R ESEARCH
Moving Towards e-Learning in Schools and
FE Colleges: Models of Resource Planning
at the Institution Level
PricewaterhouseCoopers LLP
Research Report RR601
Research Report
No 601
Moving Towards e-Learning in Schools and
FE Colleges: Models of Resource Planning
at the Institution Level
PricewaterhouseCoopers LLP
This Report has been provided on the basis that it is for the information of the
Department for Education and Skills (DfES). PricewaterhouseCoopers LLP do not
accept or assume any liability or duty of care for any other purpose or to any other
person to whom this report is shown or into whose hands it may come save where
expressly agreed by our prior consent in writing.
© PricewaterhouseCoopers LLP 2004
ISBN 1 84478 368 5
Contents
EXECUTIVE SUMMARY ...................................................................................... 1
INTRODUCTION .................................................................................................. 1
RESEARCH OBJECTIVES AND METHODOLOGY ....................................................... 1
MAIN FINDINGS ................................................................................................. 2
OVERALL CONCLUSIONS – THE EXTENT OF E-LEARNING EMBEDDEDNESS ............. 6
I
INTRODUCTION..........................................................................................10
THE E-LEARNING REVOLUTION ..........................................................................10
INSTITUTIONAL MANAGEMENT IN SUPPORT OF E-LEARNING ................................11
INITIAL RESEARCH QUESTIONS ...........................................................................11
II
METHODOLOGY.........................................................................................14
OVERVIEW ........................................................................................................14
BACKGROUND RESEARCH ..................................................................................14
CASE STUDIES...................................................................................................15
SURVEY ............................................................................................................17
III
RESOURCE PLANNING AND MANAGEMENT IN E-ENABLED
INSTITUTIONS: FINDINGS FROM THE CASE STUDIES .....................22
INTRODUCTION .................................................................................................22
RESOURCE PLANNING AND MANAGEMENT STRATEGIES .......................................22
FACTORS WHICH AFFECT KEY RESOURCE-RELATED DECISIONS ............................31
PRINCIPAL OUTCOMES OF THE INTEGRATION OF ICT INTO MAINSTREAM
ACTIVITIES ........................................................................................................34
IMPACT OF PARTICULAR RESOURCE MANAGEMENT APPROACHES AND PLANNING
STRATEGIES ......................................................................................................39
CURRENT LEVELS OF ABILITY AND WILLINGNESS FOR PLANNING AND MANAGING
RESOURCES .......................................................................................................44
IV
E-LEARNING EMBEDDEDNESS IN SCHOOLS AND COLLEGES .......46
INTRODUCTION .................................................................................................46
E-LEARNING STRATEGY .....................................................................................46
STAFFING, TRAINING AND TECHNICAL SUPPORT .................................................48
INFRASTRUCTURE INVESTMENT .........................................................................52
SUSTAINABILITY ...............................................................................................57
SUPPORT FOR EMBEDDING ICT ..........................................................................63
ICT IN TEACHING AND LEARNING ......................................................................66
THE EXTENT OF E-LEARNING EMBEDDEDNESS .....................................................67
PRINCIPAL COST FACTORS ASSOCIATED WITH EMBEDDING E-LEARNING...............73
TIMING OF PRINCIPAL COST FACTORS ON THE SPECTRUM OF E-ENABLEMENT .......75
V
CONCLUSIONS AND RECOMMENDATIONS .........................................77
SUMMARY OF KEY FINDINGS ..............................................................................77
FINAL REFLECTIONS ..........................................................................................81
APPENDIX A – DESK BASED RESEARCH
86
APPENDIX B - CASE STUDIES
89
APPENDIX C – SURVEY
114
Acknowledgements
The study team are very grateful to all schools and FE colleges that took part in this
research study. All institutions have been anonymised to preserve confidentiality. We
would like to express our thanks to the project Steering Group members and other
organisations and individuals that have contributed to our work.
Authors
Dr David Armstrong, John Atkins, Michael Kane, Alan Mackenzie, Mark McBurney
and Tom McMullan.
Glossary of terms
Becta
British Educational Communications and Technology Agency
DfES
Department for Education and Skills
FE
Further Education
ICT*
Information and Communication Technology
ILT*
Information and Learning Technology
LEA
Local Education Authority
LGFL
London Grid for Learning
LSC
Learning and Skills Council
MLE
Managed Learning Environment
NAACE National Association of Advisers for Computers in Education
NCSL
National College for School Leadership
NLN
National Learning Network
Ofsted
Office for Standards in Education
PFI
Private Finance Initiative
PwC
PricewaterhouseCoopers LLP
SMT
Senior Management Team
UfI
University for Industry
VLE
Virtual Learning Environment
V/MLE
Virtual/Managed Learning Environment
*Note: ‘ICT’ is the term which is generally used to refer to learning technologies in
schools, and ‘ILT’ is the corresponding term in FE colleges. For ease of use and the
sake of consistency in this Report, ‘ICT’ is used in relation to both schools and FE
colleges.
Executive Summary
Introduction
1.
E-learning is now a key priority for education and training policy in the UK.
Indeed, it is considered that e-learning has the potential to revolutionise teaching
and learning: new technologies can transform the way institutions deliver
services through developing their capital infrastructure, providing quality
interactive content, and supporting teacher training and assessment1. Many
schools and colleges have embedded e-learning into the curriculum, and
demonstrate high levels of effective and appropriate ICT use to support teaching
and learning across a wide range of subject areas. However, other institutions
are only beginning their e-learning journeys and can, in principle, benefit from
gaining an understanding of the strategic management processes which more eenabled institutions have established.
Research objectives and methodology
2.
This research report, undertaken by PricewaterhouseCoopers LLP (PwC) on
behalf of the Department for Education and Skills (DfES), aims to examine
resource management strategies and processes for the sustainable development
of e-learning in schools and Further Education (FE) colleges.
3.
Underpinning this overall aim, the specific objectives of the research were to:
1
•
Identify the range of resource planning and management strategies
adopted by institutions in making the transition to embedded e-learning;
•
Investigate the factors which affect key resource-related decisions
concerning the acquisition, deployment, support and development of ICT;
•
Indicate how particular resource management approaches and planning
strategies employed within institutions impact on the costs involved in
integrating ICT into mainstream activities within schools and FE
colleges;
•
Establish current levels of ability and willingness in schools and FE
colleges for planning and managing resources for the ongoing development
of e-learning; determine the assistance that institutional leaders require in
order to improve management capability in this area; and
Skills Strategy White Paper. July 2003
1
•
4.
Establish the principal outcomes of the integration of ICT into
mainstream activities within a range of institutions, and link these to the
ways in which e-learning has been implemented.
With a view to addressing the key research objectives set out above, the
methodological approach included the following elements:
•
Mini literature review/benchmarking study: before undertaking the main
fieldwork, a short literature review or benchmarking study was conducted
that examined the experiences of e-learning in other countries and in other
sectors (e.g. higher education and / or private sector);
•
Visits to 24 good practice institutions: 24 Case Studies were conducted
including 18 schools (8 primary, 8 secondary and 2 special schools) and 6
FE colleges, aimed at identifying good practice with regard to embedded elearning, assessing examples of good management practice, gaining
feedback from pupils and teachers on e-learning, and examining the
sustainability of embedded e-learning. In each case, interviews were held
with the principal, key ICT personnel and financial staff, and group
discussions held with pupils and staff; and
•
Survey of schools and FE colleges: a survey was conducted with a
nationally representative sample of school headteachers and college
principals to examine the ability and willingness of institutions to move
towards embedded e-learning, and to assess the nature and extent of
assistance required.
Main Findings
5.
With regard to developing resource planning and management strategies, the
research identified a number of key findings for institutions:
•
Across the institutions, the survey data show that ICT strategies are now
commonplace, with nine out of ten institutions reporting that they had such
a strategy, either formal or informal. Formal written strategies are more
common in larger institutions. However, relatively small proportions of
institutions (between one tenth and one fifth) had an ICT strategy which
was part of the overall teaching and learning strategy for the institution;
•
Given the particular management structures in FE colleges and the greater
emphasis on providing the infrastructure to underpin individual
departments’ needs, the vision leads to more of a ‘meta-strategy’ to
encourage departments to develop e-learning rather than developing a direct
e-learning strategy itself;
•
An important factor for developing resource
learning relates to the people dimension.
demonstrates that institutions can make most
other staff are fully bought into the overall
associated strategies for the use of ICT.
2
strategies for embedding eThe Case Study research
progress when teachers and
vision for learning and the
The different management
arrangements in FE colleges highlight the importance of appointing a senior
manager who has e-learning as his or her responsibility to ensure senior
management support and buy-in. Despite this best practice, the survey
analysis shows that strategies for e-learning are largely developed by the
senior leadership team and the ICT co-ordinator. Generally, subject leaders
and teachers have less of an input to the e-learning strategy (around one
fifth of institutions described the subject leaders and teachers as having a
significant influence on the strategy); and
•
6.
In implementing an e-learning strategy, the research has shown that while
no overall planning methodology was evident across Case Study
institutions, a phased approach has proved beneficial by taking account of
the pace at which teaching and other staff can accommodate change. In
particular, despite facing logistical problems associated with management
amalgamations and multi-site campuses, senior management teams in FE
colleges have been able to adopt a planned strategic approach from one site
or system and develop this within the institution.
Resource-related decisions are affected by a series of factors of which funding
is not necessarily the most significant:
•
Evidence from the Case Studies suggests that in e-enabled institutions,
funding tends to follow the identification of needs rather than leading the
process. This raises the potential for conflict between external ‘earmarked’
funds and the direction in which e-enabled schools wish to develop. In
addition, although autonomy is a major factor in accessing resources,
certain funding sources are too restrictive or prescriptive in determining the
manner in which they can be used;
•
FE colleges tended to buy ICT resources from their general budget,
allowing them more freedom to spend in ways that reflect their own
strategy. Given their size, colleges are also more likely to be self-reliant in
sourcing funding for ICT development and tend not to rely on grants,
special programmes or sponsorship. This will contribute towards greater
sustainability in the long run. Within the Case Study colleges, an effective
approach to assessing need is often to conduct a top-down assessment on
the allocation of the budget first and, thereafter, invite bids from colleagues;
•
From the Case Study analysis, internal bidding processes for resource
allocation amongst schools and colleges were widely established, operating
in nearly one half of primary schools, two thirds of secondaries and four
fifths of colleges. The use of this mechanism, however, is clearly
correlated with the size of the institution (primaries, the smallest
institutions, generally using it least, and FE colleges, the largest institutions,
using it most);
•
Given the scale of FE colleges’ infrastructure investment, the cost of
software licences can be prohibitive, particularly ‘full organisation licences’
which allow colleges to load software on lecturers’ own machines for home
use, and the licence fees charged by VLEs;
3
7.
8.
•
Another factor that affects key resource-related decisions in schools
includes the importance of curriculum managers having strong ownership
of purchasing decisions relating to the materials for their subject
specialisms;
•
Across both schools and FE colleges, the importance of keeping abreast of
technological developments and generally understanding the ICT sector and
e-learning needs is also central. In this light, it was felt that a more joinedup approach between government agencies promoting e-learning and those
agencies concerned with networking infrastructure would be beneficial; and
•
In comparison with schools, not all college-based subjects of study have the
‘critical mass’ nationally to support independent or commercial
development of e-learning courseware, given the low take-up of some
programmes. This makes it difficult for commercial providers to develop elearning materials, in turn forcing colleges to develop proportionately more
approaches and models in-house. Networking between colleges, therefore,
is important from the point of view of sharing specialist e-learning
materials and achieving economies of scale.
With regard to assessing how particular resource management approaches and
planning strategies employed within institutions impact on the costs involved
in integrating ICT into mainstream activities, two main points can be made:
•
In relation to purchasing arrangements, evidence from the Case Studies
suggests that leasing can allow schools to implement major upgrades
without incurring a major capital outlay at the time of delivery. Therefore,
whilst this may not lead to a reduction in the overall cost, it can permit the
school to use its funding in a more effective way and can allow planning to
be more easily controlled. In addition, in all cases where close working
relationships with suppliers were established, it was held that this approach
was generally beneficial to the overall e-learning strategy in the school.
Special schools however, reported ICT as being particularly expensive as
they operate in a smaller, more specialised market; and
•
Colleges in the Case Study visits did not tend to lease equipment as, given
that replacements were provided on a four year cycle, there was considered
to be little difference between paying a lease payment of 25 per cent of the
value of all machines, and simply replacing 25 per cent of them outright.
Furthermore, colleges usually tendered for preferred purchasing
arrangements with suppliers on an annual basis. From the survey analysis it
was found that 75 per cent of all institutions (including special schools) buy
major items of ICT equipment. Only a small proportion (10 per cent) lease
major items of equipment, with a further 16 per cent using a combination of
buying and leasing.
In terms of the levels of ability and willingness for planning and managing
resources, the research highlighted the following key points:
4
•
In the Case Study schools, high levels of ability and willingness in planning
for e-learning were demonstrated by the extent to which e-learning has
become embedded, and by the positive learning experiences of the pupils.
Similarly, management teams in FE colleges possessed more than an
adequate level of competence to deal with ICT issues. These teams deal
with a range of management issues and see ICT as an important part of their
overall responsibilities. Although concerns were raised over the existing
staff resources, the greater size of college senior management teams and the
greater specialisation available means that colleges compared with schools
generally tend to find it easier to recruit the specialist senior management
expertise in e-learning;
•
Computer suites still tend to be the predominant model for the location of
computers. This, it has to be said, runs somewhat against the principles
underpinning embedded e-learning.
In most schools (primary and
secondary), computers are currently located in a combination of computer
suites, classrooms and clusters (70 per cent of primary schools and 84 per
cent of secondary schools). Relatively few schools did not locate any of
their computers in computer suites;
•
In schools, concern about the future level of funding and its impact on their
ability to plan for sustainability were also raised. Indeed, while most
institutions have a broad awareness of ICT sustainability issues, many - in
particular primary schools - are not planning effectively for it. For
example, although nearly two thirds of primary schools indicated that the
sustainability of current funding was factored into their strategic plan,
almost one in three of them also indicated that their plan did not allow for
the replacement of equipment after its life expectancy. Awareness of, and
planning for, sustainability seems to be much more satisfactory in
secondary schools and FE colleges (although we are aware of some
exemplary practice in primary schools). The key constraint identified
across all types of institutions, related to the amount of funding available;
•
Across the institutions there is also a clear aversion to one year budgets.
Earmarked funding targeted at ICT generally is the preferred model,
particularly amongst schools (three quarters of primaries and secondaries
regarded this as essential);
•
In addition, in several e-enabled schools, progress was claimed to be
adversely affected by the physical condition of school buildings. This was
supported by the survey which found that around two thirds of schools and
colleges indicated that their buildings restricted their ICT development,
either because of the size, the age or the layout of the buildings. Intellectual
property (given the time spent developing materials in the absence of preexisting e-learning resources), security and access were also raised as
important issues by the FE colleges;
5
9.
•
Developing the necessary skills to engage effectively with the technology is
also central to embedding e-learning - creating structures to facilitate the
use of ICT is as important as buying the equipment. Structures can be
created through formal or informal training, and the research has shown that
the latter is often more powerful for many institutions. Highlighting the
importance of training and support, most institutions (more than nine out of
ten) had some form of ICT co-ordinator and nearly all institutions surveyed
(96 per cent) had access to ICT technical support; and
•
While almost three quarters (73 per cent) of all institutions (including
special schools) afford staff personal access to a desktop or laptop
computer, V/MLEs are relatively uncommon in secondary schools (around
one quarter of secondaries have them) and rare in primary schools (6 per
cent of primary schools have them). The majority of colleges either have
adopted V/MLEs or are shortly planning to do so.
In relation to the outcomes of integrating ICT into mainstream activities, the
key findings included:
•
Evidence from the Case Studies was consistent across institutions in stating
that pupil / student attainment has, in the views of the Case Study
institutions, improved overall as a result of embedding e-learning into the
curriculum. However, it was found that stakeholders were unable to
quantify the extent of the improvement or the causal chain that links elearning to improved outcomes;
•
Notwithstanding this, almost four fifths (77 per cent) of all institutions
(including special schools) stated that the use of ICT contributed to
improved pupil attainment. Secondary schools are the most positive with
87 per cent stating that use of ICT had led to an improvement in attainment;
and
•
It was also cited that the technology facilitated higher quality information
and levels of presentation, improved effectiveness and reduced time spent
on administrative matters, increased student and pupil ownership of their
work and reduced lecturer hours for the same student volume in FE
colleges. In schools, teachers were clear that the success of embedded elearning is linked to its integration into the curriculum through mainstream
subjects, rather than as an additional stand alone activity.
Overall conclusions – the extent of e-learning embeddedness
10.
As part of the research an indicator was constructed to assess, on the basis of the
survey results, the overall extent of e-learning embeddedness within institutions.
This suggested that just over one in ten (11 per cent) institutions can reasonably
be described as having embedded ICT successfully into teaching and learning.
At the other end of the e-learning spectrum there seems to be a persistent 13 per
cent of institutions who are late adopters, i.e. they recognise that they have not
embedded ICT into teaching and learning, and this is reflected in their
performance in terms of traditional indicators. The remaining institutions
6
(around three quarters of the total) can then be broadly split into two groups:
those who have made some progress and are committed and enthusiastic about
e-learning moving forward, and those who have made progress but are rather
more ambivalent about developing e-learning in the future.
11.
In terms of moving forward, the research suggests that institutions need to take
account of the following key considerations:
•
Strategic vision: it is important for institutions to have a strong and
inclusive educational vision. The vision for education has to be clear and
realistic and needs to precede the vision for ICT. In essence, the strategic
and management focus of e-learning needs to be tied back to the learning;
•
Planning for sustainability: as part of strategic development it is also
important that institutions address the issue of sustainability and plan for
future e-learning provision;
•
People: teachers and other staff need to be bought into the overall vision
for learning and the associated strategies for the use of ICT. As part of this
approach, developing the necessary skills to engage effectively with the
technology is central to embedding e-learning. Creating structures to
facilitate the use of ICT is as important as, if not more important than
buying the equipment. This can be achieved through formal and informal
training, with the latter often proving the more beneficial; and
•
Buildings: as e-learning can be restricted by the physical condition of
school and college buildings, full consideration needs to be given to
examining the applicability of the building environment for facilitating elearning development.
Implications for policy
12.
