21st century learning and ICT: what are we trying to do? Tony Richardson Executive Director, e-strategy Making IT happen! RM Primary conference March 2006

ICT in teaching and learning Iteration and modelling using ICT; eg in writing, design, maths, science PE and music Learners taking more control over the direction of their learning with ICT Creative development and media literacy e.g. digital video, photography animation, music Developing thinking skills and problem solving strategies Gaining knowledge, understanding and skills beyond that of the teacher ICT in teaching and learning Deeper analysis of concepts, processes and visualisation Use of ICT to locate, gather, synthesis, analyse reconstruct, communicate and present information and understanding Learning out of school in other settings and environments Social collaboration on joint tasks both face-to-face and in online collaboration

entertain engage enthuse embed exchange empower enrich enhance extend e-learning? exchange empower enrich enhance extend

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

“controlled” technology Dimension shift learning Deep Shallow “controlled” technology self-directed impact Empower Pupils take control of learning Use ICT to research and manage own learning low capability high capability Extend Significantly alter the way that teaching and learning takes place using ICT Enhance Deeper learning though the use of ICT based teaching and learning resources Teaching Learning Enrich whiteboards used interactively and with wider range of teaching resources and methodologies Taught Facilitated Exchange Exchange OHPs for data projectors, using whiteboards as projection screens Differentiated Personalised School based Distributed Passive Active pupil engagement

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

e-confident learner Has a wide range of generic ICT skills Use ICT to learn away from school Uses technology creatively, with ease, in life outside school Able to learn new skills as needed e-confident learner Prepared to explore and experiment in their use of ICT Has high level of information literacy Can select appropriate tool for the task Can talk about the way ICT can enhance their learning Knows when ICT can assist their learning

How many e-confident schools? Late Adopters Ambivalent Enthusiastic E-enabled Sample size Primary 7% 44% 39% 19% 118 Secondary 11% 31% 34% 14% 85 Special 16% 55% 33% 43 FE 20% 23% 49% 8% 99 All 13% 36% 40% 345 Source: PricewaterhouseCoopers LLP, DfES Dec 2004

e-confident workforce Use ICT effectively at a personal and professional level Identify potential new approaches for the use of ICT in their teaching/subject Have high levels of information literacy Uses the technology to learn online Confident to judge standards Use ICT effectively in their own work e-confident workforce Encourage pupils to make choices about their use of ICT Builds on their knowledge of pupils ICT capabilities for effective learning Prepared for pupils to know more than they do about ICT Envision the future of an ICT rich education for pupils.

Judges whether the school’s strategy and implementation of ICT is secure and impacting on quality and standards Judges standards in ICT and the degree of “embedding” within the curriculum and pedagogy Monitors, evaluates, make judgements and provides constructive feedback about teaching and learning Understands how the application of ICT can enhance, improve and enrich the quality of learning and teaching now and in the future e-confident leader Assesses impact on the wider school, staffing and budgets for sustaining ICT Demonstrates effective use and application of ICT within own leadership role(s) Conceptualises what the school is currently doing and envisions, communicates and engages others in action Knows how ICT systems can improve organisational effectiveness through internal and external communication, analysis and data exchange

Self review framework Developed and supported by all National agencies 100 professionals contributing to its development Building on the work of Ofsted’s Common Evaluation Framework Online self review tool with: Action planning Links to support materials Phase specific exemplars Benchmarking Evidence examples Linked to ICT mark accreditation Strength of this document is the cross-agency input as ties together many areas of development.  Head Primary School Cambridgeshire

The Elements of the self-review framework The curriculum Impact on the Learner Professional development (People resource) Learning and teaching Assessment Resources Extending Learning Impact on the learner is the reason that we use ICT in schools. This effectiveness of the impact of ICT on the learner is directly affected by four elements: curriculum, learning and teaching, assessment and extending learning. These four elements are reliant on well developed and robust resources (infrastructure and software) as well as people (professional development). The vision and the implementation for the whole system is underpinned by the leadership and management. Leadership and management

Aspirational e-confident Leadership and Management Curriculum Learning and teaching Assessment Professional Development Extending Learning Resources Impact on pupil outcomes 1 2 3 4 5 Aspirational e-confident Strategy in place Nothing in place Coherence Made a start

7a Pupils’ progress in ICT capability Element 7 Impact on pupil outcomes Strand 7a Pupils’ progress in ICT capability 1 2 3 4 5 Year-on-year progress Pupils make little or no year on year progress across all aspects of ICT. Pupils make some year-on-year progress in ICT, but a significant number make little progress in some aspects, such as control, modelling or data handling. Most pupils make clear year-on-year progress in ICT, but a few make uneven progress in some aspects, such as control, modelling or data handling. Pupils make good year-on-year progress in all aspects of NC ICT. Pupils make outstanding year-on-year progress in all aspects of NC ICT. Overcoming barriers to progress Progress remains poor for pupils with no access to ICT outside school or with poor prior attainment. Progress remains poor for most pupils with no access to ICT outside school or with poor prior attainment. Many pupils with limited access to ICT outside school or poor prior attainment make at least satisfactory progress. The great majority of pupils with limited access to ICT outside school or poor prior attainment make satisfactory or even good progress. The great majority of pupils with limited access to ICT outside school or poor prior attainment make good or even outstanding progress. Independence in working with ICT Few pupils have developed their ICT capability to a stage of being confident to apply it purposefully without considerable help. They utilise only a small range of familiar ICT facilities. Pupils generally respond well to ICT instruction in a range of applications but most are not confident to take their learning forward independently. Pupils generally are developing their confidence to make independent use of ICT although this is variable. A majority of pupils have reached high levels of confidence and use and apply ICT, in a range of contexts. Almost all pupils have reached high levels of confidence and can further develop aspects of their ICT capability independently. 7a Pupils’ progress in ICT capability National curriculum data and comparisons Value added data Public exams data and comparisons Year on year data and tracking information Reports to governors Classroom observation records

