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Malcolm Hunt and Mike Harris Evidence & Research Team, Becta Becta’s Evidence Base on the educational use of ICT – Becta’s Evidence Base on the educational.

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Presentation on theme: "Malcolm Hunt and Mike Harris Evidence & Research Team, Becta Becta’s Evidence Base on the educational use of ICT – Becta’s Evidence Base on the educational."— Presentation transcript:

1 Malcolm Hunt and Mike Harris Evidence & Research Team, Becta Becta’s Evidence Base on the educational use of ICT – Becta’s Evidence Base on the educational use of ICT – an approach to evidence collection, analysis and dissemination

2 Presentation Overview  Becta’s Remit and the role of the E Base  The development & working of the Evidence Base - The process of data collection & analysis - Key Outputs  Future Developments  Conclusions

3 Becta’s Remit and Evidence Work -1  To develop an evidence base to underpin the educational use of ICT,  To draw together the evidence from national and international sources, projects and research literature,  To consider how best to disseminate these findings in ways that influence practice  To identify and exemplify models of effective practice.  To offer advice that is both timely and evidence informed.

4 Becta’s Remit and Evidence Work -2  To develop Becta’s Awards Scheme as a primary source of information about the effective use of ICT in teaching, learning and management.  To study trends in technology, and carry out in-depth case studies to evaluate new technologies, applications and software.  To evaluate the take-up of technologies, and provide advice on the educational value and sustainability of new and emerging technologies.

5 Becta’s Research Strategy and recent Programme of Work  Managed Longitudinal Studies  Adding value to secondary sources  Analysing data  Awards, fieldwork, & online forum  Planned interventions & short term evaluations Evidence Base Evidence Base ICT Research Network Research Bursaries Becta Research website ‘What the Research Says’ series

6 The Evidence Base & Associated Outputs EVIDENCE BASE Hardcopy files End Note database Key Theme priorities Academic literature Market Intelligence Scanning Process Bibliographies & Summary Tables What the Research Says Series Literature Reviews Reports to DfES, ICT in Schools Division

7 The development & working of the Evidence Base

8  Developed from March 2001 onwards  Increasing demands on Directorate for evidence material  Directorate proposal 2001-2002: “…to develop a robust, sound evidential base on the use and impact of ICT and education.” Background

9 To provide a searchable database of key evidence material for the purpose of supporting and enhancing the Directorate’s project work and responses to requests for information. Aim

10  3,497 documents  Articles, reports, research papers  Organised under themes  Abstracts stored on BRS database, now Endnote library  Documents stored in hardcopy files. Current status

11  Particular response to conditions  Not conceived as a research- dedicated database  Not an analytical tool in itself  Need for flexibility, changing needs and priorities  Responds to levels of evidence, and supports a range of outputs  Developing an ‘evidence culture’. Key considerations

12  Assessment  Attainment /improving standards  Attitudes/behaviour (including motivation)  Continuing Professional Development (CPD)  Cost effectiveness/TCO  Digital Divide and equality issues  Effective pedagogy - barriers to effective use  Effective pedagogy - classroom practice  Effective pedagogy - factors for effective use Key evidence themes

13  Effective pedagogy in online learning  Health and Safety  Home/school/community links  ICT support for schools  Initial Teacher Training (ITT)  Internet safety  Management (+ MIS and data rich institutions)  MLEs/VLEs  Network technologies Key evidence themes

14  Online communities  Portable technologies  SEN/Inclusion  Statistics/targets/policy  Teacher workloads  Video conferencing  Web-based technologies  Whiteboards  Whole school ICT integration. Key evidence themes


16 Scanning - magazines/journals/newsletters TES THES ACITT newsletter (email) Assoc. for learning technology newsletter/journal Computer education Connected (NGfL Scotland) Education, communication and information (ECi) Education and Information Technologies (ejournal)

17 Scanning - magazines/journals/newsletters Innovations in education and training international (ejournal) International Journal of Educational Telecommunications NAACE newsletter (email) NGfL Scotland newsletter (email) Teaching ICT (ACITT) BJET (ejournal/paper copy) JCAL (ejournal)

18 Scanning - magazines/journals/newsletters Computers & education (ejournal) Educational technology research and development Review of educational research TOPIC Teacher development Educational technology British educational research journal (ejournal) British journal of special education (ejournal/paper)

19 Scanning - magazines/journals/newsletters Becta Extra (ejournal) Special EC&T JITTE NFER news/NFER current awareness

20 Scanning - websites Adam Smith Institute Cambridge University School of Education DfES research European Schoolnet Internet Watch Foundation Learning Lab MMU Institute of Education Mirandanet NFER/CERUK

21 Scanning - websites OECD CERI Safer internet Scottish Council for Research in Education Specialist Colleges Trust The Education Network (TEN) University of Exeter TLRP Becta What’s new in elearning?

22 Online research resources BEI ERIC Australian Education Index Educational Research Abstracts online PsycINFO De Havilland (political information source) LexisNexis ZETOC (British Library electronic table of contents) Plus web search engines.

23 Documents - filtering at each stage Literature search100-500Scope of field Wider bibliography50Key areas/themes, methodologies Selected bibliography/Robustness, how summary table10-15representative ‘What the Research 10-15 Also availability, Says’ title accessibility.

24 Key outputs  Responses to enquiries (internal, DfES, researchers, media)  Bibliographies/summary tables  Quarterly research briefings  ‘What the Research Says’ series  Research reports, literature reviews.

25  Literature search, summary table/bibliography, ‘What the Research Says’ = 17.5 hours or 2.5 days each per theme  Project total: Scanning = 25 days Literature searches = 30 days Summary tables/bibls = 30 days ‘WTRS’ titles = 30 days. Project effort

26  Levels of evidence and range of outputs  Not systematic reviews, instead:  Counter ‘lack of evidence in ICT’  Stimulate research into ICT  Share key findings and themes  Develop an organisational ‘evidence culture’  Accessibility to practitioners Quality

27  Prioritise refereed research, larger sample sizes, robust methodologies  Discuss initial findings with experts (colleagues, subject associations)  Supply lists of sources (eg. bibliographies/summary tables)  Debate issues such as synthesis and future research in forums (ICT Research Network, conferences)  Next phase of ICT research? Quality

28 Malcolm Hunt and Mike Harris Evidence & Research Team, Becta Education Funders’ Forum Meeting, 14 January, 2004 Becta’s Evidence Base on the educational use of ICT – Becta’s Evidence Base on the educational use of ICT – an approach to evidence collection, analysis and dissemination

29 Post Presentation Slides and issues arising from questions/ discussion  Given the short time frame in which you operate surely rigour is compromised?

30 Type & nature of Evidence  What evidence do you need to: - Know something - Believe something - Do something  What does this mean for: - A civil servant or policy maker working at a national level - A LEA official - A Head, ICT Co-ordinator or teacher working at the ‘chalkface’  The Amount of Evidence - One conclusive research study or a combination of evidence from various sources? - What amounts and types of analysis are acceptable for a given situation or audience?

31 Type & nature of the Research Questions  Need to move on from whether ICT has general educational benefit to how and why ICT works  Need to refine our research questions and consider subsets of ICT - By subject - By ICT application eg Email, use of spreadsheets  Focus more on the context of use Maddux model of Stages in ICT research STAGE 1: Computers produce general educational benefits STAGE 2: Exposure to a specific application produces a specific educational gain STAGE 3: Which and how learners interact with teaching variables when using specific aspects of ICT

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