On the basis of these key findings, a number of policy-related issues have
emerged from the research:
•
In terms of funding, the research results generally support the broad thrust
of the recent changes to the DfES policy in relation to school funding, i.e.
the move away from one year budgets, and the widespread use of ICT
earmarked funding (so long as, in the views of the institutions, as there is
flexibility about how it is used). However, there is also a clear view
amongst institutional leaders that their current funding levels, set against
the current costs of provision, do not enable them to develop a clear plan to
secure sustainability;
•
Our simple typology of the extent of embeddedness in institutions
highlights the magnitude of the task at hand in terms of promoting and
embedding e-learning throughout the education system. More than four
fifths of institutions are very much at the early stages of the e-learning
journey, and a significant proportion of these have not yet started down the
road;
7
•
In terms of efforts to help institutions move forward along the e-learning
spectrum, our typology suggests that a range of different policy responses
may be required, depending on the category (or constituency) being
targeted. For example, for those who have made some progress but remain
ambivalent, the focus may need to be on marketing and persuading them of
the ‘business case’ for developing e-learning; winning their ‘hearts and
minds’. And for those who have made the same progress but are
enthusiastic and committed, the focus may need to be more on some of the
other more practical and strategic issues identified in the research, for
example, in relation to leadership, technical support and funding. There is
also, in our view, scope for schools and colleges to learn from each other
and share ideas and ways of overcoming the most significant barriers to elearning development;
•
There is a clear need to make the ICT infrastructure easier for institutions to
manage and use on a day-to-day basis, i.e. to enable teachers and ICT coordinators to spend less of their time managing and trouble-shooting the
ICT, and more time developing and promoting the associated learning
opportunities, in order to keep a rigorous focus on the desired learning
outcomes. There is, of course, a balance to be drawn here, since teacher
input to and ownership of the ICT architecture is altogether consistent with
the concept of embedded e-learning. To date there has been a tendency to
focus on ICT per se, rather than ICT as the means to enhance learning
opportunities. It is important for institutions to have a strong and inclusive
educational vision. The vision for education has to be clear and realistic and
needs to precede the vision for ICT: in a sense, the ‘learning’ needs to
precede the ‘e’;
•
There is an opportunity for Government, broadly defined, to provide more
support to institutions seeking to develop appropriate and effective elearning strategies. Currently, most institutions (more than three quarters)
are relying on internal support from their leadership team and ICT coordinators, but are significantly less pro-active in tapping support from
external bodies including the DfES, their LEA, Becta and the NCSL (less
than one fifth of institutions said that these were a significant source of
support). The extent to which those who provide the internal support were
themselves availing of these wider support opportunities (i.e. ‘collateral
support’) was not clear from the research. Some of the principles of good
management practice highlighted in this research, might actually be used by
the relevant external bodies to help steer institutions’ strategies in the right
direction. Strategies for e-learning need to be broad, and encompass not
only the opportunity to improve the quality of teaching and learning, but
also the opportunities for institutional improvement and for reducing
teacher workload. It is also essential for issues relating to funding, as well
as those relating to the ICT infrastructure, to be shaped and driven by the
overall vision for teaching and learning;
•
Institutions have a further opportunity to support each other in developing
e-learning opportunities. The quantitative data show that relatively few
schools (particularly secondary schools) and colleges receive support from
other similar institutions. And the Case Studies have highlighted some
8
clear examples where doing this has resulted in significant benefits at
institutional level. In principle, this can be done in a number of different
ways, e.g. shared networking activities for the people from different
institutions, and integrating the ICT systems used by different institutions;
•
The Case Study evidence suggests that there are advantages to institutions
in having effective, long-term relationships with suppliers. Institutions with
such relationships in place have a mindset in which they are buying into the
provision of a diverse suite of ICT-related services over the longer term,
rather than ‘buying kit’ at the best price. The Case Studies have provided
some good examples of institutions who have moved towards leasing
equipment, as opposed to buying, as a way of achieving this;
•
There is a need for policy to encourage and facilitate institutions to move
towards a more embedded delivery model which locates computers in the
classroom, or in clusters and not, as is predominantly the case, in computer
suites. This could, in principle, be done in a number of ways, for example,
through encouraging more educational embedding via the inspection
process, and by promoting approaches more likely to deliver coherence and
sustainability through the provision of some earmarked funding. In this
regard, it is worth noting that in terms of funding, the research results show
clearly the huge influence which earmarked funding can have on
institutions’ investment decisions (e.g. the provision of whiteboards,
laptops etc); and
•
The DfES policies for promoting e-learning need to be more fully joined up
with analogous policies on renewing the school and college estate (e.g.
Building Schools for the Future), given that in a number of cases buildings
have been identified as a significant constraining factor for institutions
developing e-learning opportunities. Similarly, some FE colleges have
argued that it would be very helpful to have a more joined-up approach
from (a) Government agencies concerned to promote e-learning (e.g. and
elsewhere NLN, LearnDirect etc.), and (b) those concerned with
networking infrastructure (e.g. JANET, the NHS Network, Local
Government Network etc.). The UK, it was argued, had missed the
opportunity to adopt the ‘networked city’ approach found, for example, in a
number of US cities, and had instead followed a piecemeal development
process that fragmented Government support.
9
I Introduction
The e-learning revolution
1.1
Advances in ICT over the last two decades have placed schools and FE colleges
in a unique position to take advantage of new learning opportunities. E-learning
- defined as the exploitation of interactive technologies and communication
system to improve the learning experience2 - can, in principle, reach into every
part of the educational experience both in the classroom and increasingly
outside the normal learning environment. This is reflected in the high priority
afforded to promoting e-learning by current education and training policy (see
below).
‘e-learning has the potential to revolutionise the way we teach and how we
learn. A great deal of progress has been made so far, but there is much more to
do. e-learning can take us a further step forward. This is about embedding and
exploiting technologies in everything we do, and getting ICT embedded across
the curriculum for all subjects and in all pedagogues.’
Charles Clarke, Foreword to Towards a Unified e-Learning Strategy, July 2003
‘I believe it’s time for a paradigm shift to a wider range of pedagogical
practices, which complement the traditional presentation model of whole-class
teaching.’
Charles Clarke NAACE Conference 2003
‘New technologies can transform the way colleges and training providers
deliver their services, through developing their capital infrastructure, providing
good interactive content, supporting teacher training and assessment. Good
progress has been made in the use of ICT in the post-16 sector, through the
National Learning Network, Ufi/learndirect activities, the report from the
Distributed and e-learning Group to the LSC, and the DfES’ post-16 e-learning
taskforce report, ’Get on with IT.’’
Skills Strategy White Paper July 2003
2
Towards a Unified e-Learning Strategy, July 2003
10
Institutional management in support of e-learning
1.2
Many schools and colleges in England have embedded e-learning into the
curriculum, such that the use of ICT in support of teaching and learning is the
rule, not the exception, across a wide range of subject areas. What is not clear,
however, is what these organisations have done, in terms of strategic
institutional management, in order to get to the place of having embedded elearning. For example, what management approaches have institutional leaders
adopted to the procurement of infrastructure and e-learning content,
development of funding sources and staff development? Answering such
questions is important because, whilst there are some clear examples of good
practice, many institutions throughout the UK are only beginning their elearning journeys. Such institutions are likely to benefit significantly from
gaining a clear understanding of the strategic management processes which eenabled institutions have engaged in, in order to embed e-learning into the
curriculum.
‘Good management of e-learning will optimise investment and procurement. In
the well-managed e-learning organisation managers will need to take a
strategic approach right across systems, networks, equipment, e-learning
materials and support services, and staff development. The twin aims are to
support staff in their teaching innovations, and to reduce bureaucracy. Some
educational institutions have already made significant progress towards
embedding e-learning. We can learn from these examples by analysing what
works in the funding and management frameworks at local, regional, and
national levels. Transition requires short-term investment, to release staff time
for training and innovation, and to pilot new ways of working. Such investment
must result in clear improvement and value for learners.’
Towards a Unified E-Learning Strategy, July 2003
Initial research questions
1.3
Within this context, the Department for Education and Skills (DfES)
commissioned PricewaterhouseCoopers LLP (PwC) in October 2003 to conduct
a research study into resource management strategies for e-learning in schools
and FE colleges. The overall aims of the research were to:
•
Capture the resource strategies and resource management processes
which enable sustainable and effective embedding of ICT within schools
and FE colleges;
•
Assess the readiness of institutions to plan and manage resources to
support the sustainable development of e-learning, and identify both
potential barriers to development and the required support for achieving it;
•
Indicate how the costs of embedding e-learning are influenced by the
approaches taken to resourcing the acquisition, deployment, support and
development of ICT, and the way in which e-learning has been
implemented; and
11
•
1.4
Develop recommendations on ways of assisting school heads and college
principals to develop strategies and processes to manage resources
effectively for the sustainable integration of ICT across the institution, for
both teaching and administration, and to link this to improvements in
delivery.
Underpinning this, the specific objectives of the research were to:
•
Identify the range of resource planning and management strategies
adopted by institutions in making the transition to embedded e-learning;
•
Investigate the factors which affect key resource-related decisions
concerning the acquisition, deployment, support and development of ICT;
•
Indicate how particular resource management approaches and planning
strategies employed within institutions impact on the costs involved in
integrating ICT into mainstream activities within schools and FE
colleges;
•
Establish current levels of ability and willingness in schools and FE
colleges for planning and managing resources for the ongoing development
of e-learning and determine the assistance that institutional leaders require
in order to improve management capability in this area; and
•
Establish the principal outcomes of the integration of ICT into
mainstream activities within a range of institutions, and link these to the
ways in which e-learning has been implemented.
Understanding the initial research questions within a simple evaluation
framework
Inputs
Outputs
Outcomes
Resource management
strategies (which have
enabled institutions to
embed e-learning)
Embedded e-learning
in institutions
Enhanced pupil
attainment and other
impacts of embedded
e-learning
•What are the strategies?
e.g. is there anything
that characterises good
practice?
•How willing/able
are schools and
colleges in England
to embed e-learning?
•What are the main
impacts of having
embedded
e-learning in
institutions?
•What factors drive the
strategies?
•What support do
schools and colleges
need to help than
embed e-learning?
•What is the impact of
different strategies on
the costs of embedding
e-learning?
12
Scope and structure of report
1.5
This Report presents the findings from our research. The results are based on
evidence from qualitative Case Study research and a survey of school
headteachers and college principals.
1.6
The structure of the Report is as follows:
Section II
Methodology
Section III
Resource planning and management in e-enabled institutions:
findings from the Case Studies
Section IV
E-learning embeddedness in schools and colleges
Section V
Conclusions and recommendations
Appendix A Desk based research
Appendix B
Case Studies
Appendix C
Survey
13
II Methodology
Overview
2.1
When developing the methodology to address the initial research questions, it
was considered that there should be both a qualitative and quantitative element
to the approach. It was decided to employ a series of comprehensive Case
Study visits to schools and FE colleges followed by a large scale survey to
school headteachers and college principals across England. The following
diagram illustrates the three main strands of the research.
Overview of the approach
Background research
• Mini literature review/benchmarking study
• Research design
Case Studies
Survey
• 18 schools
• 6 FE colleges
• 275 schools
• 102 FE colleges
Background research
2.2
Before undertaking the main fieldwork, a number of background research
activities were undertaken, as shown in the Table overleaf.
14
Background research – overview
Mini literature review/benchmarking study 3
• It was important for this research to be located within the context of other existing and
ongoing studies on e-learning either in the school/FE sectors or, indeed, other sectors e.g.
higher education and/or the private sector.
Given this, a ‘mini’ literature
review/benchmarking study was conducted of other relevant studies*.
*For example, Rethinking University Teaching (Laurillard), e-learning in the 21st Century
(Garrison, Archer, Anderson), Local e-government now 2003 – Sustaining the momentum
(Improvement and Development Agency – April 2003), The Factiva 2002 White Paper
Series - e-learning of the Enterprise (Jan Sykes September 2002).
Research design
Case Studies
• Developing and agreeing on the long-list and a subsequent short-list of potential schools
and FE colleges to participate in the Case Studies; and
• Developing a detailed schedule of interviews, topic lists/discussion guides.
Survey
• Constructing a detailed sampling framework for the main survey; and
• Developing draft survey questionnaires, to be discussed and refined with the project
Steering Group.
Case Studies
2.3
A summary of the approach taken to complete the 24 Case Studies is provided
in the Table overleaf.
3
Whilst this was not a major element of the research process, this stage provided useful contextual and
background information which helped inform development of the Case Study and survey instruments.
Observations from this exercise are included in Appendix A.
15
Case Studies – overview
Objectives
• Identify good practice – leading to embedded
e-learning.
• Examples of management practice – resources and staff.
• Pupil feedback – on views regarding e-learning.
• Teacher feedback – on views regarding e-learning.
• Future needs – to continue development.
Instrument
(questions relating to)
• Stage of development of e-learning – in the curriculum.
• Practice and organisational development – of resources.
• Management strategies – to achieve embedded
e-learning.
• Acquisition of equipment – factors affecting decisions.
• Funding – effectiveness and use.
• Detailed financial information – capital and recurrent.
• Future needs – to sustain embedded e-learning.
Activities
(interviews with)
• Headteacher/principal – overall vision and strategy.
• Key ICT personnel – key points in the process.
• Group discussion with pupils – completion of questionnaire.
• Group discussion with staff – completion of questionnaire.
• Financial staff – detailed financial information.
• Completion of instrument – to provide a complete picture.
Sample
• Primary schools - 8
• Secondary schools - 8
• Special schools – 2
• FE colleges – 6
Note: Individual summaries of all 24 Case Study visits are attached at Appendix B.
16
Survey
2.4
A summary of the main elements of the survey with school headteachers and FE
college principals is provided in the Table below.
Survey – overview
Objectives
Readiness
• Ability and willingness of institutions to move towards embedded elearning.
Need
• Nature and extent of assistance required by institutions.
Survey
instrument
topics
Background
• Information relating to the headteacher/principal and readiness of the
institution.
e-learning strategy
• Current strategic planning and management of ICT in the delivery of
teaching and learning.
• The influence and effectiveness of contributors to strategic planning.
• The role of key personnel in the management structure.
Funding
• The extent to which ICT funding is met from within the institution’s
budget and from ‘earmarked’ grants.
• The extent to which institutions plan for sustainable delivery of elearning.
• The ability of the institution to attract additional funding.
• The current levels of e-learning spend in the institution and its relation
to the overall institution budget.
• Any changes to current funding arrangements to better support elearning.
Infrastructure
• The number, deployment and type of ICT equipment available in the
institution.
Support
• Sources and nature of support used in the past and needed in the future.
Potential future impact of ICT
• The nature of the potential future impact of ICT in the delivery of
teaching and learning.
Activities
• Questionnaire design.
• Pilot of survey (n=50).
• Survey of institutions.
• Analysis of responses.
17
2.5
In the following Tables we provide a detailed analysis of the response rates to
the survey. In summary 1,290 questionnaires were issued by post to a nationally
representative sample of schools and colleges4, subsequent follow-up telephone
calls were made to non-responders. This resulted in a total of 377 completed
questionnaires being returned.
Survey sample and returns
Institution type
Number of
questionnaires
distributed
Number of
questionnaires
returned
Response
rate
Primary schools
435
134
31%
Secondary schools
435
95
22%
Special schools
150
46
31%
FE colleges
270
102
38%
1,290
377
29%
Total
2.6
On the basis of the above response rate (29% overall), we can be 95% confident
that the findings in this Report are reflective of the true population with a
maximum error of +/- 5.14%.
2.7
The Table overleaf provides a profile of the achieved sample against the
population profile. The Figures show that the achieved sample was broadly
representative of the population: for this reason it was not deemed necessary to
provide weighting factors for the final achieved sample.
4
The overall population of schools and FE colleges was stratified by size, performance and the
proportion of learners eligible for Free School Meals (level of deprivation in the case of FE colleges).
18
Primary Schools
Size
Large
Small
Size
Large
Achieved
Sample
(n = 134)
9%
19%
14%
9%
8%
15%
19%
7%
100%
Population
(n=3,386)
9%
19%
13%
9%
9%
16%
16%
8%
100%
Achieved
Sample
(n = 95)
4%
23%
17%
5%
7%
16%
22%
5%
100% (99)
Population
(n=379)
2%
23%
19%
6%
4%
17%
22%
6%
100%
Achieved
Sample
(n = 102)
6%
12%
11%
22%
5%
28%
4%
13%
100% (101)
Population
(n=17,630)
4%
11%
11%
23%
6%
28%
6%
13%
100%
Achieved
Sample
(n = 46)
26%
35%
Low
24%
15%
High
25%
24%
Low
25%
26%
Total
100%
100%
Performance
Free school
meals
High
High
Low
Low
High
Low
High
High
Low
Low
High
Low
Total
Secondary Schools
Performance
High
Low
Small
Population
(n=17,630)
High
Low
Free school
meals
High
Low
High
Low
High
Low
High
Low
Total
FE colleges
Size
Large
Performance
High
Low
Small
High
Low
Free school
meals
High
Low
High
Low
High
Low
High
Low
Total
Special Schools
Size
Large
Small
Performance*
Free school
meals
High
*Special schools have not been grouped according to performance
19
2.8
Following analysis of the survey results (n=377), it was decided to undertake a
short telephone survey of non-responders to ascertain the extent to which the
original responses could be biased towards institutions that have/are willing to
embrace e-learning. The results of this exercise are shown below.
Follow up survey of non-responders
Follow-up
survey
Main
survey
(n = 60)
(n = 377)
% of institutions with computer to pupil ratio better than 1 to 10
90%
50%
The institution provides formal or informal in house training
87%
91%
75% or more of staff at the institution are provided with personal
access to a laptop or desktop
85%
60%
The institution does not have an ICT co-ordinator
5%
5%
The institution has an overall strategy with regard to ICT in the
delivery of teaching and learning
97%
92%
The institution’s strategic plan allows for the replacement of
equipment after its life expectancy
90%
81%
The institution’s strategic plan factors in the ability to sustain
current level of funding
86%
72%
The institution has embedded e-learning ‘a lot’ in the delivery of
teaching and learning
57%
28%
The survey of non-responders included
secondary schools and 9 special schools5).
2.9
60
institutions
(29
primary
schools, 22
Overall the results from the follow-up survey suggest that the data collected in
the main survey portrays an overly conservative view with respect to e-learning
in institutions. This is evidenced by the lower proportion of institutions (i.e. in
the main survey) for most of the indicators above. However, these findings
should be interpreted with caution due to the small sample in the follow up
survey.
2.10 In relation to the above table, the points particularly worthy of note include:
•
90% of institutions reported a computer to pupil ratio of better than 1 to 10
in the follow up survey compared to 50% in the main survey;
5
Despite a number of call backs to FE colleges, the study team did not secure any successful FE
interviews in the follow-up survey.
20
•
5% of institutions in both surveys reported that they did not have an ICT
co-ordinator;
•
Just over twice as many institutions (57%) in the follow-up survey viewed
themselves as having embedded e-learning ‘a lot’ in teaching and learning
when compared to the main survey; and
•
More than four fifths (85%) of institutions who responded to the follow-up
survey reported that over three quarters of their staff had personal access to
an institution owned laptop or desktop computer, compared to three fifths in
the main survey.
21
III Resource
planning
and
management
in
e-enabled
institutions: findings from the
Case Studies
Introduction
3.1
3.2
This Section outlines the key findings from the 24 Case Study visits6. This
Section is structured using the headings identified in the research objectives,
namely:
•
Resource planning and management strategies;
•
Factors which affect key resource-related decisions;
•
Principal outcomes of the integration of ICT into mainstream activities;
•
Impact of particular resource management approaches and planning
strategies; and
•
Current levels of ability and willingness for planning and managing
resources.
The findings presented in this Section are, on the whole, based on what was said
by those members of staff interviewed during the course of the research.
However, some of the themes identified here are based on the objective
judgement of the research team drawing upon the research activities undertaken.
We have also included, where appropriate, specific examples from schools and
colleges to illustrate our findings.
Resource planning and management strategies
In Schools
3.3
The key issues identified in the Case Studies in schools can be summarised as
follows.
6
The Case Study visits were conducted in 8 primary schools, 8 secondary schools, 2 special schools
and 6 FE colleges.
22
Setting a clear and realistic vision
3.4
In e-learning, as more generally, the vision created by the leader of the
institution provides the basis for creative institutional development. Several of
the Case Study schools had in the past been regarded as ‘failing’, and owe their
current position of strength, including their e-learning competence, to the clarity
of the overall vision and the individual responsible for it.
