmanagement of ICT to support homeschool links

The conclusions drawn, and their implications for policyand practice, follow in the next section.

Types of technologies and models of use in practiceand development

Evidence from the case studies demonstrates a range oftechnologies being trialled and implemented in innovativeschools, including school intranet access from home, aswell as use of e-mail and floppy disks to transfer electronicwork, pupil laptop ownership, video conferencing andother emerging technologies. At one school an innovativeapproach to ICT infrastructure has reduced hardware andsoftware costs, and enabled the school to dispense withan external Internet service provider. Evidence from theschool questionnaires also suggests other resources suchas externally provided secure intranet services, mobiletelephone technologies, digital television services, on-linetutoring, web-based attendance monitoring services, aswell as the use of the school web site and e-mail tofacilitate communication with parents.

Transfer of pupils work between home and schoolby means of ICT

Transfer of pupils electronic work between home andschool was being achieved in four ways in the casestudy schools:

Access to work folders from home by means oftelephone/cable links to the schools web siteAccess to work folders on the school intranet from homehas clear benefits. Pupils at three of the secondary case

study schools can access files within and beyond theschool walls and the school day, enabling them to resume,refine, expand and extend their work. At the other twosecondary schools, the same provision by means of anexternally provided intranet such as Oracles Think.comis being investigated. This does away with the need tocarry floppy disks between school and home. As documentsare moved between school and home machines, thisapproach relies upon pupils remembering to uploadcompleted work back to the school servers. Staff atJames Brindley School are contemplating a dial-backfacility as a possible future development. This wouldpotentially give 24-hour access to electronic resourceswhich would incur no cost to home users. Moving aheadon this is dependent on being able to guarantee thatwhat pupils access is of sound educational value.

Wireless connectivity between school and homesThe same benefits can be obtained by using wirelessconnectivity, rather than telephone or cable links betweenhome and school. Tile Hill Wood School has a mastlocated on a local tower. This enables staff and pupilsliving within its approximate 11-kilometre range unlimitedaccess to the schools electronic resources.

Linking home and school via e-mailThe ease of electronic communication is enabling arange of new opportunities for interactions betweenteachers and teachers, pupils and pupils, and teachersand pupils. At all secondary case study schools, pupilsuse e-mail to transfer their work between home andschool and at Tile Hill Wood School and The CornwallisSchool they sometimes use this means to submit work

The school is experimenting with a number ofdifferent means for providing home access tomaterials. It has been part of the pilot project for RMEasyLink, facilitating home access to the schoolserver. The school has also recently focused on itsweb site as the main medium for publishingresources, and there are pilot projects, either inprogress or about to start, using the on-line learningcommunities provided by the Digitalbrain portal andThink.com to support pupil mentoring across yeargroups. These portals are believed to make it easierfor staff to publish resources themselves and alsoinclude features to support communication.

The Cornwallis School

19

HomeSchool Links

20

to teachers. The case studies demonstrate examples ofteachers beginning to mark work or make suggestionselectronically. As well as individual interactions, the TileHill Wood case study demonstrates that some schoolsuse e-mail to communicate more efficiently with largenumbers of pupils.

Use of floppy disks to store and retrieve workWhere on-line access is not available (for example, apupil does not have Internet access at home), floppydisks can provide an alternative means of work transfer.Saving work to floppy disk requires pupils to be wellorganised as disks can easily be mislaid or forgotten.There are also problems with compatibility of hardwareand software between home and school, for whichschools need to develop particular procedures.Nevertheless, for some pupils and schools, use of floppydisks is proving a good means of transporting workbetween school and home.

Pupil and teacher laptop ownership

Many schools in the survey have been experimenting withlaptops as a means of increasing the ease and flexibilityof ICT use by staff and pupils. The models of laptopownership observed in the case study schools were:

Provision of laptops to all staff by the schoolThere are clearly great benefits for teachers in owningand using portable technologies to support preparation,teaching and administrative work.

At five of the case study schools, staff felt that teachersconfidence and competence with ICT had increasedand ICT was being used more effectively in all theschools work, as a result of teachers having laptops.At two of these schools, teachers were reported to beusing their laptops for administration, assessment,lesson planning and the development of learningmaterials and many have also begun to use them intheir class teaching.

