Moving forward with ICT National Middle Schools Forum
Bristol
20 October 2005
Ken Dyson
EmbeddingEmbedding ICTICTThe gap between the best and the
worst is unacceptably wide and increasing.
In the most outstanding examples, ICT is starting to have a pervasive impact on the way
teachers teach and children learn.
As yet the government’s aim for ICT to become embedded in the
work of schools is a reality in only a small minority.
Embedding ICT – features of the most successful schools
Challenge Support
creative use of support
staff
laptops forteachers
inductionfor new
staff
widening pupil accessto resources
shared co-ordination
of ICT staff share
expertise
staff share
resources
focus on teaching
and learning
flexibleresources
flexibleaccommodation
Common Evaluation Framework Strands
1. Leadership and Vision2. Curriculum3. Teaching and learning4. Assessment5. Professional Development6. Resources7. Standards
DEPICTSDEPICTSdescriptorsdescriptors
records of formative assessment st st st stsummative assessment data stcomparison data NC outcomes s s scomparison data public exams s s sassessment data on groups of pupils st st syear-on-year data st s s svalue-added data st sanalysis of ICT usage st streports to governors s s s s s s spupils' homework diaries st
INTERVIEWS/DISCUSSIONSstaff st st st st st st st st st st st st st st st st st stmanagers st st st st st stpupils st st st st st st st st st s st st
OBSERVATIONpupils' work st st st st st st st st st s st stteachers' marking and written feedback st st st st st st st stlessons st st st st st st st st st st st s st stwalkabout st st st
DEPICTSDEPICTSsources of evidencesources of evidence
Links between CEF and SEFLinks between CEF and SEF
Leadership and Vision
Curriculum
Teaching and learning
Assessment
Professional Development
Resources
Standards
Achievement and standards
Personal development and well-being
The quality of provision
Leadership and management
Overall effectiveness and efficiency
CEF
SEF
Links between CEF and SEFLinks between CEF and SEF
Leadership and Vision
Curriculum
Teaching and learning
Assessment
Professional Development
Resources
Standards
Achievement and standards
Personal development and well-being
The quality of provision
Leadership and management
Overall effectiveness and efficiency
CEF
SEF
The Common Evaluation Framework
Measuring the impact of whole-school
ICT
WITH GUIDANCE
Current guidance
http://www.becta.org.uk/leaders/school_leaders.cfm
Towards a national frameworkTowards a national framework
Leadership and VisionCurriculumTeaching and learningAssessmentProfessional DevelopmentResourcesStandards Extended schoolsContinuity of learningImpact
Towards a national framework
Supporting self review
Benchmarking criteria
Online tools to support
Linked to sources of further support
National programme of CPD
Towards a national framework
Main focus is school
improvement
Optional ICT Mark available
Pilot September – December
2005
First awards – January 2006
Available nationally – April 2006
5
4
3
2
1
Leadersh
ip &
Visio
n
Curricu
lum
Learn
ing &
Teach
ing
Asse
ssment
CPD
Reso
urce
s
Impact
Exte
nded sch
ool
Contin
uity
of
learn
ing
Framework
5
4
3
2
1
Leadersh
ip &
Visio
n
Curricu
lum
Learn
ing &
Teach
ing
Asse
ssment
CPD
Reso
urce
s
Impact
Exte
nded sch
ool
Contin
uity
of
learn
ing
Self review before
5
4
3
2
1
Leadersh
ip &
Visio
n
Curricu
lum
Learn
ing &
Teach
ing
Asse
ssment
CPD
Reso
urce
s
Impact
Exte
nded sch
ool
Contin
uity
of
learn
ing
Self review after
5
4
3
2
1
Leadersh
ip &
Visio
n
Curricu
lum
Learn
ing &
Teach
ing
Asse
ssment
CPD
Reso
urce
s
Impact
Exte
nded sch
ool
Contin
uity
of
learn
ing
Recognition
ICT Mark
Element 1 Leadership and vision for ICT
1a Creating, sharing and reviewing the vision for ICT
1 2 3 4 5
Leadership There is no defined strategic leadership; individuals act independently of each other.
The strategic leadership for ICT has been delegated to individuals who may not be part of the SMT/leadership team.
The headteacher invests the responsibility for the strategic leadership of ICT in the senior management/ leadership team.
The headteacher provides clear and pro-active strategic leadership for ICT along with members of the SMT/leadership team.
