innovative pedagogical practices using ict in schools in england

Journal of Computer Assisted Learning (2002) 18, 449-458

2002 Blackwell Science Ltd 449

Innovative pedagogical practices usingICT in schools in EnglandS. HarrisNational Foundation for Educational Research, UK

Abstract This paper presents information about the case studies carriedout in three primary and three secondary schools in England, during theschool year 2000–2001. Data were collected as part of the qualitativephase of a major international research project: the Second InformationTechnology in Education Study (SITES). The research focused oninnovative pedagogical practices involving ICT. Interviews withHeadteachers and other administrators, teachers, students and parents;observations of lessons; analysis of school documents and surveys ofHeadteachers and ICT coordinators provided rich sources. Themescommon to the case studies in England are identified and discussed.

Keywords: Case study; Computer; ICT-use; Innovation; Pedagogy;Primary; Schools; Secondary; Student-centred

Introduction

Many studies have been carried out exploring the contribution that ICT can make tothe processes of teaching and learning. Some (e.g. Huppert et al., 1998; Wenglinsky,1998; Chen & Looi, 1999; Cox, 1999; Rogers, 1997) have focused on studentoutcomes, whereas others (such as Moseley et al., 1999; Kennewell, 1996) havefocused on pedagogy. The Second Information Technology in Education Study(SITES), organised by the International Association for the Evaluation ofEducational Achievement (IEA), was designed to make a further contribution to thegrowing body of evidence concerning the effective use of ICT within an educationalcontext. Detailed information about the research design and methods are presented inthe papers by Kozma et al. in this Special Issue of JCAL.

England was one of the countries that participated in SITES. The qualitativephase of the research (Module 2: M2) focused on innovative pedagogical practicesusing ICT. In England case studies were carried out in three primary and threesecondary schools which were selected using the nationally modified versions of theselection criteria drawn up by the international coordinators.

At the time of data collection, practices in schools were influenced by a numberof government programmes, policies and targets, some of which were directly relatedto information and communications technology (ICT) and some of which were moregeneral. Main contextual factors included:• government targets for increased ICT skills for teachers and students, with most

Accepted 8 August 2002

Correspondence: Susan Harris, National Foundation for Educational Research, The Mere, Upton Park,Slough SL1 2DQ United Kingdom Εmail: [email protected]

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2002 Blackwell Science Ltd, Journal of Computer Assisted Learning, 18, 449-458

school leavers receiving accreditation in ICT (national targets for ICT for theyear 2002 were set out in 1997 (DfEE, 1997));

• Internet connections to be in place in all schools by 2002 (DfEE, 1997);• policies to improve standards of literacy and numeracy within primary schools

(see http//www.standards.dfee.gov.uk/literacy andhttp//www.standards.dfee.gov.uk/numeracy);

• targets for student achievement in schools (DfEE, 1998; 2001);• integration of many students with special educational needs (SEN) into

mainstream primary and secondary schools with additional specialist support;• government encouragement for working adults to become mentors offering

support and encouragement to young people, especially the disaffected andpoorly motivated (see http://www.dfes.gov.uk/a-z/MENTORING.html).

Progress within schools towards attaining the ICT-related targets set by thegovernment was noted by analysis of schools inspections (OFSTED, 2001).

School selection

The process of school selection was shaped by the guidelines that are described inKozma’s paper in this issue. The national research team gathered data about schoolsthat may have had innovative pedagogical practices involving ICT for submission tothe national panel convened in accordance with the agreed international procedures.The crucial factors stipulated by the international study coordinators for a particularpractice to be considered ‘innovative’ were that the practice must:

• involve changed roles for teachers;• involve changed roles for students;• show evidence of a beneficial impact on students (in terms of

achievement, attitudes, motivation, attendance and/or behaviour);• be sustainable over time;• be transferable to other classes/schools;• involve ICT.