Laptop schemes involving self-selected pupilsAt Whitchurch Middle School, pupils have the option ofowning their own laptop for use in the classroom andbetween home and school. Initially instigated with oneyear group, a programme over the past three years hasextended this scheme to other year groups, alsoinvolving an increasing number of class teachers. Aslaptop owners are split between classes, there mightbe, for example, up to a quarter or a third in one classand just two in another. In lessons, learning intentionsare explained and these pupils decide on the bestresources to achieve those aims, so that some childrenin the class might be writing by hand whilst others areusing their laptops. In the same way, pupils make theirown decisions about appropriate resources to use forhomework. At Sandwich Technology College, a similarprogramme has been instigated and a teacher hasbeen nominated to develop laptop use in theclassroom. In this case, pupils in Year 7 have the samenominated teacher for five of their subjects. Thus, theyfrequently make use of their laptops in the classroom toundertake ICT-based activities to support their learning.Pupils in this school may use their laptops in theclassroom to support their learning if appropriate andthey wish to do so.

For one pupil with cystic fibrosis and a heartcondition, whose school attendance is less than 20%,her laptop (allocated on a long-term basis) hasgiven her continuity between school, hospital andhome and has enabled the inclusivity to which theLEA is committed. James Brindley School

Use of laptops at school and between home andschool has become part of everyday practice anddescribed by one teacher as Low keyit just goeson as part of everything we do". One pupilcommented, After a while you get used to the ideaof having a laptop. Its just like a normal day thing you bring it into school, take it home, nothingfussed about it. Middle School

For one teacher allocation of a laptop for use athome just made me feel more professional.

Whitchurch Middle School

Were normally asked to do our coursework (inGNVQ IT) on a computer so you can go home anddo it as well as doing it at school. It saves time.(The laptop is) easier than a bundle of books, itsjust a little computer. You can save all your work onit and it doesnt take up much space.

Pupil at Sandwich Technology College

21

A leasing system available, through a commercialprovider, to enable pupils to acquire laptops ata low costWhitchurch Middle School has had an overwhelmingresponse to a laptop leasing scheme which commencedin September 2001. If uptake matches interest shown,this would double the current number of participatingpupils. A number of companies have been approachedas the school attempts to get the best deal for parents.The lease cost is likely to be in the region of 7 perweek (including software, maintenance and insurance)and there are options to end the agreement withoutrepercussions. After three years the laptop is ownedby the leaseholder (although a lump sum can besubmitted at any time) and there is an opportunityto upgrade.

The laptop-leasing scheme at Sandwich TechnologyCollege operates in a similar way at a cost ofapproximately 35 per month. Whilst the school hasexperimented with other funding approaches, suchas individual purchase and school-owned laptopsloaned to pupils, staff believe that this is the mostsuitable way to fund the scheme, whilst ensuring that thelaptops are compatible and all configured to the samespecifications. This school is now entering its fourth yearof the scheme and, with increasing interest from parentsand pupils, two classes will participate in the year2001/2002 rather than one class as has been the case inprevious years.

However, at another school, uptake of the laptopleasing scheme had been low, perhaps because itwas perceived by pupils and their parents to be tooexpensive. Even a low monthly cost becomessignificant for a low income family if there is morethan one child.

Provision of school-owned or commercially sponsoredlaptops The Cornwallis School has provided two classes in oneyear group with school-owned laptops. These groupshave been randomly selected, addressing equity issuesarising from self-selecting schemes. As with the schemein Sandwich Technology College, as pupils have movedup the school and entered mixed classes with pupils whodo not have a laptop, classroom management issueshave increased. In this school there are banks of wirelesslaptops that staff can use in their classrooms tocompensate for this.

Problems experienced by schools

There are great benefits in using laptop computers andthese are dealt with in the section on the potentialbenefits of using ICT to link home and school, below.Despite these benefits, the questionnaire responsesshowed that many schools had been disappointed in theresults of their experiments with pupils laptop ownershipto date. Some explanations emerged from the casestudy research.