3.5
This initial vision has to be clear and realistic. It is generally summed up in a
mission statement where, for example, the school may state its aspirations in a
way that enables stakeholders to understand the part they might play.
Separating teaching and learning from planning and finance
3.6
A key element of this vision is the inter-relationship between the key personnel
involved in its delivery, and their roles within the management structure.
Successful approaches tend to allow individuals to deal with specific aspects of
e-learning, whilst not being diverted by other factors e.g. members of staff
dealing with teaching and learning issues have often been removed as far as is
possible from decisions and activities relating to financial and technical issues.
This allows teaching staff to concentrate on key educational decisions that can
be taken without financial or technical constraints. Obviously finance and
technical issues have to be addressed at some point, but this is generally done by
those whose expertise lies within these areas. In this way the educational
factors are allowed to dictate progress, with finance and technical factors
generally acting in a secondary, supporting role.
Accounting for the people dimension in planning for e-learning
3.7
The Case Studies clearly show that whilst vision is the essential prerequisite, its
method of delivery is crucial to success. Quotes such as ‘the human resource is
the most important’ and ‘just putting in equipment does not work’ are repeated
messages from the Case Studies. Planning must take into account the current
position of the school and the means by which staff can become ‘e-confident’ in
the delivery of e-learning. Creating structures to facilitate the use of ICT has
been described as having more importance than simply buying equipment.
Planning must also lead to development and sustainability.
3.8
Some schools reported what were initially regarded as poor procurement
decisions, where PCs were purchased and subsequently installed in classrooms
and not used. In most cases this was followed by the introduction of a new
member of staff with an interest in ICT, a criticism in a school inspection or
some other occurrence that initiated the school to utilise the equipment. Once
teaching staff were made aware of the benefits of using ICT and developed a
sufficient level of ‘e-confidence’, incorporating ICT into teaching and learning
became commonplace. When introduced to ICT in this way, it often influenced
subsequent procurement decisions. Hardware, software and training for
instance, were not purchased unless there was a clearly identified need.
23
Phasing the approach to implementation
3.9
Schools all have different starting points and, to a certain extent, different
objectives. Therefore there is no consistent planning methodology evident in
the Case Studies. However, a point that was made frequently is that planning
must take account of the pace at which teaching and other staff can
accommodate change. Effective change is best planned for by careful
implementation rather than by immediate introduction into the teaching and
learning experience.
The importance of an active, cross-functional core team
3.10 Whilst the model described maintains a separate role for vision, planning and
finance there is a point at which decisions have to be made which take account
of all the relevant factors. The Case Studies suggest that at this point the
number of individuals involved is generally quite small, involving the SMT, the
lead member of staff for ICT delivery and a colleague with financial
responsibilities or expertise.
3.11 The model employed in special schools seems to differ from this, in that whilst
the strategic direction and profile is still key, special schools tend to target the
use of ICT (including specific hardware provision) more individually to meet
the needs of each pupil’s special needs. This approach, focusing as it does on
the needs of the individual, may have implications for other schools as they
move towards ‘personalised learning’.
24
Example 1 - Strategy and leadership
(Large urban secondary school)
The developmental process in this school dates back to the appointment of the present
headteacher. This individual came with a strong background in ICT dating back to university.
On appointment there was effectively no meaningful provision for ICT within the school what equipment was on site was not being used at all and certainly did not fulfil the needs of a
school of this size. The headteacher took one of the existing machines and started using this
for their own personal work. Other staff quickly realised the benefits of ICT as evidenced by
the example being set by the headteacher.
At this point they decided that ICT was the way forward for the school and by the following
September one room with computers purchased from a leading ICT hardware supplier with
associated bundles of software was in place. The school took the PC route against the advice
of the LEA and this has been a common thread in their development i.e. making their own
decisions and taking a path which is most suitable for themselves as opposed to following
LEA policies. The school has built up its facilities steadily to arrive at the point which they
now occupy. They work closely with a leading hardware provider and would attribute a
certain amount of their success to this relationship.
The headteacher has a clear vision of where the school is going in relation to ICT and has
developed a strong group of staff who implement the headteacher’s views. A key element in
the process would appear to be the management structure which has evolved. The school
vision is laid down and its delivery carefully planned. The phrase ‘ICT works if you manage
it’ was mentioned.
The key staff are involved with the teaching and technical aspects of ICT: they are not
involved in the financial aspect. Once priorities have been identified, the financial problem is
referred back to the headteacher and the school bursar. In this way the mindset of the teaching
staff is not preoccupied with the financial implications or difficulties.
Involving teachers and other stakeholders
3.12 The Case Study evidence indicates that teachers, at the point of delivery, must
buy into the vision rather than just be led by it. Teachers must feel that they are
in control of decision-making concerning e-learning activities that will impact
directly into their classroom practice. Again teachers need to be freed from
concerns over the financial imperative and also, to as great an extent as possible,
from needing to become involved in technical matters. In particular, lack of
confidence in technical reliability can affect a teacher’s confidence in the use of
ICT.
3.13 Equally, however, the school must set something of a ‘pace’ for the
implementation of e-learning. Teachers’ control of decision-making cannot
extend to deciding to do nothing about e-learning. While compulsion is not a
good strategy in itself, an agreed standard of delivery – to which all teachers
buy in, after discussion – can be set as a minimum, and teachers who cannot or
will not meet it can be encouraged to identify and overcome the barriers that
prevent them from doing so.
25
The benefits of a ‘cascade model’ of training for e-learning
3.14 One of the key staging processes in obtaining stakeholder support is the issue of
training. All the Case Study schools have taken part in New Opportunities Fund
(NOF) training with variable degrees of satisfaction. However, all are of the
belief that training should be carried out using a ‘cascade’ model.
3.15 Largely this is a resource issue. It is simply not possible to release teachers
from school en masse for the type and extent of training that they arguably need,
so the cascade approach has to be adopted. But at the same time there are
potential advantages to ‘cascade’, including the ability of the externally trained
‘cascade leader’ to tailor the training passed on to meet the specific needs of his
or her colleagues in their particular circumstances.
3.16 Such a model involves key teaching staff who have a good level of competence
and enthusiasm acquiring specific expertise (often through attending externally
held courses). These staff then share their experiences with their colleagues.
This is conducted in a range of informal and formal sessions and is regarded as
a means of cross fertilisation between curricular areas which further embeds elearning into teaching and learning. Demonstration lessons were a regular
feature in building staff confidence and expertise. The situation is very similar
in special schools where staff will take training when offered by outside
agencies, when available, but most development work takes place in-house.
3.17 Cascade models will not, of course, work unless the externally trained teacher is
given time to train his or her colleagues, and indeed to prepare for this training
in advance.
In colleges
3.18 Strategies in colleges are similar, but with important differences.
Setting the vision
3.19 It is certainly important that college principals and senior staff demonstrate clear
leadership in the implementation of e-learning, but their leadership is of a
different type. In schools, even large secondary schools, the headteacher is
effectively the curriculum and pedagogic leader for the whole school. Although
he or she will not have taught all school subjects, the headteacher is expected to
have a sufficient grasp of the entire school curriculum to be able to lead it. This
is not usually expected of the college principal - the range is too great. The
principal is therefore, in consequence, more of a strategic leader and delegates
pedagogic and curriculum leadership roles to Heads of Faculties or Schools.
26
3.20 This means that an important distinction needs to be drawn between two forms
of e-learning ‘planning’ as far as the FE sector is concerned. Compared to
schools, SMTs in FE are more concerned with providing the infrastructure to
underpin individual faculties’ or departments’ use of e-learning than they are
with introducing e-learning itself. Strategic planning at whole-college level
tends therefore to be more concerned with hardware, networking, and the
introduction of a VLE7, rather than implementing e-learning within some or all
of the academic disciplines that make up the college curriculum. It implies that
any college-wide statement about ‘e-learning’ must be at a high level of
generality. SMTs in colleges have therefore interpreted their role as evolving a
‘meta-strategy’ for encouraging individual faculties/departments to develop elearning, rather than developing an e-learning strategy itself; Governors often
see the e-learning strategy as the formal embodiment of their ‘permission to
spend’ the large sums of money involved.
Involving stakeholders
3.21 Within FE, therefore, the implementation of e-learning requires the involvement
of stakeholders: the principal and his or her colleagues cannot deliver it
autonomously. Colleges that were the most successful in implementing elearning had often begun by appointing a senior manager (often at assistant
principal level) who had e-learning as his or her sole or main responsibility.
This is perhaps an expensive strategy in staffing terms – and clearly one beyond
the means of a small college or a school – but is nevertheless effective in
providing ‘senior management buy-in’ to the project and ensuring that it has
adequate senior management support.
3.22 Typically, the senior manager concerned subsequently works through
‘champions’ at Faculty or course team level, whose role is actually to encourage
individual colleagues to adopt e-learning approaches to support their lecturing.
This was certainly the pattern in four of the six colleges visited.
3.23 Compelling lecturers to adopt e-learning to any particular level in any particular
time is not generally found effective. At most, a particular e-learning
requirement (e.g. to ensure that all electronic presentations are available on the
VLE) can perhaps be introduced when it is already represents typical activity for
all the lecturers concerned. Instead, all colleges visited stressed that they relied
on influence to take forward e-learning in their lecturers’ classrooms. At most,
reviewing lecturers’ progress on e-learning might find its way into annual
review procedures, though with a developmental rather than a judgemental bias.
7
A VLE (Visual Learning Environment) is a specific piece of software that enables learners and staff
to interact online, and includes content delivery and tracking.
27
3.24 Anecdotally, there are three sources for the influence on lecturers to adopt elearning. One, no doubt, is the pressure exerted by senior managers and heads
of subject to ensure lecturers reach and maintain the highest standards in their
lecturing. This source of pressure is of course supported by the various
inspection and accreditation regimes. A second source of pressure is peerpressure, as lecturers see how effective their colleagues’ e-learning
presentations and lessons can be, either directly through observation or by
student report. The third, however, is simply that lecturers themselves, once
they experiment with introducing e-learning to their lectures, see for themselves
how effective it can be and how much it adds to their own enjoyment of their
work as well as that of their students. Needless to say, without this third source
of pressure, the long-term adoption of e-learning cannot succeed.
3.25 Thus most institutions accepted that teachers would demonstrate a range of
commitment to e-learning in their lectures and lessons, and aimed to set – or
work towards – a ‘minimum standard’ of e-learning implementation that all
teachers should achieve over time. This minimum standard would normally be
well below the full capabilities that the college’s current infrastructure (usually
itsVLE) could support – it might be limited, for instance, to ensuring that all
overhead transparencies were ‘typed’ rather than handwritten, and that copies of
all of them were always available on the VLE. However it represented a
reasonable starting point from which teachers themselves could develop in
confidence (and enthusiasm) as their experience grew. This was in general
found to be a more satisfactory approach than attempting to require high
standards of e-based lesson design from all teachers from ‘day 1’.
3.26 Simply introducing e-learning infrastructure into lecture rooms has changed the
teaching style of many lecturers: if the equipment is available and easy to use,
few lecturers can resist the temptation of trying it.
Drawbacks of the ‘champions’ model
3.27 It would not be reflective to give the impression that the policy of appointing
‘champions’ to take forward e-learning in individual faculties and course teams,
or indeed the ‘cascade and peer pressure’ model itself, is universally successful.
In two colleges in particular, interviewees pointed out that the high contact
ratios now expected of teachers (up to 23 hours per week in some cases) and the
low level of resource available to champions (say two hours per week) make it
difficult to apply the ‘champion’ theory in practice. One college in particular
had decided to move away from the faculty-based champion using his or her
(limited) time to encourage individual colleagues, and instead to adopt a model
of ‘champion teams’ working on cross-college ‘themes’ of general interest. For
the current year, the college in question had chosen:
•
Blended learning;
•
Peripheral technologies (whiteboards, data projectors, etc); and
•
Distance learning.
28
Training in colleges
3.28 Colleges did not tend to follow such formal training paths as schools. This is
partly because there is not seen to be the same availability of external training
programmes at lecturer level. Such programmes, as exist, need to be fullyfunded by the college, and this raises questions of cost-effectiveness. It is
usually more effective for individual lecturers to work with their ‘champions’
and with technical support to devise e-learning solutions that meet their
individual needs.
3.29 Colleges therefore tended to follow the pattern of using appropriate outside
providers to train already experienced staff who then bring their new skills back
to the institution. This is then followed by the organisation of in-house training
using a mixture of drop-in and clinic sessions. Again, much of this training is
delivered by faculty or department, rather than on a whole-college basis.
3.30 To back up this less formal approach, at least three of the colleges visited
offered ‘drop-in’ sessions where individual lecturers could explore matters of
concern or just discuss ways in which e-learning could make their teaching
more effective and their lives easier.
Dealing with multi-campuses and systems incompatibility
3.31 Some FE colleges can be faced with difficult logistical problems when dealing
with e-learning planning issues. This is particularly the case when college
amalgamations have left the management team in the difficult position of
having to combine systems and equipment that had been initially put in place to
address different needs and requirements. Or, even when amalgamations have
not taken place, previous IT policy might have left decision making to a local
level, with consequent implications for lack of standardisation at hardware or
software level. In any event, one of our Case Study colleges reported ‘150
different systems’ amongst its thousand or so PCs, and another reported using
70 different software packages and 300 different sets of learning resources
(many incompatible with the latest versions of Windows).
3.32 Management teams can also find themselves dealing with campuses that may
have several different locations, and large numbers of full and part time
students.
3.33 The cumulative effect of these factors (where they apply) is to hamper college
management teams in addressing the issue of e-learning in a truly strategic
manner. Their task has generally been twofold: managing and updating existing
systems and providing for further developments in this area. It is not that
planning is done in an ad hoc manner: rather, these management teams have not
had the luxury of an identifiable starting point from which to plan strategically.
This is not of course uniformly the case. Where a college has developed
systematically and organically on one site, SMTs have been able to adopt a
planned and strategic approach to e-learning and its support within the
institution.
29
Strategy more tractable in Sixth Form colleges
3.34 Despite what might be expected from the above argument, there is evidence
from the Case Studies that within the FE sector Sixth Form colleges have
generally made the most progress on e-learning strategies. Sixth Form colleges
tend to be more straightforward in purpose and organisation than general FE
colleges. They deal largely with 16-18 full time students, and deliver a more
uniform academic programme. They are also less likely to have been involved
in mergers (at least recently, i.e. after the widespread adoption of ICT in
learning and teaching).
Real problems dealing with scale and course diversity
3.35 Colleges have been quick to recognise that development of curriculum materials
in-house, to be used within the college only, is unlikely to be cost-effective.
Despite colleges’ large size, there may well be only one lecturer in a college
with a specific expertise: there is a contrast here with a secondary school, where
several teachers may teach mathematics, or indeed a primary school where all
teachers will teach numeracy. Developing materials just for one use by one
teacher per year is not cost-effective; sharing materials between colleagues in
different colleges is likely to be much more so. Related to this, colleges are also
affected in this area by the fact that the market for e-learning software in certain
courses is quite small. For example, GCSE Mathematics is taken by hundreds
of thousands of students per year, and any relevant e-learning materials have a
potentially huge market. Some NVQ courses in colleges have a much smaller
number of students enrolled on them nationally at any one time-colleges have
great difficulty sourcing material for courses of this nature.
Effective in-house needs identification
3.36 The principal of a college (or their SMT colleague responsible for e-learning)
cannot ‘know’ – without consultation - what the ICT needs of the college are.
Some method through which individual lecturers, course team leaders or faculty
managers can identify need and bid for resource is therefore required. Internal
bidding procedures need to be streamlined but rigorous, so that resources are not
unreasonably diverted to those who shout loudest, or who have had the most
involvement with e-learning in the past: indeed it might be worth the bidding
process having some in-built bias towards ‘newbie’ colleagues since the
arguments they are able to put in defence of their bid are less likely to be
convincing or rigorous. Bids are likely to exceed existing resources by a
considerable margin (this was certainly the experience of all six colleges) so
some way of ‘carrying forward’ bids that were unsuccessful this year is needed.
Equally some bids may form part of a department’s or team’s longer-term
(multi-year) strategy and a way must be found of giving some future guarantees
for these.
3.37 There is a more general point, reinforced by the above discussion, that colleges
(or schools for that matter) cannot rely on enthusiasts among their teachers to
set the pace, but must ensure that their infrastructure, planning and e-learning
development is accessible to all staff.
30
Factors which affect key resource-related decisions
In Schools
3.38 By way of summary the key issues identified in the Case Studies in schools can
be summarised as follows.
Funding as a ‘follower’ not a ‘leader’
3.39 Resource-related decisions are affected by a series of factors of which funding is
not necessarily the most significant. The evidence from the Case Studies
suggests that, in e-enabled institutions, funding tends to follow the identification
of needs, rather than leading the process. This is an important finding since it
suggests the potential for conflict between external ‘earmarked’ funds on the
one hand and the direction in which e-enabled schools wish to develop on the
other.
Example 2 - Strategy, teaching and learning
(Medium size urban primary school)
A strong vision of complete inclusion – for pupils and families – is the driving force in this
300 pupil school, as it aims to secure for all families, regardless of income, the full benefits of
the technology and learning revolution, including having access to a computer at home.
Whilst embracing the latest classroom technology, the school has maintained its traditional
classroom philosophies of communication and collaboration, looking at the needs of each
individual child and endeavouring to meet them. This approach is supported by a network of
over 130 computers with each of the 55 Year 6 pupils having their own computer for day to
day use in most lessons. Wireless technology, multimedia facilities, and tablet computers are
also deployed. The school is committed to leasing high quality equipment and buying in
technical support services in order to liberate staff and allow them to focus on what they do
well.
The school uses a sophisticated server, enabling pupils to learn in a collaborative, multi-media
environment and have access to their work wherever they are and at any time. The software
enables pupils and parents to view all submitted work for that year at a glance, including the
marks and comments, along with current projects. The work can then be displayed on the
whiteboard and discussed in class.
Planning, target setting and measurement are also done on-line, providing every pupil with an
individual education plan. This gives them ownership of their own learning and means they
have the opportunity to be successful regardless of their ability.
This has also helped to cut workloads – something the school has focused on, freeing teachers
to teach and train together to support each other, develop skill, confidence and team working.
The results are - high standards, inclusion, and staff and children enjoying learning. A recent
OfSTED Inspection found ‘A very good school achieving high standards often through
innovative means.’
31
Weakening the link between funding and spending decisions
3.40 Several headteachers commented on the nature of certain funding sources being
restrictive in the manner in which they can be used. This relates to sources that
can only be used to purchase certain types of resource e.g. e-learning Credits for
software. There are occasions when this resource has been used in its entirety,
where only a small expenditure on software was actually required. Several
headteachers, in light of this, expressed the desire that funding should be
provided and then allocated as seen fit by the school rather than being directed
by funding bodies.
3.41 Related to this, the disparate nature of the relationship between schools, funding
sources and LEAs suggests that autonomy, i.e. the school’s ability to make
independent decisions, is a major factor in accessing resources. In particular,
schools value the opportunity to make decisions that they regard as the most
appropriate for themselves, and in this way they believe that they are able to
obtain best value for money. Many headteachers commented on this autonomy
as being crucial to their success in planning for, and delivering, ICT into
teaching and learning.
Locating responsibility with curriculum managers
3.42 E-enabled schools often adopt an approach where curriculum managers and
teachers have strong ownership of decisions relating to the purchase of elearning materials for their subject specialisms. In those cases where e-learning
is heavily embedded into the curriculum, this often places pressure on the
financial decision making process. However, ‘content and quality is more
important than cost’ is a view shared by many of the Case Study schools. In
several cases, headteachers indicated that requests that facilitated their strategic
plan would always be fulfilled, with the appropriate finance being somehow
sought and secured.