Importantly, the emphasis was not on innovative technology, but innovative practicesthat involved new or changed roles for teachers and pupils, and in which ICT playeda part. The research team contacted:• schools listed on the European Network of Innovative Schools (ENIS)

(http://www.en.eun.org/menu/enis/set-enis-country.html);• primary and secondary schools recommended by the British Educational

Communications and Technology Agency (BECTa);• additional schools known to the research team and/or the national panel (e.g. as

award-winners and through previous involvement).Guidelines prepared by the international coordinators instructed national researchteams to exclude ‘lighthouse cases’, that is, schools which had exceptional levels ofresources or facilities that were unlikely to be attainable by typical schools within thecountry. In addition, the national panel decided to exclude independent schools andto consider overall school performance∗ as a criterion for selection: schools should

∗ The performance tables for primary schools show the percentage of pupils achieving level 4 or above inthe mandatory National Curriculum tests in mathematics, science and English at the end of Key Stage 2(pupils aged 11 years) in maintained schools. The tables for secondary schools show the percentage ofstudents achieving no passes and five or more passes at GCSE level at pass grades A*-G and at highergrades only (grades A*-C) at the end of Key Stage 4 (students aged 16 years).

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have performance data above the local and/or national averages (or show evidence ofongoing improvements in performance) and a favourable school inspection report.

After confirming the suitability of the innovation in each short-listed school, theresearch team submitted formal nominations for eight schools to the internationalcoordinators: six (three primary and three secondary) were accepted.

Research methods

Two researchers worked in each of the selected schools for five consecutive schooldays. Data were collected by means of:• interviews with Headteachers, administrators, teachers, students and parents;• observations of lessons;• analysis of school documents;• surveys of Headteachers and ICT coordinators.All data collection and analysis was carried out in accordance with the guidelinesand quality assurance practices described in Kozma’s paper in this issue.

The case study schools

All-day access to their own PC for every pupilA primary school provided all forty-six 10- and 11 year-old pupils in one class witha desktop PC with Internet access. This was achieved by allocating funds to leaseadditional ICT resources which would support pupils’ work in many subjects, inpreference to allocating small sums of money to support individual subjects such asmathematics, science, history, etc. Pupils used a wide range of generic software tosupport their work in different subjects as well as using subject-specific multimediaCD-ROMs. The teacher set ‘open’ assignments that pupils developed to their owncapabilities, including constructing their own webpages. Several pupils within theclass had special educational needs: according to teachers, parents and the pupilsthemselves, these pupils were motivated and empowered to produce a higherstandard work by using ICT. Much communication took place electronically.

Writing for a purpose: email between pupils and employees at a local factoryTwenty-five pupils in a primary school were each paired with a volunteer partner in anearby mobile phone factory, and they communicated with their partner by email.The school-company partnership was facilitated by the local coordinator forBusiness in the Community — an organisation which encourages businesses to makepractical contributions to their local communities, including schools. A coordinatorwithin the mobile phone company identified those individuals willing to participatein the initiative with the school. The pupils that participated were part of a deprived,insular community where parents had very low aspirations. Pupils were chosen forthe project with the aims of improving their communication skills, putting them intouch with someone who would extend their horizons and showing them theimportance of gaining qualifications to get a job.

An on-line course leading to accreditation in ICTNinety-seven upper secondary school students volunteered for a two-year onlinecourse which led to formal accreditation in ICT at 16+ years (an intermediateGeneral National Vocational Qualification (GNVQ): equivalent to four General

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Certificate of Secondary Education (GCSE) passes at grades A*-C). The materialshad been prepared by staff at another school in accordance with syllabusrequirements and offered to other schools for an annual fee. Students workedindependently at school and at home using multimedia resources; teacherssupervised their work at school and marked the formal assignments. Staff at theschool predicted when they offered the course that the method of course delivery(using online resources) would attract disengaged and below average ability studentswho were unlikely to achieve five GCSE passes at grades A*-C. In fact, the majorityof students who volunteered were those of above average ability.

Challenge 2000: an Internet-based resource for stimulating cooperative group workForty-four 11 year-old pupils in a primary school worked collaboratively in groupsof four to seven pupils to solve puzzles and problems presented on a website, set inthe context of a journey around the world in a hot air balloon, with new challengeseach month. The work extended across many different areas of the curriculum,including history, geography, music and mathematics as well as in the developmentof ICT skills. Pupils used the Internet extensively for research; the teacher supportedthe pupils, but did not lead the activities.

