1. 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

3. 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

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

5. ?? 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

6. “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

7. 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

8. 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

9. 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

10. 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.

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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)

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

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

22. 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

23. … 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

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

26. 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

27. 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

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

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

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

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

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