Keeping abreast of technological developments
3.43 Schools are under pressure to provide resources that are comparable in terms of
effectiveness and quality to those available to students and pupils on a
commercial basis for use at home. They are also faced with the sometimes
complex issue of compatibility across operating systems, and routinely
upgraded software. Both of these factors have an influence on resource-related
decisions. Managers may have to make a particular decision taking regard of
developments made by suppliers that make existing equipment effectively
redundant. This can influence significantly the decision-making process. Some
headteachers commented on the need to up-grade equipment that was now in
limited supply from commercial suppliers. A number also expressed their
concern at the inability of certain up-grades to support previously successful
applications (anecdotally, many e-learning packages do not run under Windows
XP, for instance). Indeed, compatibility has been identified as a major
determinant of resource-related decisions. This arises from the legacy of older
equipment and systems that are still in use being unable to integrate with new
acquisitions.
32
Making the most of available advice
3.44 Whilst schools value their autonomy, they do take advice from outside sources
and regard it as valuable. This is particularly the case in relation to major
suppliers of hardware and software, who can provide individual advice
reflecting a school’s current state of provision and detailed requirements.
In colleges
3.45 Again, there are some contrasts in the approach in colleges.
Assessment of need
3.46 In most of the Case Study colleges – including, as might be expected, the most
e-enabled visited – it is implicitly accepted that e-learning infrastructure and
materials can consume about as much resource as can be thrown at them. In
these colleges, therefore, the decision on ‘how much to spend on e-learning’
was taken centrally, almost independently from any assessment of need, and
based on a ‘top-down’ assessment of how the overall college budget should be
allocated.
3.47 Thereafter, the senior manager with responsibility for e-learning invited ‘bids’
from colleagues (and indeed bids from him or herself). Sometimes, a notional
allocation between faculties, departments etc. was even prepared in advance of
asking for bids. This was found to be a more effective approach than trying to
create an ‘e-learning wish-list’ entirely on a bottom-up basis and then
necessarily disappointing a large proportion of the bidders.
Software licensing as a restricting factor
3.48 Given the scale of colleges’ investment in software and licences, the cost of
these licences is critical. Colleges identified two particular problems in this
regard:
•
The cost of a ‘full organisation licence’, e.g. for Microsoft Office, which
allowed colleges to load software on lecturers’ own machines for home use
was reported to be prohibitive. Colleges were therefore limited to asking
lecturers to purchase their own software, or to providing college-owned
machines for lecturers to take home, neither of which is a cheap and
effective solution; and
•
The licensing fees charged by VLEs were seen as expensive. Despite being
rather smaller in scale than HEIs, colleges believed they were paying ‘HEI
prices’. This (it was believed) acted to discourage the FE sector from
investing in VLEs, and therefore generally hampered the introduction of elearning. The four colleges in the sample who had adopted a full VLE were
unanimous that it was a necessary pre-requisite for e-learning progress:
interestingly, one of these four had contracted with an off-site VLE for an
annual per-student payment and therefore paid no licence fees (or hardware
costs) at all.
33
The absence of funding earmarked for specific purposes
3.49 In contrast to Schools, colleges attached little significance to funding earmarked
for specific purposes. Either the sources of earmarked finance available to
schools did not apply to them, or they were trivially small (one or two laptops,
for instance). Colleges bought ICT resources with ‘their own money’, that is to
say, with funds from their general budget. Donations and sponsorship from local
employers (etc.) significant in any of the colleges visited.
3.50 This has advantages and drawbacks. The main advantage is that colleges are
free to spend on ICT in ways that reflect their own strategies rather than being
‘blown off course’ by the need to take account of a particular hypothecated
programme. The main drawback (not, as it happens, found in any of the Case
Study colleges but theoretically possible) is that there is no guaranteed funding
for ICT. ICT must instead fight its corner with other areas of college expertise
and it is conceivable that in colleges where the principal and/or senior
management team were not committed to ICT, the area might be significantly
under-funded. On balance, however, interviewees in the six Case Study colleges
did not feel the need for earmarked funding.
An understanding of the sector and its ICT/e-learning needs
3.51 All six colleges visited demonstrated a good understanding of the sector in
which they operated and of its e-learning and ICT needs. They did not feel
constrained in their investment in e-learning, or hampered in its development,
by any factor other than shortage of resources. They believed that they had the
skills and expertise necessary to make effective use of the resources available to
them in developing ICT and e-learning, and could not suggest any resources,
tools, techniques or training that would help them in this area. This response
may not of course be typical of all FE colleges.
3.52 Turning to external factors, some colleges suggested that a more joined-up
approach from (a) Government agencies concerned to promote e-learning
(NLN, LearnDirect etc.), and (b) those concerned with networking infrastructure
(JANET, the NHS Network, the Local Government Network etc.) would assist
developments in this area. The UK, it was argued, had missed the opportunity
to adopt the ‘networked city’ approach found in a number of cities in the USA,
and had instead followed a piecemeal development process with fragmented
Government support. A better-networked support and infrastructure structure
would in turn help focus colleges’ attention on local needs. If, as a result of this
co-operation, more resource was released for supporting the preparation of elearning materials (particularly for FE) then that would also be welcome.
Principal outcomes of the integration of ICT into mainstream
activities
In Schools
3.53 The key issues identified in the Case Studies in schools can be summarised as
follows.
34
Impacts on pupil attainment positive, but difficult to quantify
3.54 The evidence from the Case Studies is consistent in stating that, in the views of
all key stakeholders, overall pupil attainment has improved as a result of
embedding e-learning into the curriculum. However, the extent of improvement
will vary from pupil to pupil within each school and between schools.
Stakeholders are generally unable to quantify, at this point, the extent of the
improvement, or for that matter the causal chain that links e-learning to
improved outcomes.
Example 3 - Impact of ICT on teaching and learning
(Small urban primary school)
ICT is now being used across the curriculum and across lessons where it is appropriate. In order
to readily track the progress of pupils, all reports and classroom planning are done
electronically, with a dedicated software package used to track pupils’ progress.
ICT is being used throughout the school, with classrooms having interactive whiteboards,
overhead projectors, sound systems, file server and the Internet with broadband connection.
ICT has impacted directly on teaching and learning styles through effective behaviour
management, resource acquisition and access to broadband.
The school cited an improvement in student motivation as a result of the way ICT is used within
the school. Furthermore pupils are increasingly technologically able, as many of them have
been using computer since a young age. Pupils are now at ease with using the technology and it
is not a distraction to pupils. The school have been able to establish that there is potential to
reduce the difference in the attainment of boys and girls with the increased use of ICT.
3.55 The box overleaf summarises the results of group discussions with almost 250
pupils/students that was undertaken during the Case Study visits. The results of
this survey should not be interpreted as representative of the overall
pupil/student population, rather an attempt to triangulate the views expressed by
the other institution stakeholders.
35
Student experience of ICT – some evidence from group discussions
• Four fifths stated that they used a computer for their work either all of the time or most
of the time;
• The majority replied ‘yes’ when asked if they believed that teachers used ICT more in
class than when they first started school;
• Use of the Internet is extensive, with one half stating that it is used all the time in school;
• Intranet was used most of the time by less than half of students;
• Surprisingly, e-mail is used all of the time or most of the time by just over one quarter of
students, possibly reflecting institutions’ concerns regarding potential abuse of this form
of communication;
• There is clear evidence of students using ICT across a wide range of subjects and not just
in those which might be seen as technologically orientated;
• The views of students concerning the impact of ICT on the role and work of teachers
shows that just under half of students believe that teachers are able to make better use of
time during class, and almost seven out of ten feel that teachers are able to teach in a
greater variety of ways;
• In terms of motivation, just over one fifth stated that the use of ICT made them more
motivated, and just under one fifth more likely to attend school/college;
• Almost nine out of ten students feel that by using ICT it enables them to do their work in
a way that suits them best; and
• The use of appropriate ICT equipment in special schools is regarded as having a positive
impact on ‘cause and effect’ learning, with most pupils enjoying the use of ICT in their
work. Visual stimuli are used frequently with touch screens often being more
appropriate than the standard form of equipment in these schools.
Teachers positive about e-learning integrated with the curriculum
3.56 In all of the schools that were visited, the attitude of teachers towards embedded
e-learning was positive. They regard the technology as facilitating ‘higher
quality information and levels of presentation’ in classroom work. They share
the view that pupils experience increased ownership of their work and generally
attain higher standards. They also comment favourably on improved pupil
motivation and confidence. All teachers are clear in their view that the success
of embedded e-learning is linked to its integration into the curriculum through
mainstream subjects, rather than as an additional stand alone activity.
36
Example 4 -Impact on teaching and learning
(Small rural primary school)
The school outlined a number of benefits that the school has enjoyed since adopting an ICT
focus on teaching and learning.
The headteacher is happy that research, which they have conducted, identifies increased
attainment with increased use of ICT in teaching and learning across core subjects.
The idea of ‘anytime, anywhere’ learning is an important strategy for the school, it means that
children are more motivated to do school work outside school. It also means that children who
are excluded and those who are off ill for prolonged periods can continue to learn without major
disruption. This is why the access to the school’s VLE through the website is so important.
The school has enjoyed collaboration with other schools in the local area and have developed a
formal network; they see this as the best way for smaller primary schools to develop.
When speaking to class teachers, they stated that they have access to a wider range of sources
and resources, the knock on effect of which is that they do not have to buy as many books. The
web based resources that they use mean that the information is often right up to date.
There were time savings that the staff and the headteacher experienced; in particular once they
had set up teaching plans electronically they only had to be updated from year to year and not
completely re-written.
The use of electronic whiteboards in the school was seen by most of the staff as one of the major
steps forward. They would like to have electronic whiteboard facilities in every room and this is
one of their future targets. At present they do not have a fixed whiteboard and there is a lot of
time involved in setting the whiteboard up.
Example 5 - Embracing anytime, anywhere learning
(Large urban City Technology college)
In line with the school’s initial aim to become one of the best schools in the local area and
subsequently one of the best in the country, they have fully embraced e-learning, and have
achieved an extremely high teaching quality profile and impressive and sustained
improvements in student achievement.
In February 2000, the headteacher attended an Anytime Anywhere Learning Summit in
Seattle, promoting the widescale use of mobile ICT to help raise standards of achievement and
encourage independent and lifelong learning. Its goal is one-to-one access to laptops for pupils
and staff.
This approach has led the school to develop what is regarded as one of the largest wireless
environments in Europe, and to provide laptops to all its students by using a charitable trust
established for the purpose. Parents, willing to make voluntary contributions, secure a personal
laptop. In order to secure universal access and promote educational and social inclusion, the
school also decided to lease extra laptops for classroom use by pupils whose parents were not
able to support the project. The headteacher commented: ‘Students are receptive to ICT and it
is a way of harnessing their natural curiosity and desire to learn.’
37
Teacher recognition of the importance of training for e-learning
3.57 Teachers value the commitment which schools have made to training and value
the advice of colleagues in internal training sessions. Teachers have also
articulated the benefits of training being delivered internally as explained
previously. The main benefit of this in their view is, firstly, the lack of
formality in working with colleagues and, secondly, the ability to follow-up
training sessions with staff who are available on site.
E-learning, administration and institutional effectiveness
3.58 ICT is increasingly being used for school management procedures such as
attendance, reporting and evaluation of pupil performance. There is clear
evidence from the Case Studies that the implementation of these activities by
electronic means significantly increases effectiveness and reduces time spent on
administrative matters. ‘Peer example’ was sometimes cited as a strong
motivator in this respect where teachers who were not ‘e-confident’ gained help
and encouragement from seeing the benefits enjoyed by colleagues employing
ICT in their work.
Example 6 – Using ICT within administrative processes to support teaching and learning
(Small urban primary school)
At the time of the Case Study visit, the school was planning to introduce electronic
registration. This had followed the successful introduction of an electronic assessment tool.
The school has a non-teaching member of staff who liaises with the assessment co-ordinator to
produce the assessment information for each pupil. Every teacher now has access at home to
an institution owned laptop or desktop - this means that assessments and reports can be
produced from home.
The Management Information System is also used to produce attendance and timetabling
information for each pupil. This is dealt with largely by a non-teaching member of staff, and,
as the school recognises, allows teaching staff to utilise their time focusing on specific
teaching and learning issues.
In colleges
3.59 Colleges reported broadly similar findings. They shared with schools a
difficulty in identifying positive outcomes that could be ascribed
unambiguously to the effects of e-learning. In two instances, colleges believed
these benefits might be identified in future; more realistically, perhaps, the other
four colleges’ interviewees believed the benefits are real but unquantifiable.
3.60 The specific benefits expressed were couched in a mixture of positive and
negative terms. For instance, and in addition to the more generic arguments that
e-learning boosted achievement and attainment (for which, as noted, no
evidence was offered):
38
•
One college stated that students expected a high level of access to ICT
facilities, so a generous investment in student PCs, access to email, Web
etc. was a marketing issue;
•
One college claimed that students were motivated by having access to ICT
facilities and that their work would benefit as a result;
•
Two colleges claimed that as a result of e-learning teaching styles were
moving away from the didactic towards the facilitatory, and as a result
students were taking more responsibility for their own learning; and
•
One college specifically refused to use words like ‘e-learning’, on the
grounds that ‘e’ was so embedded in all they did that it was impossible to
consider how the college might function without it.
3.61 One college did claim to have been able to use e-learning to positive financial
advantage. This (small) college had faced considerable difficulties in
implementing Curriculum 20008 and had addressed these difficulties by both
‘teaching’ and ‘progression’ time on each of its courses. Progression time is
time spent using e-learning packages under the supervision of a learning
technology assistant, and typically amounts to around half the contact time for
the programme. Thus the college had been able to reduce its lecturer hours
considerably for the same student volume, and had used the released resource to
meet the demands of Curriculum 2000.
3.62 The college admitted, however, that it was unable to apply this approach to
programmes where adequate e-learning materials did not exist, and
consequently was reluctant to offer such programmes.
3.63 With this one exception, however, all the Case Study colleges reported that elearning was an additional cost, and that no cost savings resulted from it. For
these five colleges, e-learning provided higher quality education at a higher
cost, and savings had to be made elsewhere to fund it.
Impact of particular resource management approaches and planning
strategies
In Schools
3.64 The key issues identified in the Case Studies in schools can be summarised as
follows.
8
Curriculum 2000, introduced in September 2000, was a series of reforms aimed at raising standards,
widening participation and meeting the skills challenge in post-16 education. (Learning and Skills
Development Agency Website, http://www.lsda.org.uk/curriculum2000/overview.asp)
39
Widespread recognition of the benefits of leasing
3.65 Several schools have looked closely at the issue of outright purchase of
equipment as opposed to a leasing arrangement. Evidence from the Case
Studies suggests that leasing allows schools to implement major upgrades
without incurring a major capital outlay at the time of delivery and there is some
evidence to indicate that leasing is becoming more popular. Whilst this may not
lead to a reduction in the overall cost, it allows the school to use its funding in a
more effective way, and allows planning to be more easily controlled. Several
headteachers commented on one benefit of leasing equipment as being to
facilitate the annual and ongoing planning of the equipment replacement cycles
as well as being able to make more uniform and coherent provision (with
consequent savings in technician time). In the longer term, strategies which can
deliver coherence, cost effectiveness with reduced technical support overheads
will clearly contribute significantly to embedding the resource implications of
ICT.
The importance of good working relationships with suppliers
3.66 There are instances where schools have deliberately developed a close working
relationship with a supplier. This may be due to choice and/or the result of the
particular status of the school. This appears to be the case with institutions that
have Technology college status. This can result in very competitive prices for
equipment. In all of the cases where this arrangement was in existence,
headteachers commented that is was generally beneficial to the overall elearning strategy in the school. However, special schools reported ICT as being
particularly expensive as these types of schools have a smaller market and hence
suppliers have little competition and can charge high prices for specialised
equipment.
40
Example 7 - The benefits of inter-school networking
(Small urban primary school)
The school is actively involved with other schools in the local area and also have international
links with a school in the USA. Along with 6 other schools in the area, they form a Network
Learning Community - this has been beneficial in a number of ways to the schools involved,
including:
Dissemination of information - schools in the community are able to share their experience
and knowledge. This can prove mutually advantageous for all members of the community and
has led to the dissemination of information and developments to the mutual benefit of all
schools involved;
Procurement - as part of the Network Learning Community there is the opportunity for
schools to test new items of software and hardware prior to purchasing it for themselves. In
doing so schools can share the cost of trialling ICT equipment and help reduce the risk of
making poor procurement decisions. As part of a network of schools, there is also the
opportunity to take advantage of economies of scale and make joint purchasing decisions.
However taking advantage of reduced purchasing costs can mean compromising and hence the
school might not get the software or equipment that they would ideally like;
Virtual Learning Environments - the schools used their e-learning credits to purchase a VLE,
this was after they had visited another school in their area to get a demonstration of how it
worked. They also received training along with 6 other schools in the area. The training set
out quite clearly how the VLE could be used as a curriculum tool and then demonstrated how
do use it; and
International links - the school has developed links via video conferencing with another
school in Chicago.
Value for money in internal resource competitions
3.67 Effective cost savings can be made when schools respond to class teachers’
requests in purchasing e-learning materials. This involves curriculum managers
identifying materials for purchase, which are then subject to a bid in the internal
acquisition process. Headteachers stated in several cases that this was an
important part of their strategy as it ensured that teachers develop a sense of
their place within the e-learning strategy. It recognises also that for many
educators the most important aspect of ICT planning is their ability to select the
particular ICT related content they consider appropriate to support teaching and
learning.
e-learning and changing the ways pupils learn
3.68 Many of the Case Study institutions view the use of ICT as a tool to be used in
sustaining a broad and balanced curriculum. One teacher stated,
“Education is what is left once the facts have been forgotten.”
3.69 This philosophy was adopted by many of the institutions that were visited; elearning had ceased to be e-learning and was viewed by teachers and pupils as
just learning.
41
Example 8 – Enhanced pupil learning
(Medium urban primary school)
The school claimed not to pursue excellence in every child. For them this is not attainable.
Rather they wanted to take each child and, for each year they are at the school, develop that
child’s education in appropriate ways. This is viewed as a highly individualised process that
ICT can facilitate more effectively than traditional whole class teaching. The headteacher
claimed they now have around 80% independent learners compared to approximately 20%
several years ago.
Productivity gains
3.70 There was some evidence in the Case Study of improvements in the use of
teaching time, increased pedagogic effectiveness and, therefore, an improved
learning experience for pupils.
Example 9 – Improved teacher effectiveness
(Large urban Technology college)
In adopting ICT as a tool to facilitate better quality learning within the college, there has been a
concerted effort to train and support all staff to make this possible. In conjunction with installing
ICT hardware and software the college trains all staff to be fully proficient in using the
equipment. This process has led to the college being recognised nationally in terms of the
improvements in pupil attainment.
Furthermore, the college’s approach to ICT technical support further encourages the best use of
teacher time. They have an ICT centre, where pupils and teachers can take their laptops should
they have a technical problem. One of the ICT technicians will identify how to deal with the
problem and whether it is necessary to involve a technician from the leasing company. This
means that class teachers at no stage have to deal with resolving ICT technical issues, and both
staff and pupils can get problems resolved in an efficient manner.
