Richard Pietrasik

If we teach today's students as we taught yesterday's, we rob them of tomorrow. John Dewey

How is education changing?

1910

1954

2007

Technology in the classroom Radio and then later Television Calculators Computers as ‘exotic’ machines Computer Labs...teaching programming...then linked to Business Studies...then ‘booked’ by enthusiastic teachers...controlled by ‘techies’

In the UK political commitment to encouraging the use of ICT in schools

Developing the ‘National Grid for Learning’ 1998 to 2003 Double the number of computers in primary schools 60% increase in the number of computers secondary schools Computer:pupil ratios of 1:6 in secondary and 1:9 in primary All schools connected to the Internet Over quarter of schools at broadband levels 96% of teachers received training in the use of ICT in teaching Over 100,000 teachers received a computer

Achievements Massive investment in kit and infrastructure Exposure of children to ICT in schools Teacher ICT training raised awareness Growing appreciation of the potential of ICT particularly among young teachers Barriers Delivery and accountability Leadership Teachers’ skills and time Investment insufficiently planned and sustainable Lack of support and advice Evaluation 2003

Video Slide

Drivers for change

Demographic ICT: The Next Generation - The digital revolution - The expanding World Wide Web - Towards Web 2.0 Towards a New Economic Landscape - The global economy - Knowledge-intensive service economies The Changing World of Work and Jobs - Lives less dominated by work? - Less securely attached to the labour market? - Women at work Social Connections and Values - Living in more diverse families - Less social interaction? - Evolving values The Learning Society - Educational attainment - Rising investments in education - Global educational patterns – inequalities and student flows Ageing OECD Societies - Fewer children - Living longer - Changing age structures Global Challenges - Our crowded planet - International divides of affluence and poverty - Populations on the move - Global environmental challenges Technological Social Economic OECD (2008) Trends Shaping Education

The developing power of technology is the greatest driver for change in our education system.

Strategic Leadership of ICT SLICT The aim of the SLICT programme: “To enhance the capacity of headteachers to act strategically in leading the development of ICT in their schools.”

Three day Residential Course Delivered to 10,000 headteachers in England and 1,000 in Scotland Now incorporated in the National Qualification for Headship Highly rated by participants Strategic Leadership of ICTSLICT

The e-Confident School The e-confident school is one that is well placed to take advantage of the innovative opportunities provided by information and communications technology (ICT) to provide a broad, balanced, creative and well-organised ethos for personalised learning. An e-confident school has ICT embedded in every aspect of the school’s community life. It uses ICT as a tool, but only when and where appropriate

8 key elements Leadership and management Curriculum Learning and teaching Assessment Professional development Extended opportunities for learning Resources Impact on pupil outcomes The e-Confident School

How many e-Confident Schools? Late Adopters AmbivalentEnthusiasticE-enabled Sample size Primary7%44%39%19%118 Secondary11%31%34%14%85 Special16%55%33%16%43 FE20%23%49%8%99 All13%36%40%11%345 Source: PricewaterhouseCooper DfES Dec 2004

Being clear about SLICT creating a vision for leading schools giving information, time and space for headteachers to review and develop a vision evaluating where principals are now sharing good practice understanding the issues for ICT challenging thinking about current and future ICT thinking long-term, and seeing short-term solutions telling headteachers how to do itlearning ICT skillswriting schemes of workgiving technical advice on the ‘best’ computer, network, laptop, PDA, wires, routers etcparticular Management Information Systems isisn’t

Managing Change Review Evaluate, audit and monitor Planning Innovate, embed and sustain Implementation Innovate, embed and sustain

Self Review Framework

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

Impact Achievability Quick wins and high priorities low high Prioritisation matrix

Intelligence is knowing what to do when you don’t know what to do Jean Piaget