WeightThe weight of laptops has proved much more importantthan had been anticipated by teachers or parents.Carrying laptops between home and school raisedconcerns about personal injury. Many laptop ownerscomplained that carrying their portables hurt their backsand shoulders, especially when they also needed to carrylunch bags, PE kit and musical instruments. As a result,some parents have experimented with solutions such asproviding a trolley, carrying the laptop themselves ortransporting it in the car.

The weight of laptops has deterred some pupils fromtaking them into school every day, especially when theymay not be used anyway. The suggestion of a secureschool cupboard, in one case study school, would defeatthe object of using the laptop for homework and self-initiated learning opportunities.

However, recent technological developments mean thatmuch lighter laptops are becoming available. They areoften more expensive, but the long-term value of laptopscannot be fairly judged on the basis of projects whichuse heavy, soon-to-be-outdated, machines.

Safety and securitySome parents have also been concerned about theirchilds safety when carrying laptops, particularly thedangers of theft and mugging. In one case, the laptopbag was seen as a give-away, especially as there wasawareness in the community that some pupils ownedportable computers. One pupils bag was reportedlyopened from behind and her leads were stolen so thatshe has now become wary about walking to school.Rucksacks or ordinary school bags are a useful wayof disguising the fact that children are carrying laptopsbut they provide no protection for the machines.Although no actual case of mugging was reported,this serious problem was raised by pupil, parent andteacher representatives.

Laptop robustnessThe pupil-owned laptops in some case study schoolshave been robust and reliable. However, others have beenbeset with problems. Teachers and parents said that ingeneral pupils have looked after their machines but somelaptops have still needed frequent repairs, in some caseshaving to be returned to the manufacturer six or seventimes. With use, some makes of battery have deterioratedand no longer hold their full charge. These problems havebeen frustrating for parents who have invested asignificant sum of money in the machines. Being withouttheir laptops was perceived as very frustrating by pupils,especially when some repairs have taken four weeks orlonger. Parents, pupils and teachers all recognised theneed for laptops to be made more robust so they aresuitable for everyday use between home and school.

Classroom managementIn secondary schools, laptop projects have beenperceived as being successful when the number ofstaff involved has been limited and staff have been givenadditional support to change classroom practices. Thishas been possible in Year 7 as pupils enter the school.However, as pupils move up the school, laptop groupsbecome separated owing to ability setting, andclassroom management issues increase. The number ofstaff involved with the groups also increases. Withoutstrategies for training and support for these additionalstaff, this has to date led to a decrease in use of pupilslaptops in the classroom.

An example of an innovative approach to ICT

infrastructure

Parrs Wood Technology College has based itsnetwork/intranet on the Linux operating system. The mainfinancial saving is because Linux is free and runs on lesspowerful, and hence less expensive, hardware. Linux isan internationally recognised, high quality Unix-derivedoperating system which was originally developed andcontinues to be upgraded by enthusiasts who believethat it should be available free. The schools web proxyserver uses Linux, running the open source Squid andSquidGuard software rather than a commercial operatingsystem and filter software, which can be both expensiveand overly restrictive. The software is highly configurableand updated nightly for a communally maintainedblacklist of web sites.

Further savings are made by using thin clients ratherthan PCs in large parts of the school. A thin client is a

computer that does not do any local processing, but isdirectly linked to the powerful Citrix-based servers whichprovide the operating system and all the software. Thisallows central management of ICT resources andsoftware, meaning a smaller team can maintain a largeinstalled base of computers. The school, therefore, doesnot need to purchase powerful computers for individualdesktop use although it must purchase licences for allsoftware for all machines. Most of the schools centralservers run Linux, including all the file servers,authentication servers, firewalls and print servers. Thisremoves the need for very expensive server licences forproprietary server software.

Further considerable savings are made because oldmachines can be used as thin clients: there is no needto continuously upgrade expensive PCs, and moreover,second-hand machines can be acquired cheaply toserve as additional thin clients as and when needincreases. However, it is clear that this school has accessto high-level technical expertise from a group of highlyqualified staff, governors, parents and friends, and thatthis was a crucial factor in the decision-making processand the subsequent procurement, installation, andupkeep of this highly cost-effective ICT infrastructure.