3.71 Some Case Studies revealed that increased use of ICT in teaching and learning
had led to time savings being made in certain areas. One of the most common
examples was that of lesson plans; when these were made available on a school
network, this potentially meant that once a template was devised, they could be
easily updated or accessed by other teachers. Beyond this, headteachers and
staff also indicated that although time could be saved in some areas, in other
areas additional investment of staff time was required. Teaching staff
highlighted that the Internet provided a wealth of resources and sources for
teaching and learning purposes. However this meant that teaching staff had to
spend time searching the Internet for the most appropriate content.
Example 10 – Enhanced teaching skills
(Small urban primary school)
The school identified that extensive use of ICT is now integral to the delivery of teaching and
learning. The headteacher and staff indicated that they now have a much broader set of skills
at their disposal, and this has resulted in better use of teacher time, though not necessarily any
time savings at present.
In particular the headteacher drew attention to how the increased use of ICT has benefited the
delivery of teaching for children with special educational needs. This group in particular
benefit from the highly individualised learning that they can now receive.
42
In colleges
3.72 Again, there are (as might be expected) some contrasts between schools and
colleges.
Leasing
3.73 Colleges in the Case Study visits did not tend to lease equipment. The argument
suggested is that when equipment is being replaced on a four year cycle, then in
any given year there is no difference between paying a lease payment of 25% of
the value of all machines or simply replacing 25% of them outright. Leasing,
and maintenance contracts, do remain an option for expensive and fault-critical
equipment. In addition one college in the sample paid an external provider a
per-student sum to maintain its VLE (hardware, software and content) off-site.
Colleges’ approach to suppliers
3.74 Colleges, by contrast to schools, usually tender for preferred purchasing
arrangements with suppliers on an annual basis. Where PCs are purchased, a
high premium is placed on extended warranties that last for the expected life of
the machine, and in consequence few if any PC maintenance contracts are ever
let. Colleges are of the view that ‘return to base’ guarantees offered by most
manufacturers have effectively replaced service contracts: if after the end of the
guarantee a PC develops a fault that cannot be fixed by a local technician, it is
simply discarded. There is little sentimentality over the relationship with a
particular ‘preferred’ supplier, who can lose the ‘call-off’ contract without
notice from one year to the next if he or she is undercut by a competitor.
VLEs
3.75 In general, colleges saw VLEs as more important to the future development of
e-learning than schools. Four out of the six Case Study colleges had invested
significantly in VLEs (despite their being expensive in licensing terms, as
already noted) and believed that e-learning could not be taken forward without
them: another Case Study college had constructed a MLE9 with most VLE
facilities.
9
A MLE consists of a whole range of different software and systems that interrelate, share data and
contribute to learning management.
43
Current levels of ability and willingness for planning and managing
resources
In Schools
High levels of competence, but concerns over sustainability
3.76 The Case Study schools exhibited a high level of ability and willingness in
planning for e-learning. This is evidenced by the extent to which e-learning has
become embedded into the schools and by the positive learning experiences of
the pupils. However, the school managers interviewed were also aware of the
issues related to sustainability in their planning strategies and, in particular they
were concerned about the future level of funding and its impact on their ability
to plan for sustainability.
Example 11 - Turning around the e-learning infrastructure
(Large rural Technology college)
Five years ago the school had no technical support for ICT, and had 2 rooms with 16
computers. There were no laptops, the school had an old network and a quite developed
intranet, however, the staff were always willing to use resources to the full. In 1997, the
school received criticism from Ofsted - this has been completely turned around, and in 2004
the school’s Ofsted report said that the school’s ICT use was exemplary.
Access to ICT is now better than it was previously with teachers and the majority of 6th form
students having access to a laptop which can be used in class to connect to the school’s
wireless network. The school also supports home licensing with 78% of pupils having access
to a computer at home. In addition, the school opening hours are 7.30 am to 5pm, so there is
the facility there for those who do not have access to a personal computer to use the school’s
facilities.
Many rooms have interactive whiteboards and digital projectors which allow the teachers to
use ICT during class. The school recently introduced a ‘wireless mouse’ for many teachers
which allow them to operate their computer from a distance. This means they can project their
computer display on a screen and interact with it from anywhere in the room.
The school is involved in a PFI programme in ‘creating a virtual learning environment’. The
school has just signed a contract where it will get 365 day a year on line support for pupils.
The value of the project is £10m.
The school continues to improve its ICT and is building sustainability into their strategy by
spending around £60k-£70k every 3 years updating infrastructure.
Physical condition of schools a constraint to e-learning progress
3.77 The Case Studies showed that in several e-enabled schools, progress might be
adversely affected by the physical condition of school buildings. This was
mentioned, in particular, in relation to developments into wireless environments,
initiatives in video-conferencing and in opportunities to maximise the
advantages of e-learning through collaborative class work and joint
presentations, where older style buildings can present technical problems. Some
headteachers felt that the progress and level of success achieved by their schools
should be rewarded with tangible benefits in terms of additional schools capital
investment.
44
In colleges
Management competence in e-enabled institutions
3.78 The evidence provided by the Case Studies indicates that management teams in
colleges possess more than an adequate level of competence to deal with ICT
issues. These teams are dealing with a range of management issues and see ICT
as an important part of their overall responsibilities. There is no clear tangible
assistance that senior managers in this sector can identify as enabling them to
fulfil their role in this area more effectively.
3.79 There are however some concerns over existing staff training resources:
• There does appear to be a requirement for a useful training vehicle which
could be used for college staff;
• The time required to produce material is also seen as an impeding factor.
This is coupled with a general feeling of dissatisfaction with some of the
proprietary material available from sources such as Learndirect and NLN;
and
• Intellectual property was also raised as an issue by one college. In the
absence of proprietary e-learning information, college staff were spending
vast amounts of their own time developing materials. (Specialist materials
were usually seen as disappointing, and staff made little use of them.)
Security and Access
3.80 These were widely seen as competing. Students expected - or at least would
appreciate - 24 x 7 access to computer facilities and indeed this is becoming the
norm in HE. But the security costs for colleges can be considerable. Providing
remote access to VLEs from students’ home machines is an alternative, but
some colleges – particularly those whose M/VLE is home-grown, or where the
VLE provider does not provide a Web interface – seem to struggle with this.
45
IV E-learning embeddedness
schools and colleges
in
Introduction
4.1
This Section provides an overview of resource planning and current levels of elearning development in schools and colleges across the country. Most of the
information presented is drawn from the quantitative survey of schools and
colleges.
4.2
The structure of the Section is as follows:
•
E-learning strategy;
•
Staffing, training and technical support;
•
Infrastructure investment;
•
Sustainability;
•
Support for embedding ICT;
•
ICT in teaching and learning;
•
The extent of e-learning embeddedness;
•
Principal cost factors associated with embedding e-learning; and
•
Timing of principal cost factors on the spectrum of e-enablement.
E-learning strategy
4.3
Survey respondents10 were asked a range of questions about their strategies for
embedding ICT in teaching and learning. Amongst the key findings are the
following:
•
10
The vast majority (on average around 90%) of schools and colleges have
strategies for the development of ICT/e-learning, most of which are
reviewed annually (70% of those with a strategy reviewed it annually). FE
colleges are much more likely than schools to have a written ICT strategy,
probably reflecting the overall scale of their ICT infrastructure;
The survey was addressed to the headteacher in schools and the principal in FE colleges.
46
•
Conversely around one in ten schools do not have an ICT strategy, either a
formal one or an informal one; and
•
Strategies for e-learning are developed by the senior leadership team and
the ICT co-ordinator. Generally, subject leaders and teachers have less of
an input to the e-learning strategy (around one fifth of institutions described
the subject leaders and teachers as having a significant influence on the
strategy). Related to this, less than one fifth of schools and less than one
tenth of colleges have a strategy for ICT which is part of the overall
teaching and learning strategy. This may suggest an element of separation
between ICT and teaching and learning which is not consistent with the
concept of embeddedness.
Does your school or college have an overall strategy with regard to ICT in
the delivery of teaching and learning?
Primary
schools
Secondary
schools
FE
colleges
All
Yes, a separate written strategy
52%
48%
84%
60%
Yes, an informal strategy
18%
29%
5%
18%
Yes, part of the teaching and
learning strategy
18%
14%
8%
14%
No
12%
9%
3%
8%
100%
100%
100%
100%
131
92
100
369
Total
Sample size
Source: PwC e-learning survey 2004
Note: Total includes responses from 46 special schools
4.4
Survey respondents were asked to provide an indication of which individual
stakeholders provided most support for the development of their e-learning
strategy. Generally speaking, stakeholders can be categorised into 3 broad
groups in terms of the extent of their influence on institutional strategies (see
summary Table overleaf):
•
By far the greatest support has been provided by the institutions’ senior
leadership teams and the ICT co-ordinator, highlighting the importance of
both the leadership and strategy elements of support, as well as support of a
more technical nature. Again, conversely in at least one quarter of
institutions, the senior leadership/management team did not have a
significant influence over the ICT strategy;
•
Primary schools are more likely than secondary schools to make use of
external sources of support (e.g. DfES, Becta, LEA);
•
FE colleges are largely self-reliant, and report that they are able to access
very little by way of advice and support from external agencies (though
47
external organisations like Becta can be useful in facilitating networking,
and supporting access to materials);
•
Only around one fifth of institutions indicated that subject leaders/teachers
had a significant influence on their ICT strategy. On the one hand, this
raises questions about the extent of embeddedness of ICT with teaching and
learning. Indeed the data suggests that it is only in primary schools that
subject leaders have a greater influence on the strategy than ICT
technicians. On the other hand however – and particularly in FE colleges
visited in the Case Studies – the ‘strategy’ often referred to is quite
narrowly defined in terms of infrastructure investment. Subject leaders and
teachers may therefore have quite a high degree of control over the implicit
e-learning strategy they and their colleagues adopt, without necessarily
regarding their decision-making as ‘strategic’, so this finding needs to be
treated with caution; and
•
Boards of Governors are also not as prominent in contributing to e-learning
strategy as one might expect.
Stakeholder influence on institutions’ ICT strategy
High influence
>75% of institutions said that these
stakeholders had a significant influence on
their strategy
Medium influence
10 - 20% of institutions said that these
stakeholders had a significant influence on
their strategy
• Senior leadership team in institution
• ICT co-ordinator
• ICT technicians
• Subject leaders/teachers/lecturers
• Board of Governors
• Becta, LEA
Low influence
<10% of institutions said that these
stakeholders had a significant influence on
their strategy
• DfES, QCA, NCSL
• Teachers/headteachers/principals from
other institutions
• Consultants
Source: PwC e-learning survey 2004
Staffing, training and technical support
ICT Co-ordinators
4.5
Most institutions (more than nine out of ten) had some form of ICT co-ordinator
role. Primary schools were much more likely to have an ICT co-ordinator who
is a full-time teacher (two thirds of primaries compared to just over one third of
secondaries). Conversely, FE colleges are much more likely than schools to
have a full-time ICT co-ordinator with no teaching commitments or possibly a
staff member who is not a teacher (nearly one half of colleges compared to one
fifth of secondary schools and one tenth of primary schools).
48
Do you have an ICT co-ordinator?
Primary
schools
Secondary
schools
FE
colleges
All
Yes, a full-time teacher
68%
38%
7%
41%
Yes, a part-time ICT co-ordinator with
other responsibilities
20%
35%
38%
31%
Yes, a full-time ICT co-ordinator with
no teaching commitments
10%
21%
46%
22%
No, we do not have an ICT coordinator
3%
6%
10%
5%
100%
100%
100%
100%
133
95
101
375
Total
Sample size
Source: PwC e-learning survey 2004
Note: Total includes responses from 46 special schools
4.6
ICT co-ordinators in schools spend the majority of their time supporting
teaching and learning issues, compared to ICT technical issues. In primary
schools, on average, they spend 86% of their time on teaching and learning
issues, and in secondary schools, 66%. The picture is somewhat different in
colleges, where nearly one half of the time of ICT co-ordinators is spent on ICT
issues. On the face of it, these figures, particularly those for schools, are quite
encouraging with respect to e-learning embeddedness. It is worth noting,
however, that the figures do raise some valid questions about cost effectiveness
in ICT. For example, having full-time teachers in secondary schools spending
one third of their time on ICT issues may not be a particularly efficient use of
resources if this work could be performed equally well by an ICT technician.
4.7
In terms of the number of hours of technical support that schools and colleges
receive, the results of the survey revealed that schools (including special
schools) received on average 28 hours per week and colleges on average 123
hours per week.
4.8
It is worth noting that there seems to be no real relationship between
institutions’ perceptions of the extent to which e-learning is embedded, and
whether or not they have an ICT co-ordinator.
4.9
The vast majority (nine out of ten) of ICT co-ordinators are involved in
institutions’ resource management, in decision making and in developing
strategies for school/college improvement.
Technical support
4.10 Nearly all institutions surveyed (96%) had access to ICT technical support.
Survey respondents were asked about their access to wider sources of technical
support. A number of points are worth noting:
49
•
Nearly all secondary schools and FE colleges, but less than one third of
primary schools, indicated that they had access to in-house technical
support from technicians;
•
Just over one half of schools had access to technical support from the LEA.
Conversely, just under one half indicated that they did not have access to
technical support from the LEA;
•
Again, around one third of secondary schools and FE colleges, and around
one fifth of primary schools, indicated that they were using teachers to
provide technical support;
•
Primary schools were significantly more likely than secondary schools or
colleges to indicate that they had access to technical support from other
schools or colleges; and
•
Significant numbers of schools and colleges were not accessing technical
support from hardware providers (nearly nine tenths of primary schools and
around one half of secondary schools, and around two thirds of FE
colleges).
4.11 Further consideration should be given to these findings. The decision over
when support is ‘technical’ and when it is ‘pedagogic’ for instance is far from
clear cut. Anyone who has used software helplines will probably have
discovered already that a query that appears ‘technical’ to the user is often much
more about the application of ICT than about its functionality: this points to the
need for teachers to have access to properly structured support to those with
expertise in the functionality of the relevant packages.
50
What sort of ICT support does your school or college have access to?
Primary
schools
Secondary
schools
FE
colleges
All
31%
99%
97%
69%
Technical support provided by the LEA
55%
54%
2%
41%
Technical support via an external
support provider
37%
33%
48%
38%
Technical support via a hardware
provider
14%
47%
47%
34%
In-house
teachers
22%
36%
30%
29%
Technical support provided by another
school or college
23%
3%
3%
10%
Other source
2%
3%
5%
3%
Sample size
123
92
99
358
In-house technical
technicians
technical
support
support
from
from
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable
responses. Total includes responses from 46 special schools
Source: PwC e-learning survey 2004
Training
4.12 As the Table shows, few institutions provide no training at all in the use of ICT
to support learning. Formal training is provided in the vast majority of
institutions.
Does your school or college provide in-house training?
Primary
schools
Secondary
schools
FE
colleges
All
Yes, both formal and informal training
are provided
54%
47%
62%
55%
Yes, formal training is provided
12%
27%
27%
20%
Yes, informal training is provided
18%
21%
8%
16%
No, in-house training is not provided
15%
5%
3%
9%
100%
100%
100%
100%
131
94
101
372
Total
Sample size
Source: PwC e-learning survey 2004
Note: Total includes responses from 46 special schools
51
Infrastructure investment
Access to ICT equipment
4.13 A series of questions in the questionnaire focused on determining what level of
access staff and pupils have to certain pieces of ICT equipment. Almost three
quarters (73%) of all institutions (including special schools) afford staff
personal access to a desktop or laptop computer. Just under one third (32%) of
all institutions have ICT projection or electronic whiteboard equipment.
Access to ICT equipment
Primary
schools
Secondary
schools
FE
colleges
All
What percentage of the teaching areas in
your school or college have ICT projection
or electronic whiteboard equipment?
37%
29%
29%
32%
What percentage of your teaching staff have
personal access to a desktop or laptop
computer provided by your school or
college?
75%
67%
76%
73%
Approximately, what percentage of your
students have access to a computer at home?
64%
74%
80%
68%
Sample size
134
95
102
377
Note: Figures do not sum to 100% as respondents were asked to indicate all
applicable responses. Total includes responses from 46 special schools
Source: PwC e-learning survey 2004
Location of computers
4.14 The concept of e-learning embeddedness is, generally speaking, consistent with
computers in institutions being located in either classrooms or clusters, and
moving away from computer suites. Notwithstanding this, for most schools
(primary and secondary), computers are currently located in a combination of
computer suites, classrooms and clusters (70% of primary schools and 84% of
secondary schools). Relatively few schools did not locate some of their
computers in computer suites. The situation was rather different between
primary and secondary schools; around one quarter of primary schools located
their computers in either clusters or classrooms, but not in computer suites,
compared to virtually no secondary schools.
52
4.15 Looking forward, nearly three fifths of primary schools and around three
quarters of secondary schools indicated that they expect most computers to
remain in computer suites11. Conversely, only two fifths of primaries and one
quarter of secondaries expected their computers to be located in either clusters
or classrooms.
Where are computers located in your school or college?
Primary
schools
Secondary
schools
FE
colleges
All
Computer suite, classroom and cluster
20%
69%
74%
47%
Computer suite and classroom
50%
15%
19%
32%
Classroom only
16%
1%
1%
9%
Computer suite only
3%
6%
3%
4%
Computer suite and cluster
2%
7%
4%
4%
Classroom and cluster
5%
1%
-
3%
Cluster only
4%
-
-
2%
100%
100%
100%
100%
132
94
102
373
Total
Sample size
Source: PwC e-learning survey 2004
Note: Total includes responses from 45 special schools
Where will most of your computers be located in the future?
Primary
schools
Secondary
schools
FE
colleges
All
Computer suites
58%
74%
57%
60%
Clusters
8%
12%
19%
12%
Classrooms
35%
15%
25%
29%
100%
100%
100%
100%
133
95
102
376
Total
Sample size
Source: PwC e-learning survey 2004
Note: Total includes responses from 46 special schools
11
It should be noted though, that, there is quite an interest in and commitment to mobile computing
investment (laptops/tablets, wireless networks etc.) over the next 2 or 3 years.
53
Future investment priorities
4.16 When asked about their medium-term ICT investment priorities, the following
items were considered overall to be of the greatest importance:
•
Interactive whiteboards and video projectors were clearly at the top of
institutions’ agendas in terms of forward investment priorities (more than
half of all institutions indicated that these were the top investment priority
for the next 2-3 years);
•
Laptop/tablet computers were the next highest priority, and are more of a
priority for primary and secondary schools than for FE colleges;
•
Wireless environments and the provision of VLE were a priority for around
one quarter of institutions and were particularly important for secondary
schools (around two fifths of secondary schools); and
•
The provision of video conferencing seems to be less important than the
other areas (one in ten institutions rated this as a high priority), but is
generally more important for secondary schools than for other institutions
(one quarter of secondaries thought it was a top priority).
Which of the following investment categories would you identify as high
priority over the next two-three years?
Primary
schools
Secondary
schools
FE
colle
ges
All
Interactive whiteboards
65%
61%
46%
58%
Video projectors
40%
59%
63%
51%
Laptop/tablet computers
46%
51%
33%
41%
Wireless environment
22%
42%
23%
26%
Provision of a VLE
5%
24%
59%
25%
Video-conferencing
9%
23%
3%
11%
Sample size
134
95
102
377
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable
responses. For ease of reference the options have been presented in descending order
according to the aggregate survey responses. This is different from the order in which
the options appeared in the survey questionnaire.