Turning potential into performance: using a database to monitor and set targetsA secondary school collected data about students’ performance in formal tests∗ andongoing work in all subjects and used this to set targets for students to work towards.A database stored this data for approximately 2000 students in the lower and upperschools. Teachers used the data to give them a better picture of each student’scapabilities and to prepare differentiated tasks for students of different abilities.

Students who were underachieving received additional attention and support.Teachers, students and their parents all suggested that students’ motivation wasincreased by knowing that their teachers closely monitored their performance.

Video-conferencing to improve English students’ conversational skills in FrenchTwenty upper secondary school students practised their conversational skills inFrench by participating in video-conferencing sessions with students in a Frenchschool who were studying English. Students in the two classes representing the topset (of three ability sets) were invited to volunteer for optional lunchtime sessions for20 minutes each week for 10 weeks. The teachers collaborated to prepare worksheetsfor each session to guide the conversations. Students spent half the session asking

∗ The school recorded the following information:• students’ results in the mandatory National Curriculum tests in mathematics, science and English at

the end of Key Stage 2 (aged 11 years) carried out at their primary schools;• students’ results in NFER Cognitive Abilities Tests administered in Year 7 ( the first year of

secondary education) and again in Year 9• students’ results in the mandatory National Curriculum tests in mathematics, science and English at

the end of Key Stage 3 (aged 14 years)• students’ results in the Year 11 Indicator System (YELLIS) tests devised and analysed by the

University of Durham (students sit a test in Year 10 (aged 14-15 years) and the results are analysedto produce predictions of what their likely results in Year 11 formal examinations will be). See:http://cem.dur.ac.uk/yellis.

• students’ results in the GCSE examinations at the end of Year 11 (aged 16 years)• students’ results in the A Level Indicator System (ALIS) tests also from the University of Durham

(students sit a test in Year 12 (aged 16-17 years) and the results are analysed to produce predictionsof what their likely results in Year 13 formal examinations will be). See: http://cem.dur.ac.uk/alis



questions in the other language and half the session answering questions in theirnative language; they liked seeing as well as hearing the reactions of the others.

Innovative pedagogy using ICT

The case studies outlined above provide some examples of how ICT can help tochange the nature of the interactions within primary and secondary schoolclassrooms. More detailed information about the practices in each school, and thespecific roles of the students and teachers in each one, will be available in thedescriptions of the case studies in participating countries that are to be released viathe SITES M2 website (http://sitesm2.org). This section attempts to synthesise thefindings from the data collection and analysis in the six schools studied in England.The conclusions drawn are based on the data collected by means of: interviews withteachers, headteachers, local education authority advisers, students and their parentsand other key professionals (including classroom learning support assistants andbusiness contacts); observations of lessons both involving/not involving theinnovations; analysis of documents collected from the schools; and surveyscompleted in each school by the Headteacher and the ICT coordinator/head of ICT.

The cases featured can be divided into two main categories:

Innovations which promote the involvement of others outside the classroom• the e-pals project arranged with employees at the nearby Ericsson mobile

phone factory;• the sections of Challenge 2000 that invited pupils to ‘contact an expert for

information’;• the video-conferencing with students in France.

Innovations which change interactions within the classroom• communication between teacher and pupils when all have their own computer• using a database to monitor and set targets for student performance;• the computer as teacher in the online GNVQ course.

Of course, these two main categories are not mutually exclusive, for exampleChallenge 2000 work changed the interactions in the classroom from predominantlyteacher-pupil to pupil-pupil, within their groups of four to seven (this was evidentfrom the observations of typical and Challenge 2000 lessons). However, this paperwill consider some of the main features of the cases within the above categories.