Video conferencing at James Brindley School, whichworks with pupils whose education has been disrupted byhospitalisation or other special problems which preventmainstream school attendance, video conferencing hasbeen introduced. A merging of previously independentproviders into one large school (in 1997) along withprovision of services on particular sites made it importantto have some sort of system that would enable effectiveand efficient communication and shared educationalresources both within and across sites.

Video conferencing enables one teacher to conduct alesson with a number of pupils in different locations, givingthem synchronous interactivity. This virtual classroom canenable electronic face-to-face contact which might nototherwise be possible, with, for example, pupils in hospitalisolation units. In order to integrate video conferencing as

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HomeSchool Links

The decision to use the Linux operating systemsand thin clients has saved us thousands ofpounds. (Chair of Governors, Parrs Wood Technology College)

a normal part of everyday practice, there is a need for astructured and intensive programme of staff development.

The software and web-based content available in the

home to support home learning

Case study evidence suggests that, in addition to ICTuse for their own leisure purposes (such as games andcommunication), pupils predominantly use ICT at home forthe neat presentation of work (especially coursework) andInternet-based research. Many appear to be experiencedusers of search engines and to handle on-line informationregularly. Some case study pupils have found revisionweb sites helpful in preparation for national tests.

Little use of curriculum materials on school web sites wasreported by pupils because of limited availableresources. However, in some case study schools this is amajor area of development. The Cornwallis School isdeveloping a virtual classroom approach, providing allresources required for self-study of some of the subjectsstudied at Key Stage 4 on the school intranet. Thisschool has also begun to develop an extensive resourcebase of interactive learning materials across subjectareas to support learning in school and in the home. AtParrs Wood Technology College, the production ofcurriculum materials for the intranet, which will beaccessible by pupils from home or school, is in the earlystages, but is the main focus of stage two in a carefullyplanned ICT development programme. RedruthCommunity School and Technology College hasdeveloped an area of the school web site to support thelocal community, including ICT training materials. In allthe case study schools, teachers recognised the need todevelop these materials but also pointed out relateddemands on their time, particularly with regard toinformation which requires regular updating, such ashomework postings.

The evidence suggests that schools need to have a clearpolicy for developing web-based materials, with a person(or small group) responsible for co-ordinating the work ofcolleagues and putting the materials onto the web site,whilst the production of materials is a job that is sharedby all. Schools are beginning to engage the services ofdedicated web technicians and/or web managers ratherthan relying on the goodwill of enthusiastic andtechnically aware members of teaching staff.

The benefits and potential benefits of using ICTto link home and school

This research provides evidence that there aresubstantial potential benefits in using ICT for linksbetween home and school. These are considered hereunder two headings: Teaching and Learning andManagement and Administration. Problems that casestudy schools have experienced, which limit the currentbenefits, are also dealt with at the end of each section.

Teaching and learning

At this early stage, when innovative schools are justbeginning to explore the potential of ICT for homeschoollinks, it is not possible to make claims about major gainsin terms of transformation of pupils learning and

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Video conferencing is a way of bringing the outsideworld to hospitalised pupils. For example, pupilswere given a live guided tour around the shuttle,quizzed NASA astronauts about space flight andwatched their manoeuvres being practised in India.On another occasion, children were able to talk inreal time with a diver just before a night dive on theBarrier Reef, thereby experiencing time difference.

James Brindley School

In one innovative project, the GNVQ Intermediate ITcourse is presented through a virtual classroommodel where all resources, including lesson notes,worksheets, useful hyperlinks, assignmentmaterials, examples, and guidance, are availableon the school web site. This model has enabledpupils to work at their own pace, from home as wellas school, empowering the students. One pupilsaid, When you get stuck you can get onto theweb site and get on with it without waiting for thenext lesson to come along. You dont get leftbehind, you can keep up with everybody.

The Cornwallis School

Pupils who used the school web site felt that accessto information on coursework and deadlines wasextremely helpful, enabling them to continueworking from home without the need to wait untilthe next lesson. The ability to return to lessonpresentations to review the material covered wasalso considered to be beneficial.

Redruth Community School and Technology College

HomeSchool Links

improved communications with parents. However, thecase study schools provide preliminary evidence of anumber of benefits and potential benefits for teachingand learning in usi