Source: PwC e-learning survey 2004
54
4.17 There is evidence from these figures that primary schools, secondary schools
and colleges are at different stages of ‘maturity’ in the implementation of elearning. Many colleges, for example, are at the stage where a VLE is
necessary to make best use of the resources they already have; in contrast, many
schools are still concerned about developing their ICT infrastructure12.
4.18 Institutions are generally placing greater emphasis on connecting pupils
compared to connecting teachers; for example, one half of all institutions
indicated that improved personal access for teachers was an investment priority,
compared to around three fifths who indicated that improved personal access for
pupils /students was a priority.
Computer networking
4.19 Computers are networked through a combination of cable and wireless
technology for around half of secondary schools and FE colleges, and around
one fifth of primary schools. Only a handful of institutions surveyed (all
primary schools) had wireless only technology.
How are your computers networked?
Primary
schools
Secondary
schools
FE
colleges
All
Cabled only
75%
49%
51%
62%
Wireless only
4%
-
-
1%
Cabled and wireless
21%
51%
49%
36%
100%
100%
100%
100%
130
95
102
370
Total
Sample size
Source: PwC e-learning survey 2004
Note: Total includes responses from 43 special schools
12
This finding is to be expected since learners in FE colleges are likely to spend comparatively more
time in independent study, hence the need for a VLE – whereas learners in schools spend the majority
of their time in teacher-led classroom-based activities – this is evidenced by the high levels of interest
in interactive whiteboards etc.
55
Virtual/Managed Learning Environment
4.20 Virtual/Managed Learning Environments are relatively uncommon in secondary
schools (around one quarter of secondaries have them) and almost non-existent
in primary schools (6% of primary schools have them). The low incidence of
V/MLE use in schools could be due to the fact that, in the absence of
aggregation, a V/MLE license is very expensive13. Even if an individual FE
college were to take the lowest version of one of the most commonly used VLE
products, it would cost approximately £6,000. In addition, producing material
for a V/MLE is time consuming and hence costly. Furthermore, given that a
V/MLE requires the user to work independently, younger children are unlikely
to gain much benefit from their use.
4.21 The majority of colleges, in contrast, either have adopted V/MLEs or are shortly
planning to do so. Students at FE colleges expect to have access to email and
web services, and it is only a short step from this expectation to some kind of
‘shared area’ where files and documents can be stored for student access. Once
this step has been taken, then the implementation of a full VLE is seen as little
more than an incremental development of information systems functionality.
Does your school or college have a Virtual/Managed Learning Environment?
Primary
schools
Secondary
schools
FE
colleges
All
Yes
6%
23%
72%
28%
No
94%
77%
28%
72%
100%
100%
100%
100%
132
94
102
372
Total
Sample size
Source: PwC e-learning survey 2004
Note: Total includes responses from 44 special schools
Impact of buildings
4.22 Respondents were asked to comment on the physical layout of the school or
college and whether this caused any restrictions in their ICT development. The
results of the survey revealed that around two thirds of schools and colleges
indicated that their buildings restricted their ICT development, either because of
the size, the age or the layout of the buildings.
13
This was evidenced in the Case Study research.
56
Does the physical layout of your school or college restrict your ICT
development?
Primary
schools
Secondary
schools
FE
colleges
All
No, there is no restriction
33%
32%
34%
33%
Yes, because of the size of the school or
college
25%
28%
25%
27%
Yes, because of the age of the buildings
28%
32%
38%
31%
Yes, because of the layout of the
buildings
43%
47%
46%
44%
Sample size
129
95
100
370
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable
responses. Total includes responses from 46 special schools
Source: PwC e-learning survey 2004
Sustainability
Planning for sustainability
4.23 Most institutions have a broad awareness of ICT sustainability issues but many,
in particular primary schools, are not planning effectively for it. For example,
although nearly two thirds of primary schools indicated that the sustainability of
current funding was factored into their strategic plan, almost one in three (32%)
of them also indicated that their plan did not allow for the replacement of
equipment after its life expectancy. Awareness of, and planning for,
sustainability seems to be much more satisfactory in secondary schools and FE
colleges (although we are aware of some exemplary practice in primary
schools). The key constraint identified across all types of institutions related to
funding. For example, around three fifths of secondary schools and FE colleges
indicated that their current level of funding, excluding government funding for
ICT, did not enable them to plan effectively for sustainability.
4.24 Of those institutions who did receive additional funding due to their status
(36%), the commonly cited reasons were because they were a Technology
college, a Sports college, a Beacon school, or a Specialist school. Focusing on
ICT specific funding, only 10% of respondents reported being successful in
attracting additional funding. Analysis by type of institution reveals that
secondary schools and FE colleges are the most successful, with 14% reporting
being successful (6% for primary schools). The most commonly cited sources
for additional funding for ICT purposes were supermarket vouchers,
sponsorship, parents, private donations, and links with businesses.
57
4.25 The lack of government funding for ICT within colleges makes it particularly
necessary for them to consider and address issues around sustainability. Almost
all (96%) of colleges responding to the survey stated that their strategic plan
would allow for the replacement of equipment after its life expectancy and 72%
of overall respondents indicated that the ability to sustain the current level of
expenditure on ICT had been factored in to their strategic plans.
4.26 There is perhaps a contrast here with schools that might be explored further.
Put crudely, colleges buy ICT resources ‘with their own money’. When
equipment is purchased, it is accepted from the start that it will have a limited
life and will need to be replaced (ideally when the extended warranty runs out).
Some colleges in the Case Study sample are already approaching a ‘steady state’
where the majority of their ICT expenditure is targeted at replacing existing but
worn-out equipment rather than increasing the overall stock. It is also accepted
that – barring a resource crisis – if one gives a particular subject area a group of
PCs then one is making an indefinite commitment to replace those PC at decent
intervals in future. In contrast, perhaps, schools can sometimes find themselves
encouraged to take advantage of ‘opportunities’ to receive external funding for
ICT equipment without necessarily having the resource to make plans for its
sustainable use. This can store up trouble for the future.
58
Planning for sustainability
Does your strategic plan allow for the replacement of equipment after its life
expectancy?
Primary
schools
Secondary
schools
FE
colleges
All
Yes
68%
82%
96%
81%
No
32%
18%
4%
19%
100%
100%
100%
100%
131
92
101
370
Total
Sample size
Do you factor into your strategic plan the ability to sustain your current level of
expenditure on ICT?
Yes
63%
77%
84%
72%
No
37%
23%
16%
28%
100%
100%
100%
100%
131
93
100
370
Total
Sample size
Does your current level of funding, excluding government funding for ICT, enable you
to plan for sustainability?
Yes
16%
41%
37%
32%
No
84%
59%
63%
68%
100%
100%
100%
100%
132
93
100
370
Total
Sample size
Does your school or college attract additional funding due to its status?
Yes
14%
69%
46%
36%
No
86%
31%
54%
64%
100%
100%
100%
100%
133
94
97
370
Total
Sample size
Does your school or college attract funding from other sources specifically for ICT
purposes?
Yes
6%
14%
14%
10%
No
94%
86%
86%
90%
100%
100%
100%
100%
133
94
100
372
Total
Sample size
Source: PwC e-learning survey 2004
Note: Total includes responses from 46 special schools
59
Views on funding arrangements for ICT
4.27 Survey respondents were asked for their views on a number of features of the
funding arrangements for ICT. A number of points are worth noting:
•
There is a clear aversion to one year budgets – consistent with direction of
current policy on funding;
•
Earmarked funding targeted at ICT generally is the preferred model,
particularly amongst schools (three quarters of primaries and secondaries
regarded this as essential); and
•
It is interesting that targeting earmarked funding towards specific aspects of
ICT is less preferred – again consistent with devolution of responsibility to
institutional managers, an important element of current schools funding
policy. Having said that the effectiveness of ear-marked funds, for example
in encouraging specific policy directions e.g. the use of whiteboards or
laptop provision, is clearly demonstrated.
Which of the following approaches to ICT funding do you regard as
essential for the effective development of
ICT in your school or college?
Earmarked funding targeted at ICT
generally
Earmarked funding for specific aspects of
ICT provision
Ability to vary between funding streams
Capital versus revenue/recurrent funding
One year budgets as opposed to longer
term budgets
Primary
schools
Secondary
schools
FE
colleges
All
78%
76%
64%
72%
44%
51%
32%
44%
46%
41%
31%
40%
25%
15%
24%
20%
10%
14%
10%
11%
Sample size
134
95
102
377
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable
responses. For ease of reference the options have been presented in descending order according
to the aggregate survey responses. This is different from the order in which the options
appeared in the survey questionnaire. Total includes responses from 46 special schools.
Source: PwC e-learning survey 2004
Procurement
4.28 Schools and colleges were asked whether they bought or leased major items of
ICT equipment. The results of the survey showed that three quarters (75%) of
all institutions (including special schools) buy major items of ICT equipment.
Only a small proportion (10%) lease major items of equipment, with a further
16% using a combination of buying and leasing (see Table overleaf).
60
Does your school or college buy or lease major items of ICT equipment?
Primary
schools
Secondary
schools
FE
colleges
All
Buy only
78%
60%
80%
75%
Lease only
11%
20%
2%
10%
Buy and lease
11%
21%
18%
16%
100%
100%
100%
100%
132
92
101
371
Total
Sample size
Source: PwC e-learning survey 2004
Note: Total includes responses from 46 special schools
4.29 Respondents who reported leasing of ICT reported that it involved hardware
only. In most cases, the leasing of equipment was for either computers or
interactive whiteboards.
Resource allocation
4.30 There seems to be a fairly widespread use of internal bidding processes for
resource allocation amongst schools and colleges (nearly one half of primary
schools, two thirds of secondaries and four fifths of colleges). The use of this
mechanism is clearly correlated with the size of the institution (primaries, the
smallest institutions, generally using it least, and FE colleges, the largest
institutions, using it most).
61
Internal bidding process
When allocating funding from within your ICT budget, do you make use of an internal
bidding process, where subject areas make requests for resources?
Primary
schools
Secondary
schools
FE
colleges
All
Yes
46%
65%
81%
62%
No
54%
35%
19%
38%
100%
100%
100%
100%
132
94
99
369
Total
Sample size
In your opinion, how important is it to use a bidding process?
Not important
49%
33%
23%
37%
Important
40%
50%
57%
47%
Very important
11%
17%
20%
16%
100%
100%
100%
100%
124
92
96
354
Total
Sample size
Source: PwC e-learning survey 2004
Note: Total includes responses from 44 special schools
4.31 Almost four fifths (79%) of schools and colleges use their overall strategic plan
to make decisions about resource allocation. However, nearly one fifth of
schools and around one tenth of colleges allocated resources on a more
mechanistic basis (i.e. on a pro rata basis or by using an annual rota system).
62
How do you decide which requests for ICT resources can be filled?
Primary
schools
Secondary
schools
FE
colleges
All
In line with your strategic plan
79%
75%
89%
79%
By order of priority
44%
39%
64%
51%
By encouraging subject areas with a low or
non-existent use of ICT
21%
41%
40%
34%
By supporting subject areas with a proven
ICT record
5%
41%
31%
25%
By allocating the total ICT budget on a
pro-rata basis
7%
13%
6%
8%
By use of an annual rota system
10%
5%
4%
5%
Other
10%
10%
11%
10%
61
61
80
227
Sample size
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable
responses. Total includes responses from 25 special schools
Source: PwC e-learning survey 2004
Support for embedding ICT
4.32 Respondents were asked to comment on sources of support schools and colleges
have received and anticipate receiving in the future with regard to embedding
ICT. A number of findings are worth noting:
•
Support from the senior leadership team and from ICT technicians is clearly
the most important;
•
Primary schools rely more on external support (e.g. DfES, LEA) than
secondary schools;
•
Becta seems to have a greater role for FE colleges than for schools;
•
Relatively low levels of networking and support between schools; and
•
Low levels of support from MIS or Managed Service providers.
63
Institutional requirements for support from other stakeholders
Amount of
support
required
Stakeholders
% of institutions who
require a high level of
support in the future from
these stakeholders
• Senior leadership team
• ICT technicians
Medium
• DfES, LEA
• Consultants, MIS/MSP
• Governors
Low
• Becta, QCA, NCSL
• Principals/teachers from other colleges
Source: PwC e-learning survey 2004
High
>60% of institutions
20-30% of institutions
<10% of institutions
Which of the following groups will be required to provide a high level of
support in the future to develop ICT in your school or college?
Primary
schools
Secondary
schools
FE
colleges
All
ICT technician(s)
60%
78%
75%
68%
The senior leadership team
51%
63%
78%
63%
Governors
28%
31%
31%
29%
ICT consultant/advisor
31%
23%
16%
25%
The LEA
42%
17%
7%
25%
MIS or Managed Service provider
19%
13%
43%
24%
DfES
24%
6%
29%
20%
Becta
12%
6%
28%
15%
QCA
11%
3%
19%
12%
Teachers in other schools or colleges
12%
5%
6%
8%
NCSL
10%
5%
5%
7%
Headteachers/principals of other schools or
colleges
3%
1%
8%
4%
Sample size
134
95
102
377
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable
responses. Total includes responses from 46 special schools
Source: PwC e-learning survey 2004
4.33 Survey respondents were asked to identify the main barriers to developing the
use of ICT in their institution14. It is clear that:
14
It is worth noting that most respondents cited more than one barrier to developing the use of ICT.
64
•
The people aspect is important15 – moreover, this is perhaps the most
important finding to come through from the qualitative responses from the
survey;
•
The buildings aspect is also important – this is of particular relevance when
it is considered that the survey revealed that two thirds of schools and
colleges stated that their ICT development was restricted due to the
physical layout of the building;
•
Internal support is generally seen as much more important than external
support; and
•
Despite the reducing costs of the equipment concerned, finance is still a
major constraint in the utilisation of ICT for curricular support in schools.
What are your main barriers and facilitators in terms of the development
of ICT in your institution?
Barriers
• Not enough resources / expertise
• Guidance and support
• Design of buildings
• Time
• Technical faults / reliability
• Access to IT equipment
• Confidence of staff
Facilitators
• Support from the LEA
• More funding for better ICT resources
• Excellent ICT co-ordinators
• Access to IT equipment
• Support from senior management team
• Motivation of staff
• NGFL
• Staff training
Source: PwC e-learning survey 2004
4.34 In terms of the areas in which support would be helpful, technical support and
curriculum support score highly, with respondents clearly concerned to ‘make
the kit work’ on the one hand and have appropriate learning resources to use it
to best advantage on the other. In contrast, neither schools nor colleges report a
need for additional support with financial or strategic planning, probably since
these are the core responsibility of the leadership teams of whom our
questionnaire respondents are usually a part.
15
This was also evidenced in the Case Study research.
65
For which of the following areas would it be very useful to have additional
support?
Primary
schools
Secondary
schools
FE
colleges
All
Financial planning
20%
15%
20%
19%
Strategic planning
31%
23%
22%
27%
Technical issues
58%
35%
30%
45%
Curriculum issues
45%
37%
42%
43%
Sample size
134
95
102
377
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable
responses. Total includes responses from 46 special schools
Source: PwC e-learning survey 2004
ICT in teaching and learning
4.35 The survey sought to find out whether respondents could state if there has been
an increase in pupil and student attainment linked to the use of ICT in teaching
and learning.
4.36 Almost four fifths (77%) of all institutions (including special schools) stated
that the use of ICT contributed to improved pupil attainment. Secondary
schools are the most optimistic with 87% stating that use of ICT had led to an
improvement in attainment. In most cases these views were based on the
professional judgement of the institutions’ staff.
In your opinion does the use of ICT in your school or college contribute to
improved pupil attainment?
Primary
schools
Secondary
schools
FE
colleges
All
Yes
72%
87%
72%
77%
No
8%
3%
3%
5%
Unsure
20%
10%
25%
17%
100%
100%
100%
100%
133
94
100
372
Total
Sample size
Source: PwC e-learning survey 2004
Note: Total includes responses from 45 special schools
66
If yes, what is your opinion based on?
Primary
schools
Secondary
schools
FE
colleges
All
The professional judgement of your staff
86%
67%
69%
78%
Anecdotal evidence
28%
37%
38%
34%
Statistical evidence from your school or
college
15%
44%
24%
28%
Other
2%
5%
7%
4%
Sample size
96
82
72
288
Note: Total includes responses from 38 special schools. Figures do not sum to 100% as
respondents were asked to indicate all applicable responses
Source: PwC e-learning survey 2004
The extent of e-learning embeddedness
4.37 The survey asked respondents to provide an indication of the extent to which, in
their view, ICT was embedded in the delivery of teaching and learning.
Furthermore it asked principals and headteachers to indicate to what extent they
agreed to contribute to the following statement of Government policy in relation
to e-learning:
‘this is about embedding and exploiting technologies in everything we do, and getting ICT
embedded across the curriculum for all subjects and in all pedagogues’. (Charles Clarke,
Foreword to Towards a Unified e-Learning Strategy, July 2003)
4.38 One third (33%) of schools and just over one seventh (15%) of FE colleges
indicated that, in their view, ICT was embedded a lot in the delivery of teaching
and learning in their institution. In addition, over three fifths (63%) of schools
and around half (49%) of colleges indicated that there was a significant
willingness in their institution to move towards embedded e-learning16.
16
One of the difficulties with these questions – which was anticipated before the questionnaire was
released – concerns the potential ambiguity of the words ‘e-learning’ and ‘embedded’. In particular,
the lower percentage shown against FE colleges should not be taken – in our view on the basis of our
case study visits – to suggest that less use is made of what an observer might regard as ‘e-learning’ in
colleges than in schools. Rather, FE lecturers and their senior managers are less ready to recognise the
use of ICT to support learning and teaching as ‘e-learning’ compared to their school-based colleagues.
67
To what extent is ICT embedded in the delivery of teaching and learning in
your school/college?
Primary
schools
Secondary
schools
FE
colleges
All
A little
6%
10%
20%
12%
Some
58%
61%
66%
60%
A lot
36%
30%
15%
28%
Total
100%
100%
100%
100%
132
94
102
374
Sample size
Source: PwC e-learning survey 2004
Note: Total includes responses from 46 special schools
To what extent is there, in your opinion, a willingness to contribute
to this aim within your school or college?
Primary
schools
Secondary
schools
FE
colleges
All
A little
3%
2%
2%
3%
Some
30%
37%
49%
38%
A lot
67%
61%
49%
59%
Total
100%
100%
100%
100%
132
94
102
374
Sample size
Source: PwC e-learning survey 2004
Note: The total column includes responses from 46 special schools
4.39 It is important to recognise that, as indicated above, these responses are based
on the institutions’ own self assessment of their e-learning embeddedness.
Given this, other data generated by the survey have been used to test the
veracity of the self assessment. In particular, we have cross referenced the self
assessment responses against a range of more traditional indicators of the extent
of e-learning embeddedness, e.g. the computer to pupil ratio, and whether or not
formal ICT training is provided. This analysis shows that, generally speaking,
those institutions describing themselves as fairly advanced in e-learning terms
also tended to have ‘better’ traditional indicators of e-learning. For example,
nearly nine out of ten primary schools who described themselves as having
embedded e-learning had a computer to pupil ratio of better than one to ten,
compared to around one half of schools who said that e-learning was only
embedded ‘a little’. Similarly, one third of primary schools who said that ICT
was embedded ‘a lot’ had a V/MLE, compared to only one tenth of schools who
said that ICT was embedded ‘a little’.