A crucial point to emphasise is that none of the above cases required cutting edgetechnology: the ICT employed in each practice (using the Internet, email, databases,video-conferencing facilities and software available on the school intranet) had beenwidely available for several years. With the rapid pace of technologicaldevelopments, it can sometimes appear that schools have to make substantialinvestments in new hardware and software in order to stimulate and challengestudents. The introduction of these new resources often brings an associated demandfor further training for teachers and classroom assistants, which can delay theeffective implementation of new resources. In contrast, the SITES researchdeliberately set out to focus on innovative pedagogical practices rather thaninnovative technology. This means that the practices studied within the case studyschools could be adopted by greater numbers of teachers in other schools, as in mostcases the ICT resources required to implement the innovation would be available in

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their school. However, the willingness of teachers to change their existing pedagogy,to utilise ICT in new ways and to carry out preparation associated with implementingnew practices are all crucial factors in determining the extent to which innovativepractices may be adopted by larger numbers of teachers. Two of the innovations(Challenge 2000 and the online GNVQ) are already accessible by large numbers ofstudents using the Internet.

Innovations which promote the involvement of others outside the physical classroomThe contribution that outside experts can make to students’ learning wasacknowledged from the inception of the NGfL (National Grid for Learning), whichprovides an infrastructure linking schools, colleges, universities, museums, artgalleries and other institutions connected with education and lifelong learning. Incre-asingly, at all levels of education, teachers are setting assignments for students thatrequire them to search for information using the Internet. In some cases the requiredinformation can be extracted immediately from relevant websites, whereas in otherinstances students need to engage in dialogue with an expert, possibly by email.

The Challenge 2000 learning resource was deliberately designed to includeactivities which encouraged the students to contact an expert for specialistinformation. On one occasion, the research team observed a group of pupils decidingwhom they should contact to obtain a translation of a short piece of text in Urdu, andone of the challenge developers reported that pupils had sent emails to an exploreron an expedition climbing in the Himalayas. In total the explorer had received morethan 100 emails from pupils working on the Challenge and he had sent differentindividual replies to all of them to provide assistance with their work.

In the case of the video-conferencing project at Belgrove College, the outsideexperts were not adults with specialist skills, but students of a similar age in anothercountry. During the video-conferencing sessions that the research team observed, thestudents in England and in France spent some time speaking in their native language,and some time practising their conversational skills in the language they werelearning. The subtleties of idioms and colloquial language were experienced in realcontexts with native speakers. At the same time, the native English-speaking studentswere the experts to whom the French students were looking for examples ofcontemporary phrases and expressions.

The e-pals project at Woodford Junior School was intended to improve theliteracy skills of particular pupils by encouraging them to communicate with an e-palby email. One of the main aims in setting up the project was to put the pupils intouch with someone outside their immediate family and, importantly, someone whowas in employment and could therefore provide information about the world of workand help to raise pupils’ aspirations. This was especially important because theschool was situated in an area of social deprivation where very few people wereemployed and many had negative attitudes towards school and education. Throughexamining printouts of the emails sent and received by the pupils, it was evident thatthe contact with the e-pals at Ericssons put the pupils in touch with adults (other thantheir own teachers) who were aware that employers looked for qualifications andwere individuals who could provide the encouragement to work hard at school thatmay have been lacking in the pupils’ homes. In addition, by using email rather thanface-to-face contact, the pupils were gaining practical experience of acommunication tool widely used in the contemporary workplace.



Although the three practices are all very different, there are elements in common.• In each case the ‘others’ outside the students’ classrooms were not involved in

direct teaching: some schools had set up video-conferencing links so that oneteacher can lead a lesson, involving students from different sites in a virtualclassroom. In contrast, the practices described above led to the studentsinteracting with individuals other than teachers as part of their learning activities.

• Each of the activities had some structure which guided the interactions with theindividuals outside the classroom: these guidelines were either imposed from theoutset (for example, the specific information that pupils working on Challenge2000 were trying to find out, and the list of 10 questions provided as a prompt foreach of the video-conferencing sessions) or were subsequently introduced, as inthe case of the e-pals project. In the latter instance, examples of topics to askpartners about were provided to both the pupils and the volunteers after initialexchanges proved to be rather brief and stilted in a number of cases.

• There had to be an awareness of the ICT requirements both inside and outside theclassroom, such as compatible software, the hardware necessary for video-conferencing and other technologies such as fax machines (which students usedin both the Challenge 2000 and the video-conferencing projects).

• All three projects provide examples of how ICT could be used to counteractsocial and/or cultural isolation in a time and cost-effective way: students engagedin dialogue with others with whom they would not otherwise have communicated.

