Harnessing Technology Review Launch Becta Research Conference 6 Nov 2008 Vanessa Pittard Director, e-Strategy

Harnessing Technology Next Generation Learning Supports key priorities of the Department for Children, Schools and Families (DCSF) and Department for Innovation Universities and Skills (DIUS), with a particular focus on: −raising achievement and improving skills −narrowing gaps and supporting the vulnerable −improving capacity, quality and efficiency This review brings together a range of research evidence and data to provide a picture of where we are now and what the key issues are in achieving these challenging objectives.

Technology-confident, effective providers Education and training providers able to make strategic and effective use of technology to achieve the best outcomes for learners Engaged and empowered learners Learners able to access technology and the skills and support to use it to best effect inside and outside formal learning Confident system leadership and innovation Education leaders enabled to lead technology to support their priorities and deploy innovative solutions to improve the quality of teaching Enabling infrastructure and processes A technology infrastructure that offers learners and practitioners access to high quality, integrated tools and resources at the best possible value for money. Improved personalised learning experiences Technology enabling improvements to learning and teaching, and tailoring of learning to suit the needs of learners. Harnessing Technology Next Generation Learning

Challenges and issues identified from the research Progress again, but parts of the system are hard to reach Echoing previous years, this review presents a mixed picture of the adoption use and impact of technology across education and skills

Technology-confident, effective providers In 2008 around a quarter of schools were ‘e-enabled’ – good basic infrastructure, organisation and skills and evidence of use across the curriculum. Higher proportion of e-enabled primary schools (28 per cent) than secondary schools (22 per cent), but longer “tail” of late-adopter primary schools.

Technology-confident, effective providers The proportion of colleges categorised as e-enabled grew steadily from 2003, but settled between 2006 and With ambivalent and late- adopter colleges, the situation may even have worsened. (Becta 2008)

Challenges and issues identified from the research The continuing challenge of access and learner skills Ensuring equitable access for parents, young people and adult learners is likely to represent an ongoing challenge Some groups have a low skill base and low competence in the use of technology to support learning – age is key The capabilities of learners are linked to the ‘e-maturity’ of providers

Engaged and empowered learners Access: 92 per cent of parents of school-aged children and 84 per cent of FE college learners report access to the internet and a computer at home But socioeconomic variation (SEG ‘E’ parents – 69 per cent) Relatively disadvantaged groups include those whose main language is not English and children in lone parent households.

Engaged and empowered learners

Challenges and issues identified from the research Low bases, but big opportunity: Parents and disadvantaged groups Schools’ capacity to support engagement with parents through technology- based channels is limited, yet there is demand Good evidence of value of technology in supporting engagement of disadvantaged groups

Technology-confident, effective providers

Challenges and issues identified from the research Leadership and transfer of innovation A continuing leadership challenge – especially in large organisations Increasing examples of effective uses of technology to improve engagement and learning, but still the issue of building recognised good practice across early majority

Confident system leadership and innovation Recording learner progress and promoting independent learning are frequently reported priorities for Heads Improving communication with parents is a relatively low priority

Challenges and issues identified from the research Practitioner skills, tools and professional development Progress, but there’s a worrying practice deficit – for example the percentage of practitioners reporting a limited repertoire of practice

Technology-confident, effective providers

Challenges and issues identified from the research The need for professionalism in technology services Progress but: Quality of infrastructure is still a (reported) barrier by teachers in schools Limitations in capacity to support mobile and remote learning Limitations in access to and quality of learning resources

Harnessing Technology Review Launch Becta Research Conference 6 Nov 2008