68
Cross tabulations between indicators of ICT embeddedness
Extent to which ICT is
embedded in teaching
and learning
A little
Some
A lot
% of schools with computer to pupil ratio better than 1 to 10
50%
75%
85%
The institution provides formal or informal in-house training
88%
57%
96%
75% or more of staff at the school are provided with personal
access to a laptop or desktop computer
22%
39%
71%
The institution has a V/MLE
11%
19%
36%
-
4%
2%
% of schools with computer to pupil ratio better than 1 to 10
0%
12%
4%
The institution provides formal or informal in-house training
67%
69%
86%
75% or more of staff at the school are provided with personal
access to a laptop or desktop computer
22%
39%
71%
The institution has a V/MLE
11%
19%
36%
The school does not have an ICT
co-ordinator
22%
4%
7%
% of schools with computer to student ratio better than 1 to 50
10%
27%
33%
The institution provides formal or informal in-house training
70%
92%
93%
75% or more of staff at the school are provided with personal
access to a laptop or desktop computer
55%
66%
73%
The institution has a V/MLE
65%
70%
87%
The college does not have an ICT co-ordinator
15%
8%
13%
Primary (n=132)
The school does not have an ICT
co-ordinator
Secondary (n=94)
FE (n=102)
Source: PwC e-learning survey 2004
Note: Total includes responses from 46 special schools
4.40 Notwithstanding these broad relationships, it is clear from the data presented in
the Table above that there are some institutions who describe themselves as
having embedded e-learning, but who do not perform well according to
traditional indicators. For example, 15% of primary schools who said that ICT
was embedded ‘a lot’ had a computer-to-pupil ratio of worse than 1 to 10, which
would be generally thought to be unsatisfactory. For this reason, and in order to
give a more complete assessment of the overall extent of ICT embeddedness in
institutions, the study team constructed a refined indicator of the extent of
embeddedness, based on:
• The institutions’ self assessment i.e. extent to which ICT is currently
embedded in teaching and learning;
69
• Their performance in terms of other traditional indicators i.e. access to ICT
applications, training, technical support, ICT strategy; and
• Their stated willingness to embed ICT in the future17.
4.41 The Table overleaf shows the criteria used to construct the refined indicator of
embeddedness. In summary, the main points include;
• A ‘Late adopter’ is an institution where their own self assessment of the
extent of usage of ICT is low, and where there are few signs of strategic
thinking around the procurement and utilisation of ICT in the curriculum;
• An ‘E-enabled’ institution is one where there is clear evidence of strategic
thinking around the use of ICT, self assessment and future willingness to
embed ICT are high and the institution fairs well in terms of the traditional
indicators of the use of ICT; and
• In between these extremes are two categories of institutions which possess
very similar characteristics to each other except that institutions in one
category show a greater willingness to embrace the e-learning challenge in
the future.
17
These indicators are broadly similar to those identified and used to categorise the sophistication of
schools ICT strategy in our recent work for the DfES assessing the impact of ICT on teacher workload.
70
Constructing a spectrum of e-enablement for schools and colleges
Indicators
Spectrum of e-enablement
Stated
willingness
Traditional indicators
Self
assessment
Late
adopters
Ambivalent
Enthusiastic
E-enabled
The extent to which
ICT is currently
embedded in
teaching and
learning
A little
Some
A lot
Does your institution
have an ICT
strategy?
None or an
informal
strategy
Informal strategy or part of
teaching and learning
strategy
A written
strategy
Does your institution
provide in-house
training?
Not
applicable
Formal or informal training
is provided
Formal and
informal
training are
provided
Does your institution
provide technical
support?
Yes
Yes
Access: computer to
pupil ratio
Worse than 1 to 20
Better than 1
to 20
A little or
some
Willingness to
embed ICT in the
future
A lot
A lot
Notes:
1. All indicators have been given an equal weighting.
2. In terms of access for FE colleges, the threshold was 1 computer to 50 students.
3. It would, of course, be possible to create alternative distributions of institutions if the
parameters of the above criteria were set out differently.
4.42 An overview of the findings of this work is provided in the Figure overleaf. The
key findings are as follows:
• Just over one in ten (11%) institutions can reasonably be described as having
embedded ICT successfully into teaching and learning;
• At the other end of the e-learning spectrum there seems to be a persistent
13% of institutions who are, in a sense, late adopters, i.e. they recognise that
they have not embedded ICT into teaching and learning, and this is reflected
in their lack of strategic thinking around the use of ICT; and
• In the middle of the spectrum, the remaining 76% of institutions recognise
that they have a considerable way to go in terms of embedding ICT. This
group can be divided into two: firstly, those who have a commitment and
enthusiasm to embed ICT and, secondly, those who seem rather relaxed or
ambivalent about embedding ICT in the future.
71
Spectrum of e-enablement
Late
adopters
(13%)
e-enabled
(11%)
enthusiastic
(40%)
ambivalent
(36%)
Extent of e-learning development
4.43 It is important to state that this method of classification may differ from other
research to date since it accounts for the future intentions of institutions with
respect to embedding e-learning as well as the current situation. It is important
to bear this in mind when interpreting the results.
4.44 The table overleaf provides a breakdown of the above spectrum of e-enablement
by institution type.
Spectrum of e-enablement by institution type
Late
adopters
Ambivalent
Enthusiastic
E-enabled
Sample
size
Primary
schools
7%
44%
39%
10%
118
Secondary
schools
11%
41%
34%
14%
85
Special
schools
16%
35%
33%
16%
43
FE colleges
20%
23%
49%
8%
99
All
13%
36%
40%
11%
345
Note: In the ICT and teacher workload assignment, 44% of schools had an emergent, 50% had
an established and 6% had mature ICT strategies. This is broadly comparable to the above
distribution when one combines the late adopters and ambivalent categories as emergent,
enthusiastic as established and e-enabled as mature.
4.45 It is interesting to note, despite the small sample sizes in some instances, that the
profile of each institution type is broadly similar and reflects the normal or ‘bell
curve’ distribution.
4.46 On the basis of the above classification, the table overleaf shows the responses
to a number of key questions from within the questionnaire.
72
Profiling institutional characteristics
Spectrum of e-enablement
Late
adopter
Ambivalent
Enthusiastic
E-enabled
ICT is embedded a lot in teaching
and learning
0%
11%
22%
100%
The institution has an ICT coordinator
88%
95%
96%
100%
The institution has access to technical
support
93%
94%
98%
99%
The institution provides in-house
training
93%
81%
100%
100%
The institution has a V/MLE
32%
20%
34%
33%
The institution has an overall ICT
strategy
89%
86%
99%
90%
The institution plans strategically
regarding sustainability
66%
66%
74%
87%
The use of ICT contributes to
improved student attainment
55%
79%
77%
90%
Deployment of computers in clusters
45%
50%
64%
64%
44
125
137
39
Sample size
Note: The figures presented here are averages across all institutions. In Appendix C (pages
132-134), we have provided a detailed breakdown of the characteristics of the above stages of
e-learning development by type of institution.
4.47 The above table shows that as one progresses along the spectrum of eenablement, larger proportions of institutions possess the core characteristics
deemed to be important for embedding e-learning. However, it is interesting that
this is not true in all cases – for example, having an ICT strategy, where the
largest proportion is in the `enthusiastic’ category.
Principal cost factors associated with embedding e-learning
4.48 In this section we have identified, on the basis of the Case Study and survey
research, the main costs associated with embedding e-learning – these are
summarised in the figure overleaf.
73
Principal cost factors
Time
Sustainability planning
E-learning strategy
Buildings
Investing in
people
ICT infrastructure
4.49 The key points to be noted from the above figure include;
• It is imperative that, as a first step, the institution has a well defined strategy
for e-learning including a clear and realistic vision of where the institution
wishes to get to in the future. In preparing the strategy, all staff need to be
bought into the concept since the people dimension is crucial to the success
of the strategy;
• Buildings related costs could prove a major cost factor depending on the
state/complexity of the current buildings. For example, within a large FE
setting, building related costs could be quite high due to the college being
located in a number of campuses whereas within a small primary school
there may indeed be no buildings related costs;
• Implementing an ICT infrastructure can happen at the same time as training
the staff in the institution; and
• Planning for sustainability needs to be integrated throughout the whole
process.
4.50 During the Case Study visits, the study team attempted to collect institutionlevel cost data associated with embedding e-learning and the factors noted
above. Institutions found this very difficult since the categories within their
financial statements, for example Consistent Financial Reporting (CFR), did not
easily read across to those mentioned above. Therefore we cannot assign actual
costs to these factors. Rather, what we have done is summarise, in the table
overleaf, the relative magnitudes of these costs.
74
Relative magnitude of principal cost factors
Principal cost factor
Examples of costs
High/Medium/Low cost
Preparation of e-learning
strategy
• Headteacher input
Low
• ICT co-ordinator
• Management team input
Buildings
• Adaptions/modifications etc.
High/Medium/Low 18
ICT infrastructure
• Hardware
Medium
• Software
• Technical support
Investing in people
• ICT co-ordinator
High
• Staff training
Timing of principal cost factors on the spectrum of e-enablement
4.51 Based on the above principal cost factors and the phases of e-learning
development, this final section gives some consideration to the timing of these
costs and when they are most likely to be incurred by institutions. It is difficult
to be too prescriptive about the timing of these costs due to the immense
diversity across institutions. However, from the evidence of this research study
(and more general knowledge of patterns of ICT development in schools and FE
colleges), it is possible to make the following predictions about how principal
costs vary over time:
• ICT strategy: the cost of developing an ICT strategy (which is a necessary
precondition for e-learning development) is relatively low although it is
probably at its highest in the early stages of e-learning development since it
has to be developed from first principles;
• Buildings: accommodation costs are difficult to map onto a time sequence,
in that they depend largely on the condition of the buildings in the first place.
However, it could be that costs are likely to be greatest in earlier stages,
when the institution moves from having relatively little ICT to a lot of ICT
hardware: this may necessitate the building of bespoke accommodation (e.g.
computer suites), as well as increased levels of security (the costs of which
are ongoing/rising as the level of ICT equipment in the institution rises).
Later, investment in new technologies such as interactive whiteboards and
wireless networks may incur further costs;
• ICT infrastructure – hardware: the cost – based on the Case Study research
– is highest in the earlier stages of developing e-learning, when there is
investment to integrate ICT into all aspects of the curriculum (e.g. investing
in large numbers of computers, establishing the network infrastructure etc).
18
Depending on the type of institution and the current state of the buildings.
75
Once this hardware is in place, the cost emphasis shifts to maintaining,
upgrading and replacing hardware – this is a lower cost but an ongoing one.
As e-learning develops and becomes embedded across the curriculum, there
is another substantial hardware cost as the school/college invests in emergent
technologies (e.g. interactive whiteboards, V/MLEs, wireless networks);
• ICT infrastructure - software (purchasing and developing): the cost of
software increases as the level of use of ICT across the curriculum increases
(purchasing new software to meet curriculum needs; licensing packages to a
larger number of users);
• ICT infrastructure – technical support: costs increase as levels of ICT
equipment and usage in the institution increase. In the early stages of elearning development (and/or if the overall amount of ICT hardware is
relatively small) technical support may be provided by teaching staff rather
than dedicated technicians. As the amount of hardware increases and
curriculum delivery becomes more reliant on ICT, it will be necessary to
increase technical support provision (e.g. through employing on-site staff;
buying into a managed support service);
• Investing in people - ICT co-ordinator: there is an ongoing/permanent cost
involved in appointing an individual to carry out ICT co-ordination
responsibilities, although the size of the cost will probably vary over time. In
the earlier stages of ICT development (and/or if the institution is small) it
could be possible for a teacher to carry out this role alongside their teaching
responsibilities. As the use/importance of ICT increases, the co-ordinator
role becomes more critical and needs to be a full-time appointment; and
• Investing in people - staff training: this is an ongoing cost factor, which
will peak when the new technology is integrated across the curriculum – e.g.
after the school/college moves from having a few computers to a large
number of networked computers. Training costs will also rise as institutions
invest in emergent technologies which allow/require new styles of working
(e.g. whiteboards; V/MLEs).
4.52 It is important to note that the above are explicit costs i.e. spending that the
school/college can account for. There are numerous implicit costs which are
more difficult to identify – for example, time spent by staff outside of formal
training sessions in familiarising themselves with hardware/software, in
developing e-learning resources etc. Nonetheless, these implicit costs are real
and substantial and do need to be taken into account by institution leaders when
planning for ICT sustainability.
76
V Conclusions and
recommendations
Summary of key findings
5.1
The research suggests that just over one tenth of institutions in England (around
11%) have managed to embed e-learning successfully. At the other end of the
spectrum, there seems to be between one tenth and one fifth of institutions
(13%) who have made very limited progress, and seem to have little enthusiasm
for embedding e-learning in the future. The remaining institutions (around three
quarters of the total) can be broadly split into two groups: those who have made
some progress with e-learning and are committed to, and enthusiastic about,
moving forward with it; and those who, again, have made some progress but are
rather more ambivalent about developing e-learning in the future. This broad
typology of institutions on the e-learning spectrum is, of course, subject to a
certain margin of error (say 5-10%), and varies somewhat according to which
particular type of institution is being considered (e.g. there are some differences
between schools and FE colleges). However, as a high-level summary, we
believe it provides an appropriate and accurate sense of what the research data
say about the overall extent to which e-learning is embedded.
5.2
A prerequisite for embedding e-learning is that institutions have a strong and
inclusive educational vision. The vision for education needs to precede the
vision for ICT; in a sense, the ‘learning’ needs to precede the ‘e’. In addition,
strategies for e-learning need to be broad, and encompass not only the
opportunity to improve the quality of teaching and learning, but also the
opportunities for institutional improvement and for reducing teacher workload.
It is also essential for issues relating to funding, as well as those relating to the
ICT infrastructure, to be shaped and driven by the overall vision for teaching
and learning. Successful institutions have decided where they want to get to in
learning terms, and have engaged effectively with funding and other issues, as
the means of getting there.
5.3
Another prerequisite relates to the people dimension; the research shows that
institutions can make most progress when teachers and other staff are fully
bought into the overall vision for learning and the associated strategies for the
use of ICT. In addition, people require the necessary skills to engage effectively
with the technology. This can be achieved through formal and informal
training, and the research has shown that the latter is often more powerful for
many institutions than the former. The research also suggests that one of the
best ways of galvanising the support of teachers is through peer influence and,
in particular, through teachers seeing in their peers, the clear benefits which
technology can bring to the delivery and management of learning in their
institutions.
77
5.4
Most institutions have a broad awareness of ICT sustainability issues but many,
in particular primary schools, are not planning effectively for it. For example,
although nearly two thirds of primary schools indicated that the sustainability of
current funding was factored into their strategic plan, almost one in three (32%)
of them also indicated that their plan did not allow for the replacement of
equipment after its life expectancy. Awareness of, and planning for,
sustainability seems to be much more satisfactory in secondary schools and FE
colleges (although we are aware of some exemplary practice in primary
schools). The key constraint identified across all types of institutions, related to
funding. For example, around three fifths of secondary schools and FE colleges
indicated that their current level of funding, excluding government funding for
ICT, did not enable them to plan effectively for sustainability.
5.5
ICT strategies are now commonplace, with nine out of ten institutions reporting
that they had such a strategy, either a formal one or an informal one. Formal
written strategies, as one would expect, are more common in larger institutions,
particularly secondary schools and FE colleges. However, relatively small
proportions of institutions (between one tenth and one fifth) had an ICT strategy
which was part of the overall teaching and learning strategy for the institution.
Related to this, most institutions (four fifths on average) indicated that subject
teachers did not have a significant influence over development of their strategy.
This is in contrast to the situation in institutions which had managed to embed elearning, where curriculum managers and teachers generally had a significant
influence over decisions about which e-learning materials to purchase.
5.6
These findings, for example, reflect a broader theme from the research, namely
that although there are notable exceptions, there has been a tendency for many
of those involved in ICT developments in institutions to focus on ICT per se,
rather than ICT as the means to the end of enhancing learning opportunities. In
other words there has been rather too much focus on the provision and the
‘plumbing’, but not the pedagogy. Whilst this is understandable in, for
example, large FE colleges which have a huge and complex infrastructure to
manage, the point remains that the strategic and management focus of e-learning
needs ultimately to be tied back to the ‘learning’, and not rest with the ‘e’ per
se.
5.7
Related to the previous point, in many secondary schools some full-time
teachers spend about one third of their time on technical ICT matters. This
raises important value for money issues, since such technical support could, in
principle, be provided more cost effectively and to a similar standard by trained
technicians (who are much less costly than teachers). As such, this issue goes to
the heart of the sustainability agenda. In particular, it highlights the need to
shift the mindset of many institutional leaders towards a clearer understanding
of the real, whole-life costs of introducing and maintaining ICT, and towards
developing appropriate and sustainable models of support.
78
5.8
Computer suites still tend to be the predominant model for the location of
computers in schools and colleges, although there is some evidence from the
research of an increasing focus on locating computers in classrooms and
clusters, particularly in FE colleges. Without being overly prescriptive, and
recognising computer suites have for many institutions been an important
element in their journey towards embedded e-learning, there is a sense in which
the predominance of computer suites is rather at odds with the principles
underpinning the concept of embeddedness.
5.9
Given the scale of FE colleges’ infrastructure investment, the cost of software
licences can be prohibitive, particularly, ‘full organisation licences’ which allow
colleges to load software on lecturers’ own machines for home use, and the
licence fees charged by VLEs.
5.10 There is a clear issue with school and college buildings restricting their effective
use of ICT; around two thirds of institutions indicated that their buildings were
having an adverse impact on the progress they were making with the
development of e-learning.
5.11 Generally, the research provides further quantitative and qualitative evidence
that school/college leaders perceive there to be a link between ICT and pupil
performance. For example, nearly 8 out of 10 institutional leaders indicated that
the use of ICT in their institution had contributed to improved pupil attainment.
Interestingly, around two fifths of secondary school headteachers said that this
view was based on statistical evidence from their school.
