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