• Pupils had to start to develop an awareness of other people’s commitments,understanding that it might be hours or even days before they received a reply.

The students involved in these three practices were enthusiastic and motivated aboutthe opportunities that the activities gave them to interact with others. At the sametime, students involved in the e-pals project and in the video-conferencing sessionsadmitted that they had felt a little nervous or unsure of themselves in the initialexchanges. Each project used a different strategy to help overcome initial shyness: afew weeks after beginning the e-pals project the pupils involved had visited theEricsson factory to meet their e-pals face to face; and the video-conferencing wasorganised in small groups of two or three students, so that each one felt supported byone or more friends. The same groups of English and French students participated inthe video-conferencing sessions at the same times each week so that they all becamemore relaxed as they grew to know their partners. Similarly, the e-pals projectmaintained the same pairs of pupils and employees for the duration of the project.

Innovations which changed interactions within the classroomTraditionally, the majority of lessons have been directed by the class teacher, whomay use different approaches in the organisation of particular activities. The SITEScase studies demonstrate how ICT can offer opportunities to change the interactionswithin the classroom, changing the type of interactions between teacher and students,allowing students more direct interactions with resources to support learning andincreasing the interactions between students themselves. The ICT adviser for one ofthe case study schools summarised this shift in emphasis by saying: We’re movingfrom teaching people everything to teaching people where they can find things out.

At Windmill Primary School, a class of 46 Year 6 pupils each had their owndesktop PC which they could use all day every day. There was a high level ofelectronic communication in different ways: teacher to pupils; pupils to teacher;pupils to pupils and pupils using the Internet: search engines and websites.

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The pupils themselves noted that they could collaborate with other members ofthe class as part of a group without needing to sit together: they could exchangeideas effectively using email or MSN instant messaging service. All teachers andpupils within the school had their own email addresses, and pupils were activelyencouraged to contact others outside their own classroom but within the schoolnetwork, for specialist information. For example, the Year 6 teacher (who was alsothe ICT coordinator) reported that he frequently received emails from pupilsconcerning problems with computer printers; pupils reported that they contacted ateacher in another class who was the science specialist. As all children had access tothe Internet all day, they became accustomed to seeking information on the world-wide web, rather than asking their teacher or one of the classroom assistants.

At Highgrove High School, the staff had developed their own computer databasefor monitoring student achievement and setting targets. As a school with almost 2000students on roll, Heads of Year commented during interviews that it was verydifficult to monitor individual students’ progress in all subjects across the curriculumbefore they had started using their own ICT-based system. Within the lower school,the database was predominantly used for recording student achievement in formaltests (such as tests at the end of Key Stages 2 and 3† , and NFER Cognitive AbilitiesTests administered in Years 7 and 9) and the grades attained in different modules ofeach subject. Within the upper school the results from the YELLIS and ALISpredictive tests taken by students in Years 10 and 12 supplemented the achievementdata already recorded for each individual student. Together with the informationabout student performance in different subjects amassed over the students’ secondaryschool careers, the predictive data formed the basis of a discussion with each studentto discuss their target grades in the formal GCSE examinations at 16 + or the A levelexaminations at 18+ as appropriate. Thus, the interactions between teachers andstudents were more focussed on the students’ potential achievements as a result ofhaving the student tracking database.

The two-year online GNVQ course at Coleridge College led to an intermediatelevel award, which was equivalent to four GCSE passes at grades A*- C. In this case,each session was focussed on individual work in response to the course assignmentsand assessment requirements provided by the online resource materials, rather thanteacher directed activities: students interacted predominantly with their computer,and only occasionally with their peers or with the teacher supervising the session.