Strategic leadership for ICT includes the headteacher, senior management team and governors.
Creating the vision
There is no articulated vision from those leading ICT.
The vision does not distinguish clearly between the different opportunities offered by ICT. It is limited to the potential impact of ICT on marginal aspects of the schools’ work or is mainly focused on the acquisition of resources.
The vision recognises the potential for ICT to enhance some aspects of the school’s key functions. It recognises how ICT can support teaching, learning, management and administration and is consistent with the school’s aims.
An inclusive vision clearly identifies the potential of ICT for enhancing all aspects of the schools’ work. It recognises the distinctive contribution of ICT and identifies how this supports the school’s wider aims and aspirations.
There is an innovative and inclusive vision which anticipates future developments in practice and technology.
Ownership of the vision
There is no articulation of a vision for ICT.
The vision has been shared with all, but only understood and adopted by a small minority of staff.
The vision is understood and shared by a majority of staff, and adopted by most staff and governors.
The vision is understood and adopted by all staff, and governors and most pupils.
All staff, pupils and governors understand and have adopted the vision. The majority of parents and the wider community understand and support the vision.
Element 3 Learning and Teaching
3a Planning, using and evaluating ICT in learning and teaching
1 2 3 4 5
Planning for ICT in
learning and teaching
There is little planning for the use of ICT in learning and teaching because most teachers are uncertain about identifying appropriate opportunities.
Some teachers plan for the use of ICT but overall there is much variability in their confidence to do so.
Many staff have the confidence to identify opportunities for the use of ICT and regularly build this into their planning.
Most staff know when and when not to use ICT and this leads to good quality planning. A few staff go beyond this and can see new opportunities to extend learning and teaching.
All staff know when and when not to use ICT. This leads to universally good quality planning much of which is innovative.
Extent of ICT use for
learning and teaching
There is little ICT use in lessons to support learning and teaching across subjects and year groups.
There are pockets of use of ICT within learning and teaching, but provision is teacher and/or subject dependent.
There is use of ICT within learning and teaching across some subjects and key stages.
The use of ICT within learning and teaching is widespread and frequent. This is a result of a clear whole school strategy.
ICT is a frequent and natural part of learning and teaching for all pupils across subjects and year groups.
Quality of use of ICT for
learning and teaching)
Any ICT use brings little benefit to teaching and learning. Use is incidental rather than planned for the potential gains it might bring.
ICT is mainly used to replace traditional teaching approaches, with a focus on superficial gains such as presentation.
Teachers use ICT to engage and motivate pupils in their learning through more varied approaches and resources, leading to more active and interactive learning experiences.
Teachers use ICT to enhance teaching and pupils’ learning experiences with approaches not readily accessible through more traditional methods.
Teachers use ICT to provide opportunities for creative and independent learning that extend pupils’ capacity to learn for themselves both within and beyond the school.
Evaluating teaching and Evaluating teaching and learninglearning
Passive Activepupil engagement
lea
rnin
gD
ee
p
Sh
allo
w
ExchangeExchange OHPs for
data projectors,
using whiteboards as projection
screens
ExchangeExchange OHPs for
data projectors,
using whiteboards as projection
screens
Enrichwhiteboards
used interactively
and with wider range of teaching resources
and methodologi
es
Enrichwhiteboards
used interactively
and with wider range of teaching resources
and methodologi
es
EnhanceSignificantly
alter the way that
teaching and learning
takes place using ICT
EnhanceSignificantly
alter the way that
teaching and learning
takes place using ICT
ExtendDeeper learning
though ICT based
teaching and learning
resources
ExtendDeeper learning
though ICT based
teaching and learning
resources
EmpowerPupils take control of learning
Use ICT to research and manage own
learning
EmpowerPupils take control of learning
Use ICT to research and manage own
learning
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
thinkingskills
What does ICT support best?What does ICT support best?
independentlearning
creativity
visualisation
medialiteracy
collaborativeworking
information literacy
• audience
• evaluation
• design and impact
Media literacy
• the power of sound
• language of imagery
• stereotypes
Media literacy
• ownership
• engagement
• creativity
• tenacity
Independence in learning
“There’s no such thing as e-learning only learning in the head”
Esther Dyson
Moving forward with ICT National Middle Schools Forum
Bristol
20 October 2005
Ken Dyson