Developing Leadership in Teaching and Learning with ICT The Strategic Leadership of ICT Developing Leadership in Teaching and Learning with ICT Martin Blows NCSL

School & LEA Visits Report: January - March 2005 “When asked about the contribution ICT is making to children’s learning, the initial and most common response from both LEAs and schools was impact in terms of improved engagement, motivation and also behaviour.” School & LEA Visits Report: January - March 2005 ICT in Schools Division

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?? ICT and Learning Where is embedded? Application Evaluation Deep Shallow Where is embedded? Empower Pupils take control of learning Use ICT to research and manage own learning ?? Extend Significantly alter the way that teaching and learning takes place using ICT Application Enhance Deeper learning though the use of ICT based teaching and learning resources Enrich whiteboards used interactively and with wider range of teaching resources and methodologies Evaluation Exchange Exchange OHPs for data projectors, using whiteboards as projection screens Synthesis Analysis Edutainment? Computer assisted learning? Content based software? Computer games? Comprehension Knowledge Passive Active pupil engagement

Teaching or learning Think about your school. Where would you put yourself on the spectrum between teaching with ICT and learning with ICT? The focus is on learning with ICT. The focus is on teaching with ICT. 0 1 2 3 4 5 6 7 8 9 10

Reflection……… How does this model relate to practice in your own school? What issues does this model raise for you? How could you use this model to develop practice in your own school?

ICT and Learning technology impact low capability high capability Empower pupils take control of learning, use ICT to research and manage own learning low capability high capability Extend significantly alter the way that learning and teaching takes place using ICT teaching learning Enhance deeper learning though the use of ICT based learning and teaching resources Enrich whiteboards used interactively and with wider range of teaching resources and methodologies Short time slots Extended times Exchange exchange OHPs for data projectors, using whiteboards as projection screens low risk high risk directed personalised school-based distributed Passive/Shallow pupil engagement Active/Deep

Integrating ICT into Learning strategies and theories Learning models Bloom’s Taxonomy: levels of learning Vigotsky: scaffolded learning Bruner: constructivist theories of learning Learning styles VAK: Visual, Auditory, Kinaesthetic Howard Gardner: multiple intelligences Kathy Butler: ViewPoints, Kolb Integrating ICT into Learning strategies and theories Learning skills Thinking Skills ALPS CASE, CAME Accelerated learning, Whole Brain Learning Project based learning WebQuests Big6

Developing e-confidence e-confident society e-confident staff e-confident leaders 7 e-confident learners e-confident parents e-confident school Notes and comments ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….................................

E-confident School Impact Professional Development Leadership and A clear, shared vision and strategy for ICT. Leadership at all levels. ICT for management, evaluation of impact An ICT curriculum that leads to high quality experiences within and across the curriculum and high to levels of ICT capability ICT supports effective teaching. Learners use ICT independently, make choices and reflect on their use E-confident School High levels of ICT capability. Clear impact on attitudes independence motivation, creativity collaboration Impact Professional Development Leadership and Management Resources Curriculum Learning and Teaching Extended Opportunities for Learning Assessment Consistent, accurate assessment of ICT capability and how the use of ICT to improves learning in subjects Sufficient, accessible, reliable and supported ICT resources. Well planned physical and virtual learning spaces School a learning hub for community partners, and other agencies. Pupils learn within and beyond the school Ongoing, high quality CPD for all staff, collaboration within and beyond school, CPD evaluated for impact

How many e-confident schools? Late Adopters Ambivalent Enthusiastic E-enabled Sample size Primary 7% 44% 39% 10% 118 Secondary 11% 41% 34% 14% 85 Special 16% 35% 33% 43 FE 20% 23% 49% 8% 99 All 13% 36% 40% 345 Source: PricewaterhouseCoopers LLP, DfES Dec 2004

Managing Complex Change Vision Skills Incentives Resources Action Plans Evaluation Confusion Skills Incentives Resources Action Plans Evaluation Vision Incentives Resources Action Plans Evaluation Anxiety Vision Skills Resources Action Plans Evaluation Slow Change Vision Skills Incentives Action Plans Evaluation Frustration Vision Skills Incentives Resources Evaluation False Starts Action Plans Resources Skills Vision Incentives Uncertainty Jacqueline S. Thousand & Richard A. Villa Managing Complex Change; 2001 Adapted by M Blows (2006)

SLICT programmes 2006/7 Primary SLICT Team SLICT Primary Subject Leaders SLICT 3 further pilot programmes; Literacy, Numeracy, Science Leadership programme for BSF Pilots in Autumn and Spring term; Wave 4 schools

Leading ICT How do you celebrate success? How do we develop our vision? Where can we get ideas? How great will the change be? How can you demonstrate impact on learning and teaching, achievements attitudes, motivation etc? Leading ICT What are the timescales? How do you develop the right whole school culture? What leadership styles are needed? What staff development is needed? Who will help? What are their roles and responsibilities?

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