As with the innovations which promoted the involvement of others outside thephysical classroom, the three practices outlined above are all very different, butagain there are some common themes:• students experienced greater independence and responsibility for their own work

and progress: at Windmill Primary School and Coleridge College studentsorganised and prioritised their workload; and at Highgrove High School theywere aware that if their performance deteriorated their teachers would veryquickly identify their lower grades and discuss the cause of the problem;

• all three practices involved students in working towards targets and/or deadlines

† Key stages are a feature of the education system in England and Wales. Key Stage 1 covers Years 1-2

(ages five to seven years); Key Stage 2 covers Years 3-6 (ages seven to 11 years); Key Stage 3 coversYears 7-9 (ages 11 to 14 years); and Key Stage 4 covers Years 9-11 (ages 14 to 16 years). Although notformally denoted as such, post-16 education leading to academic accreditation at age 18 is commonlyreferred to as Key Stage 5.



for the submission of work: these targets were either imposed by the class/subjectteachers, or by external agencies (such as submission of work for assessment), orby a combination of both (at Highgrove High School teachers used predictivedata about likely examination grades to discuss target grades with students).

• evidence collected by means of interviews with teachers, students and theirparents together with that amassed through observations of students at workindicated that the innovations fostered students’ ongoing reflection about theirwork: either by redrafting and/or reviewing it, and especially by comparing itwith assessment criteria with the aim of improving their overall standards.

Implications for schools

Apart from skills in using the ICT involved in these innovative practices, theteachers had to be willing to change their existing practices. In several of the casesstudents became more independent and supported each other; they developed newcommunication and social skills and improved their self-directed study skills.Teachers had to accept changes in their role and in the interactions they had withstudents and they also had to support students as their roles changed too. At the sametime, teachers had to monitor the implementation of the activities they introducedand identify possible solutions to problems that arose. The introduction of innovativepractices therefore placed additional demands on teachers, not only in relation to theorganisation of the activities, but also in managing the changing interactions withinand outside the classroom. Despite the time and effort required to manage thesechanges, the 38 professionals (34 teachers, two learning support assistants and twobusiness contacts) involved in the six SITES case studies who were interviewed bythe research team, all agreed that the outcomes justified the effort and were positiveabout sustaining the initiatives in which they had been involved.

A common thread emerging from the different cases was a willingness (at bothsenior management and class teacher level) to try new approaches, with an awarenessthat some would not succeed, but acknowledging that only stagnation results fromreluctance to try new practices. One Headteacher reported:

We have stopped doing things that haven’t worked in the past. We’re gettingsomewhere – it [video-conferencing] has an impact. . . .

another explained:I heard a speech about taking the next step, having the confidence to take the next stepand in this school I want everyone to have the confidence to do that for themselves –the teachers, everyone. Part of the evolving culture is that everyone has the confidenceto take a risk and fail. If you don’t, you only achieve a certain level because you nevertake what you can from the learning opportunity.

This willingness to take risks was also evident in the case of Windmill PrimarySchool, which had a policy of providing appropriate resources to allow all pupils toachieve their potential. The Headteacher and staff agreed that, in accordance withthis policy, an effective way of enabling ICT to enhance pupils’ learning would be toprovide one PC per child in the final year of primary education (Year 6). TheHeadteacher explained the two main strategies he had used to fund the acquisition ofthe additional machines from the school budget:

Firstly, it depends on the management set up of the money within the school. Wedon’t keep small amounts of money, just one budget overall. . . Small amounts foreach department [area of the curriculum] won’t buy anything, but by using the moneyas a whole, more benefit can be found for all departments. Secondly, we leaseeverything, which gives us the opportunity to have the machines now, within budget.

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For the teachers involved in the SITES case studies, the innovative activities thatthey were involved in all took place within the context of a school where there was aculture of exploring new approaches. In each case, the school and/or the teachers hadhad previous involvement in educational innovations, some of which had involvedICT. The prevailing culture within the schools was one of collaboration and mutualsupport. In all cases the Headteachers were enthusiastic and sometimes activelyinvolved in the innovations. This certainly helped to smooth the administrativedifficulties that were encountered in setting up some of the innovative practices.

The innovative practices described in this paper were not implemented withoutproblems, but where difficulties arose, those involved worked to find solutions.There were positive impacts on the students that participated in the innovativepractices in terms of motivation, confidence, skills, and achievement, as well assuggestions of longer term benefits too, perhaps influencing students’ choices forhigher education and employment.

The clear message from these case studies concerns not the importance of ICTsin their own right, but the benefits to be gained when confident teachers are willingto explore new opportunities for changing their classroom practices by using ICT.

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