Learning Platform update (Effective use of technology to support learning, teaching and management) Andy Tyerman Robin Ball Head of Personalised Learning Manager: Learning & Teaching

Challenges facing schools

The current position 73% of primary and 89% of secondary schools believe that learning platforms will deliver some or extensive improvement in teaching and learning 42% of primary and 67% of secondary schools are making use of a learning platform but on an irregular basis 43% of primary and 52% of secondary schools reported a lack of confidence in using the technology

We know that… Tests in maths and reading show that when computers are used for educational purposes, pupils with home access perform significantly better than those without Children with access to a computer appear to be more engaged and motivated in their learning Children appear to do better in school when their parents/carers are involved in their learning

We know that… When technology is used well it can offer enormous opportunities for children Schools that use technology well across the curriculum and wider school life have reduced absence rates and achieve a higher percentage of A*- C grades at GCSE When young people use technology to support their learning at home they do better in national tests

We know that… Pupils studying Key Stage 2 maths, science and English in schools which make the best use of technology, improve at twice the rate of the national average Schools that use technology well across the curriculum and wider school life have reduced absence rates and achieve a higher percentage of A*- C grades at GCSE When young people use technology to support their learning at home they do better in national tests

We know that… If a child uses technology to support learning at home, they stand a better chance of doing well at school Children perform better when their parents or carers are involved in their learning So how is all this done?

‘Learning platforms are currently mostly used for uploading content rather than interactive communication or learning and most schools do not yet offer parents secure access.’ L. Grant (Futurelab 2009)

Becta’s strategy Defining effective use of learning platforms based on benefits realisation Emphasis on use, pedagogy, learner outcomes and not on the technologies themselves Advice and guidance underpinned by robust, scalable evidence

Becta’s strategy Identifying drivers, barriers and the conditions for successful implementation Understanding the links between realising the vision and change management Fully supported and resourced national implementation maturity model

Impact on learning Supporting independent and personalised learning Empowerment of students as learners Raising student confidence, motivation, and cultivating aspirations Enhancing (digital) literacy and language skills, including maintaining second language connections

Impact on teaching Enhancing the quality and relevance of teaching and learning resources Re-invigorating (making newly relevant) curriculum subjects Supporting the development of innovative teaching practices

Impact on teaching Improving the experience and organisation of homework for teachers and learners Improving the processes of monitoring and assessing learning

Impact on management Improving attendance and management of student behaviour Promoting teacher collaboration and the continuity and quality of teaching Supporting strategic leadership and the management of staff teams

Impact beyond the school Family and parental benefits Developing communication and relationships Enhancing links between home learning and school learning. Promoting communication between schools, staff, students, parents and community

Learning platform: Steps to adoption Original implementation maturity model tried, tested and independently validated across a number of local authorities Currently being further developed and enhanced into a national resource by a range of local authorities Supported by realistic advice and guidance together with a wealth of resources appropriate to phase and relevant across the whole school sector

Learning platform: Steps to adoption Case studies and video evidence based around themes of what has really made a difference Focus on real stories told from a of range perspectives in a variety of contexts Illustrates scalable, transferable outcomes Parents/carers, leaders, teachers and pupils

Learning platform: Steps to adoption Original Hooper & Rieber ‘phases’ in italics

Learning platform: Steps to adoption

Conditions for successful adoption Involvement of the whole school community - parents, teachers, learners, managers, governors and a shared ownership belonging to, and working for, the whole community, not just management and administration A culture of self-review and evaluation to ensure benefits and outcomes are clearly identified Where there is a gradual planned change process in place that supports the individual school’s needs

Conditions for successful adoption Commitment from the head teacher and senior management to taking learning platforms forward Effective use of learning platforms is at the centre of school development planning The whole school is on board with the SLT – including all staff, parents, governors and students

Conditions for successful adoption Time and budget is put aside to train staff Develop a wider vision by visiting other schools or from case studies that have demonstrated similar success The school has engaged with Becta’s Next Generation Learning resources

In summary There are huge benefits to be realised through the effective use of technology to support learning, teaching and management The evidence proves that with SLT vision, commitment and planning all schools have the potential to reap the rewards and improve learner outcomes There is a range of tools and resources to help schools meet the challenges they face including video evidence, case studies and a fully resourced maturity model

What are you waiting for? “The school learning platform is basically the school online. It’s a way of communicating with the rest of the school community and the whole school revolves around that.” Mariya (Pupil)

What are you waiting for? “We can see what they’re learning and it’s so good because it’s extending their learning all the time. It doesn’t need to stop when they leave the school gates. It’s reinforcing their communication skills. They’re talking about what they’re doing to each other and to me. It’s definitely the way forward. It’s brilliant.” Gillian (Parent)

What are you waiting for? “All of our children have grown up in a very media-rich environment. We can’t afford to have children being given a very dull diet. We need a way of delivering something that engages the kids and gets them wanting to learn.” John Buchanan (Deputy Headteacher)

What are you waiting for? “We all have busy lives outside of being governors and the fact that you can access this information from your place of work or from your home, anywhere, is a big benefit. When governors are making decisions, the more information that they’ve got the better and this system allows them to have as much information as is possible to make very well- informed and proper choices.” Malcolm (Chair of Governors)

So…

What are you waiting for?