Vanessa PittardTechnology Policy LeadDepartment for Education

Educational Technology:

New opportunities, new challenges

Vanessa Pittard

School Standards Group

1

Something on focus

Definitions and terminology can be tricky…

Educational technology

Improving pupil learning and outcomes through the use of technology

Study of digital technology/computing (and related concepts)

Rigorous teaching and curricula which supports progression into further study and employment

(Pupils) learning to use and apply ICT

Building pupil capabilities and enriching and modernising other curriculum areas

…and there are grey areas

Technology matters

For example:The IT industry is predicted to grow at 2.19% per annum to 2019, nearly five times faster than the average employment growth of the UK (Experian).

Over 500,000 new entrants over the next five years are required to fill IT & Telecoms professional job roles in the UK (European Commission)

Overall, US businesses are 8.5% more productive than those in the UK, almost all of which is due to gains from the application of IT (LSE).

And it matters to learning

Toolkit of Strategies to Improve LearningSummary for Schools Spending the Pupil Premium, 2011

+ 4 months progress from the use of ICT (effect size 0.35), based on relatively secure evidence. 

“it is certainly the case that it is more important to think about the way the technology is used … rather than the technology itself.

Evidence also suggests that technology should be used to supplement other teaching, rather than replace more traditional approaches. There is some evidence it is more effective with younger learners.” (p. 17)

Tama et al (2011): What Forty Years of Research Says about the Impact of Technology on Learning

Review of Educational Research

“The average effect size … ranged between 0.30 and 0.35 for both the fixed effects and the random effects models, which is low to moderate…

In other words, the average student in a classroom where technology is used will perform 12 percentile points higher than the average student in the traditional setting that does not use technology to enhance the learning process.”

“Where technology does have a positive impact is when it actively engages students, when it's used as a communication tool, when it's used for things like simulations or games that enable students to actively manipulate the environment…

"And that's where it has a really positive impact.“

Richard Schmid, Concordia University

The ambition

“It’s clear that technology is going to bring profound changes to how and what we teach. But it’s equally clear that we have not yet managed to make the most of it.

“We want a modern education system which exploits the best that technology can offer to schools, teachers and pupils

…where schools use technology in imaginative and effective ways to build the knowledge, understanding and skills that young people need for the future; and

…where we can adapt to and welcome every new technological advance that comes along to change everything, all over again, in ways we never expected.”

Michael Gove, Secretary of State for EducationBETT Show, 11 January 2012

Here and nowAssessment and feedback

“It has enabled me to differentiate my teaching to meet the needs of different groups. …the process of assessment for learning and assessment of learning is made simpler and quicker leaving more time for planning and teaching.”

Deborah Smith, Brailes Primary School

The very best lessons online

“Sharmila’s video was quite simply a great lesson. You could not watch it without getting excited and she did that in a really creative, engaging way, providing a clarity which is so important for young people. …The video’s success just goes to show that science can be accessible and interesting to anyone when taught in the right way.”

Camila Batmanghelidjh on Sharmila Hanson’s O2 Learn videoBishop Wand Church of England School

Games and interactive software

"The kids love it!  …They love the fact that they can compete with pupils all over the world as well as each other... a few have already said they will compete from home.  They really like the feedback. One pupil remarked at the end of the lesson...'Ah  Miss, I want to do more maths...!“

Nozi Dewa, The Warwick School, Surrey

There will be new opportunities

Opportunities on the near, medium and longer-term horizons:

Electronic books

Mobile devices

Augmented reality

Game-based learning

Gesture-based computing

Learning analytics

Government’s role

“I believe that we need to take a step back…Government must not wade in from the centre to prescribe to schools exactly what they should be doing and how they should be doing it.”

“We must work with these developments as they arise: supporting, facilitating and encouraging change, rather than dictating it.”

Michael Gove, Secretary of State for EducationBETT Show, 11 January 2012

ChallengesICT development needs reported by teachers 2010 :

Becta/ORC-Infogroup HT Schools Survey 2010

Government focus on teachers

TDA/Teaching Agency will help ensure every new teacher has received the best possible initial training in the use of educational technology.

Dedicated funding to Teaching Schools to support their role in building a network to share successful practice in both the use of educational technology and computer science teaching.

VITAL, OU’s professional development programme which supports practitioners in sharing their ICT expertise.

Work with NESTA on its £2m “Education in a digital environment” to explore how technology can be used inside and outside the classroom to facilitate learning, and ensure young people can take full advantage of the opportunities a digital world offers.

Curriculum challengesICT in schools

2008–11

"Your IT curriculum focuses on teaching how to use software, but gives no insight into how it's made. That is just throwing away your great computing heritage".

Eric Schmidt, Google

Changing the ICT Curriculum Consultation on a major change to the ICT curriculum running to 11 April

2012

Proposal: Across all four key stages (ages 5-16), ICT would remain compulsory in the national curriculum, but from September 2012 there will be no obligation to follow statutory programmes of study, attainment targets or statutory assessment arrangements

This is to encourage greater innovation, and take-up of more rigorous computer science in the curriculum.

We are encouraging the ICT industry, relevant subject associations, awarding organisations and other learned bodies to consider how they can play a greater role in supporting schools to develop creative approaches to ICT teaching with curricula, qualifications and resources.

Possibility of inclusion of Computer Science GCSE in the EBacc

Rising to the challenge

… and others!

Meeting further challenges

How well do teachers understand innovation and new curricula?Meeting the challenge of CPD and getting the right teachers.Confidence to experiment and ‘give it a go’.How teachers learn from the best? Networks?Adaptability to new approaches as they develop?Technology change - flexible technology infrastructure.

Exciting times ahead…

Vanessa Pittard

School Standards Group

1

Educational Technology:

New opportunities, new challenges