Action plan, with support links, to move from one level to the next Leadership and Management Curriculum Learning and teaching Assessment Professional Development Extending Learning Resources Impact on pupil outcomes 1 2 3 4 5 Action plan, with support links, to move from one level to the next Benchmarking (all) Benchmarking (where I am)

Harnessing Technology Harnessing Technology Transforming Learning and Children’s Services Harnessing Technology Transforming Learning and Children’s Services Michael Stevenson, Director of Technology

E-strategy: vision Each individual maximises their potential through the personalisation of their learning and development

Key Stakeholder Outcomes Who? What? Measure? Children / Parents / Learners Each individual is empowered and motivated to personalise their learning and development Increase in the perception that CPLs are more motivated and engaged through the use of technology Workforce Front line practitioners continually raising the bar through learning from the best Front line practitioners will use technology effectively to access, learn from, use, improve upon and share the best from anywhere in the world. Government Technology being used to drive performance across the system through efficient and effective use of resources Improvement in the ability of the system to rapidly respond to new requirements to better serve a knowledge based society Market A mature, mutually rewarding relationship with the market Suppliers perceive clear direction provided by e-Strategy allows them to develop products and services which will meet future needs

… through delivery of a Strategic Portfolio Strategic technology provision Learner-centric knowledge architecture Personalised content Institutional development model Best lead the rest Enabling government - achieving efficiency gains Joining up the sectors Spending time getting a small number of ‘big ticket’ items right will make everything else much quicker and simpler …. Allowing benefits to be delivered earlier … and moving us along the road to transformation Links to and re-uses existing government structure where possible – supports e-government unit and directgov objectives – sharing & collaborating across sectors and OGDs “Jigsaw’” allows us to engage early in policy discussions, providing capability roadmaps that inform Provides one approach to Identity Management E-maturity

Ultimately……. IcT’s a leadership issue……..

Harnessing Technology Harnessing Technology Transforming Learning and Children’s Services Becta’s strategy to deliver the co-ordination role for the e-strategy Harnessing Technology Transforming Learning and Children’s Services Michael Stevenson, Director of Technology

Co-ordinating the e-strategy Foster and extend relationships with the ICT industry, broadcasters and content/learning application producers to lever high quality to maximise access, reach and engagement Work with DfES, JISC, sector agencies, NDPBs, & LAs, build high level commitment to action and endorsement of the e-strategy and provide timely, authoritative advice Exercise collective leadership from the Board and Executive to achieve high priority and focus through interactions with government, industry and public bodies Engage all delivery, support, challenge and development channels, to ensure institutional leaders are equipped to develop, lead and implement the vision Leading to build commitment Becta’s board and management as strategic champions Leading a new relationship and partnership with commercial and public sectors Developing institutional strategic leadership Utilise Becta’s research capability and collaborate with partners, agreeing output/outcome targets for all strands – with a focus on e-maturity, staff development, leadership capability and impact on learning and achievement Evidence informed, impact, outcomes and accountability Children, parents and learners maximising achievement and well-being; e-confident leaders, teachers and broader workforce; more strategic, e-enabled government driving performance; more dynamic, vibrant and responsive market Identify and promote actions to transform teaching, personalise learning, assessment and innovatively embed ICT throughout the curriculum Securing e-maturity to transform teaching, learning and assessment Co-ordinating the e-strategy Leadership and Vision Influence and engagement Management and delivery Implement a rigorous approach to internal and stakeholder programme management ensuring all strands of activity hit milestones and achieve delivery – combined with a disciplined approach to reporting, monitoring and evaluation of impact Effective programme and project management Ensure co-ordination of CPD across all sectors, embedding appropriate use to extend, enhance, enrich and establish clear, agreed competency standards Co-ordinate and influence to ensure coherence, continuity and progression through better availability and use of data supporting personalisation Establish an internal team structure with outward facing delivery capability and capacity - link with and engage talent, energy and expertise from within Becta and partner organisations Professional development and support Fit for purpose internal team Progression and continuity for learners

Exchange Exchange OHPs for data projectors, using whiteboards as projection screens

Enrich whiteboards used interactively and with wider range of teaching resources and methodologies

Enhance Deeper learning though the use of ICT based teaching and learning resources

Extend Significantly alter the way that teaching and learning takes place using ICT

Empower Pupils take control of learning Use ICT to research and manage own learning