High level implications for policy
5.12 On the basis of these key findings, a number of policy-related issues are also
worth highlighting:
•
In terms of funding, the research results generally support the broad thrust
of the recent changes to the DfES policy in relation to school funding, i.e.
the move away from one year budgets, and the widespread use of ICT
earmarked funding (so long as, in the views of the institutions, as there is
flexibility about how it is used). However, there is also a clear view
amongst institutional leaders that their current funding levels, set against
the current costs of provision, do not enable them to develop a clear plan to
secure sustainability;
•
Our simple typology of the extent of embeddedness in institutions
highlights the magnitude of the task at hand in terms of promoting and
embedding e-learning throughout the education system. More than four
fifths of institutions are very much at the early stages of the e-learning
journey, and a significant proportion of these have not yet started down the
road;
•
In terms of efforts to help institutions move forward along the e-learning
spectrum, our typology suggests that a range of different policy responses
may be required, depending on the category (or constituency) being
79
targeted. For example, for those who have made some progress but remain
ambivalent, the focus may need to be on marketing and persuading them of
the ‘business case’ for developing e-learning; winning their ‘hearts and
minds’. And for those who have made the same progress but are
enthusiastic and committed, the focus may need to be more on some of the
other more practical and strategic issues identified in the research, for
example, in relation to leadership, technical support and funding. There is
also, in our view, scope for schools and colleges to learn from each other
and share ideas and ways of overcoming the most significant barriers to elearning development;
•
There is a clear need to make the ICT infrastructure easier for institutions to
manage and use on a day-to-day basis, i.e. to enable teachers and ICT coordinators to spend less of their time managing and trouble-shooting the
ICT, and more time developing and promoting the associated learning
opportunities, in order to keep a rigorous focus on the desired learning
outcomes. There is, of course, a balance to be drawn here, since teacher
input to and ownership of the ICT architecture is altogether consistent with
the concept of embedded e-learning. To date there has been a tendency to
focus on ICT per se, rather than ICT as the means to enhance learning
opportunities. It is important for institutions to have a strong and inclusive
educational vision. The vision for education has to be clear and realistic and
needs to precede the vision for ICT: in a sense, the ‘learning’ needs to
precede the ‘e’;
•
There is an opportunity for Government, broadly defined, to provide more
support to institutions seeking to develop appropriate and effective elearning strategies. Currently, most institutions (more than three quarters)
are relying on internal support from their leadership team and ICT coordinators, but are significantly less pro-active in tapping support from
external bodies including the DfES, their LEA, Becta and the NCSL (less
than one fifth of institutions said that these were a significant source of
support). The extent to which those who provide the internal support were
themselves availing of these wider support opportunities (i.e. ‘collateral
support’) was not clear from the research. Some of the principles of good
management practice highlighted in this research, might actually be used by
the relevant external bodies to help steer institutions’ strategies in the right
direction. Strategies for e-learning need to be broad, and encompass not
only the opportunity to improve the quality of teaching and learning, but
also the opportunities for institutional improvement and for reducing
teacher workload. It is also essential for issues relating to funding, as well
as those relating to the ICT infrastructure, to be shaped and driven by the
overall vision for teaching and learning;
•
Institutions have a further opportunity to support each other in developing
e-learning opportunities. The quantitative data show that relatively few
schools (particularly secondary schools) and colleges receive support from
other similar institutions. And the Case Studies have highlighted some
clear examples where doing this has resulted in significant benefits at
institutional level. In principle, this can be done in a number of different
80
ways, e.g. shared networking activities for the people from different
institutions, and integrating the ICT systems used by different institutions;
•
Institutions should develop more effective, long-term relationships with
ICT suppliers, based on the concept of partnership. They need to shift their
mindset from one in which they are ‘buying kit’ at the best price, towards
one in which they are buying into the provision of a diverse suite of ICTrelated services over the longer term. Our Case Studies have provided
some good examples of institutions who have moved towards leasing
equipment, as opposed to buying, as one way of achieving this;
•
There is a need for policy to encourage and facilitate institutions to move
towards a more embedded delivery model which locates computers in the
classroom, or in clusters and not, as is predominantly the case, in computer
suites. This could, in principle, be done in a number of ways, for example,
through encouraging more educational embedding via the inspection
process, and by promoting approaches more likely to deliver coherence and
sustainability through the provision of some earmarked funding. In this
regard, it is worth noting that in terms of funding, the research results show
clearly the huge influence which earmarked funding can have on
institutions’ investment decisions (e.g. the provision of whiteboards,
laptops etc); and
•
The DfES policies for promoting e-learning need to be more fully joined up
with analogous policies on renewing the school and college estate (e.g.
Building Schools for the Future), given that in a number of cases buildings
have been identified as a significant constraining factor for institutions
developing e-learning opportunities. Similarly, some FE colleges have
argued that it would be very helpful to have a more joined-up approach
from (a) Government agencies concerned to promote e-learning (e.g. NLN,
LearnDirect etc.), and (b) those concerned with networking infrastructure
(e.g. JANET, the NHS Network, Local Government Network etc.). The
UK, it was argued, had missed the opportunity to adopt the ‘networked city’
approach found, for example, in a number of US cities, and had instead
followed a piecemeal development process that fragmented Government
support.
Final reflections
Differences between schools and FE colleges
5.13 Although our project has tried to draw lessons from schools and colleges as a
whole, it is clear that there are significant differences between the two sectors in
terms of the implementation of e-learning. Some of these differences are
explored below.
81
5.14 First, colleges – as larger institutions than even the largest schools – have tended
to take a more ‘corporate’ approach to e-learning development. There is thus a
clearer separation between the ‘strategic’ role of the assistant principal or
equivalent who takes overall responsibility for e-learning implementation on the
one hand and the ‘tactical’ role of the subject leaders, subject champions and
individual lecturers on the other. Because of this separation, it is likely that the
requirements laid by the ‘strategic’ staff on their ‘tactical’ colleagues are more
formal, and (for example) individual lecturers are more likely to be formally
required to implement e-learning to a particular level than their school-based
colleagues.
5.15 Also because of their greater size, colleges are more likely to be self-reliant in
sourcing funding for ICT development, and tend not to rely on grants, special
programmes or sponsorship. This, as we have seen, helps sustainability in the
long run.
5.16 Thirdly, the variety of work that most colleges offer suggests that by no means
all college-based subjects of study have the ‘critical mass’ nationally to support
independent or commercial development of e-learning courseware. Compared
to the millions of students following GCSE Mathematics, the take-up of some
college programmes can be only in the hundreds nationally. No commercial
provider is likely to develop e-learning materials for such programmes, and
colleges must therefore develop proportionately more approaches and models
in-house. This makes networking between colleges even more important if the
limited economies of scale that can be achieved through sharing specialist elearning materials are actually to be delivered.
5.17 Finally, the greater size of college senior management teams, and the greater
specialisation consequently available on them, implies that, in general, colleges
find it easier to recruit the specialist senior management expertise they need to
deliver e-learning. Certainly the colleges we visited as part of our Case Studies
tended to be confident that they possessed all the expertise – if not yet the
resources – they needed for effective e-learning delivery.
Moving towards personalised learning
5.18 In our view it will ultimately be through the twin tracks of an improved
appreciation of the educational potential of e-learning along with a improved
ability of managers to understand, control and plan for its economic
implications that schools, colleges and the learners they seek to help will be able
to fully realise the opportunities presented by the e-revolution.
5.19 The period during which we have been developing our report has been one in
which the e-learning agenda generally has been the subject of increasing focus.
Much of this attention has been prompted by the consultation exercise which
accompanied publication of the Towards a Unified e-Learning Strategy
Document in July 2003.
82
5.20 It is clear from the outcome of that consultation exercise that a broad range of
bodies including schools, the FE/HE sector, industry and government agencies
are engaged in seeking solutions to the challenges raised by a unified approach
e-learning. There was a wide measure of support for the actions proposed in the
e-learning Strategy Document.
5.21 The response from the Secretary of State to the findings of the consultation
exercise makes it clear that e-learning will be required to drive forward the
wider policy on ‘personalised learning’ which has, as a key objective, to move
the learner to the centre of the educational system.
5.22 We review below a number of developments which have occurred during the
period of our work and set them in the context of the twin strands of
‘educational potential’ and ‘economic management’ which we believe must
inform any drive to long term sustainability.
The importance of vision and leadership
5.23 Effective leadership is a prerequisite for delivering any form of institutional
change and embedding ICT into teaching and learning is no different. It is also
clear that before an institution can have effective policies in relation to the use
of ICT to support learning and teaching, it must have a clear vision in relation to
what sort of learning institution it is seeking to be. It must know what sort of
learning and learners it is trying to develop.
5.24 This point was recognised by Ofsted19, who, reporting recently on the attributes
of schools that were furthest forward in their use of ICT noted that [in such
schools]:
‘Only after fundamental issues of pedagogy and learning were identified was
the place of ICT identified and established. In terms of ‘e-learning’, the focus
was thus squarely on the learning rather than the ‘e’’
5.25 It is clear therefore that those organisations which have a clear ‘whole school’
strategic focus on teaching, learning and institutional improvement are likely to
be best placed to be effective in their use of ICT – and to be embedding it
successfully.
5.26 There is evidence that the Becta/NCSL Strategic Leadership in ICT (SLICT)
programme is already having a positive effect in this area.
5.27 The recently announced partner programme Strategic Implementation in ICT,
(SIICT) – which brings together school colleagues with responsibility for
curriculum leadership, organisation leadership and organisational change – has
the potential to strengthen further the ICT leadership resources available to
schools.
19
Ofsted, ICT in schools – The impact of government initiatives five years on, paragraph 14
83
Funding e-learning more efficiently
5.28 During the period of our work, government has announced a number of
significant changes to the way school funding operates. These include a
commitment to more secure and streamlined funding arrangements, the
introduction of three year budgets, changes in the way schools can use their
capital funding, an increase in the overall funding available to support ICT, and
increased flexibility in relation to the way ICT Standards Funds can be used.
5.29 During the period of the e-learning consultation a consistent theme emanating
from that process was concern about funding – with a substantial majority of
respondents taking the view that government needs to underwrite the costs.
5.30 Regardless of how the costs are met, increased capability for effective financial
management in institutions is crucial if best value for money is to be achieved.
The expansion of the Financial Management in Schools (FMiS) programme to
support schools’ financial management expertise - which is being extended to
schools across the country - is likely to be a helpful development. We set out
elsewhere in our report our own findings in this area.
5.31 The funding issues, which we explore in greater detail elsewhere in our report,
present a number of potentially conflicting arguments:
•
The desire for the maximum budget flexibility to be available at the
institutional level on the one hand with the recommendations of for example
Ofsted to:
‘continue to earmark funding for ICT resources schools, including laptops
for teachers, in order to ensure that the current resource momentum is
maintained’
•
The desire for the maximum choice of suppliers to be available at the
institutional level on the one hand with the opportunities for long term cost
reductions through aggregated procurement;
•
The policy challenge is to determine what level of local choice is necessary
to ensure the institution can deliver its educational vision appropriately
supported by ICT, and what level of choice is affordable in the context of
seeking to embed the long term funding arrangements;
•
We note that the investment in ‘Building Schools of the Future’ was
accompanied by a detailed analysis in relation to the various delivery models
which that programme might use to ensure it resources were efficiently and
effectively deployed and met local needs, whilst delivering economies of
scale; and
•
Taking account of the importance of e-learning to the effective delivery of
the government’s wider agenda on personalised learning, and the very
significant sums currently being invested in educational ICT, if policy and
84
practice are to learn the lessons available, it is important that this takes
account of the evidence from this study.
85
Appendix A
Desk based research
• Observations on e-learning in Scandinavian Schools
86
Introduction
1. Within Europe, much greater attention has been given to e-learning in the sense of
that learning which is not site-specific. There are many countries which could be
considered here, but it is probably true to say that northern Europe and the Nordic
countries are further ahead than western and southern Europe in this area. Many of
the countries in central and eastern Europe have put a high priority on ICT and elearning. Hungary was the first European country to get Internet into all secondary
schools without costs to the individual school, and the Tiger Leap programme in
Estonia was also far ahead of countries like UK and Canada. More recently, these
countries have fallen behind, since the infrastructure for broadband often does not
exist.
Denmark
2. Denmark is a relatively small country but has a long history of ICT in schools and
e-learning, and it hosted the World Conference on Computers and Education in
2001. Much of the activity in Denmark is managed by UNI.C, the Danish IT
Centre for Education and Research
(http://www.uni-c.dk/generelt/english/index.html). Most schools and similar
institutions (2800 schools representing half a million Internet users) are part of
Sektornet, a dedicated Internet service for education – roughly equivalent to
JANET for universities in the UK. Within Sektornet, the Skolekom service makes
use of a virtual learning environment and is reputed to be the largest and most
active implementation of this particular VLE product in any school system
worldwide.
3. Also part of Sektornet is the EMU educational portal. This includes a wide variety
of
educational
resources,
some
of
which
are
in
English
(http://www.emu.dk/gym/fag/en/uvforloeb/multiculturalism.html). SkoDa is the
schools database and includes a wide range of online resources which have been
purchased with government funds in order for Sektornet to make them available to
educational institutions. More recently, Sektornet has also begun to offer Intranet
services for schools, and this is where most of the innovative work around
learning outside traditional classrooms is to be found.
4. Denmark is a good example of what might be described as a “Nordic” approach to
e-learning. Considerable funding has been used to set up a centralised resource,
available to all schools. This is funded centrally rather than through buy-back
from schools or LEAs. In many ways, organisations like UNI.C play the role that,
in the UK, would have been played (at least in previous times) by the LEA.
Finland
5.
Finland is rather different. After a difficult time in the early 1990s following the
fall of Communism and the resulting shift to trade with the West rather than the
East, Finland is now firmly in the front rank of European e-learning countries. It is
also active in promoting e-learning outside its own boundaries. This is happening
not only in the Baltic countries, as might be expected, but in countries like Canada
and South Africa as well.
87
6. Since the mid 1990s, Finland has put a great deal of central resource into
developing an Information Society programme, rather more tightly integrated to
all public sectors than is the case in the UK. The first IS programme ran from
1996-1999, and the second one runs from 2000-2004. The present focus is on
developing Finnish expertise and online learning environments. Finland has a
population of 5.2 million, and had the highest number of Internet connections per
inhabitant in the world by 1997. Many schools are quite small as much of the
country, outside a few large cities, is rural and well-dispersed. This is one of the
reasons for considerable development of online education in the country. ICT is
seen as one of the ways of providing flexible and equitable learning opportunities.
By 2000, pupil-computer ratios in schools had reached 11:1 in comprehensive
schools.
7. All Finnish teachers are being provided with ICT training through the OPE.FI
scheme, which involves 3 levels and last 15 weeks in total. The target is to train
all teachers to Level 1 by 2004, 50% of them to Level II and about 10% to Level
III. Training is paid for by municipalities which are themselves grant-aided for
this purpose by central government.
8. Virtual schools are being developed at upper secondary level. Students at these
virtual schools study at home and take their exams online. Much current resource
is available through the Edu.Fi portal (www.edu.fi) portal, but work also continues
on a fully accessible portal, Verkkosalkku (http://www.verkkosalkku.net/). In
addition to the Ministry of Education, Finland also has a National Board of
Education, which develops and disseminates resources, as well as funding
research projects.
9. It can be seen that Finland represents another example of a centralised e-learning
structure, although with less control from the centre than in the Danish context.
88
Appendix B
Case Studies
•
Key findings
89
Key findings
Case Study 1
Type of school
Small urban, primary school
Performance
Average Point Score: 28.1
and
• Linked with six other schools in a Network Learning
Community.
• Using a Virtual Learning Environment.
• Computers in rooms and in a suite.
• Staff can access school facilities from home.
• School has a wireless environment.
• Use an electronic link to a secondary school whose pupils act
as tutors.
Factors which affect key resource
related decisions
• Prefer investment in software before hardware to develop
interest.
• Make internal decisions and then collaborate with other
schools and LEA to form a joint tender.
• Limited funding requires careful planning.
Principal outcomes of
integration
of
ICT
mainstream activities
the
into
• Benefits experienced in literacy and numeracy.
• Improved attainment in areas where ICT has been adopted.
• All lesson plans stored on common area for access by other
staff and supply teachers.
Impact of particular resource
management approaches and
planning strategies
• E-Learning Credits are useful but the restricted nature of their
use is a constraint.
• Training is a financial and time expensive exercise which if
delivered properly is extremely beneficial.
• Beneficial and time saving co-operation with local schools
and LEA.
Current levels of ability and
willingness for planning and
managing resources
• Confidence and competence gained from working within
local Network Learning Community.
• Useful co-operation between schools in assessing resources
and decision making.
• Very positive leadership benefiting from LEA advice and
support of senior management team.
• In the future the school wishes to develop community links to
increase parent competence and that of the school.
Resource
planning
management strategies
90
Case Study 2
Type of school
Medium size urban, primary school
Performance
Average Point Score: 29.9
Resource
planning
management strategies
and
Factors which affect key resource
related decisions
Principal outcomes of
integration
of
ICT
mainstream activities
the
into
Impact of particular resource
management approaches and
planning strategies
Current levels of ability and
willingness for planning and
managing resources
• Takes the broad approach of equipping children for their
future life which includes the use of ICT.
• Takes the approach of assessing needs and facilitating them.
• Increasing use of ICT as pupils’ expertise grows to the stage
where all in Year 6 have access to a desktop PC.
• Overall strategy to have a school without walls, an econfident and competent community with the school at its
centre.
• Equipment is leased with assistance, in terms of risk sharing,
of LEA.
• Managed service purchased as opposed to employment of
technician so freeing more funds for equipment.
• The potential of the technology drives the strategy forward.
• Very strong link to major supplier resulting in significant
injection of funds in return for headteacher’s expertise being
shared with other schools and free home licensing of
software.
• The headteacher enjoys a degree of autonomy which allows
him to map out the strategic direction.
• ICT facilitates the individualisation of the learning process.
• Pupils are motivated and on-task.
• Assessment carried out on-line.
• Fourfold increase in percentage of independent learners to
80%.
• Teachers’ workload reduced due to use of wireless linked
PCs.
• Funding for 7 pupils can transform the learning experience of
50.
• Best to use the expertise of commercial companies if
available.
• Teacher skill and confidence helped by school providing ISP
to allow access to intranet from home.
• Headteacher highly competent.
• Staff support ideals of the school.
• High degree of proficiency among the staff.
91
Case Study 3
Type of school
Medium size urban, primary school
Performance
Average Point Score: 28.5
and
• ICT integrated into the delivery of teaching and learning
particularly to improve numeracy and literacy.
• All rooms connected with broadband and some wireless
capability.
• Computer pupil ratio of 1:8 with just under 70% of staff
with access to a computer in school.
• Teachers use whiteboards, data projectors and laptop
computers.
Factors which affect key resource
related decisions
• ICT equipment has to become more embedded into each
teaching space as primary age children become distracted
when moving to equipment in other rooms.
• Good link with major supplier leading to little reliance on
LEA advice.
Principal outcomes of
integration
of
ICT
mainstream activities
the
into
• Pupil attainment has increased.
• Teachers are using ICT for administrative tasks and
teaching plans.
• Reporting is carried out electronically.
Impact of particular resource
management approaches and
planning strategies
• Leasing of equipment has allowed the school to provide
the amount of equipment required to deliver teaching and
learning.
• The school is able to use earmarked funds to provide
software and hardware.
Current levels of ability and
willingness for planning and
managing resources
• The school is completely reliant on government funding
which it utilises effectively to meet its ICT needs.
• Future plan is for all staff to have a laptop for home use by
the next academic year.
Resource
planning
management strategies
92
Case Study 4
Type of school
Small urban, primary school
Performance
Average Point Score: 27.6
and
• The school has an overall coherent vision for ICT.
• All teaching areas have whiteboards and at least one
computer.
• All computers are networked.
• Computer pupil ratio 1:10 with 70% of staff having
personal access to a computer.
• An outside consultant does all of the resourcing work
for the school, provides training and technical support.
Factors which affect key resource
related decisions
• At present the school purchases equipment outright;
leasing is an option which is attractive but there is
uncertainty on the part of the staff arising from
incoherence in LEA’s advice.
• The fact that e-learning Credits can only be used for
software is a cause for concern.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• ICT is used extensively for the delivery of teaching and
learning where appropriate.
• An increase in pupil attainment and motivation is
evident.
• ICT has impacted directly on teaching and learning
styles through effective behaviour management and
resource acquisition.
• All reports and planning are done electronically.
Impact of particular resource
management
approaches
and
planning strategies
• Additional sources of funding have had a positive
impact on the school’s ability to support ICT.
• The school believes that for effective use of funds
tailoring need to funding type is important.
Current levels of ability
willingness for planning
managing resources
• The management and staff of the school show high
levels of ability and willingness.
• Future plans involve the use of flat screens in the
classroom.
Resource
planning
management strategies
and
and
Case Study 5
Type of school
Small urban, primary school
Performance
Average Point Score: 31.1
Resource planning and
management strategies
• The principal has a clear vision for the role and
development of ICT in the school.
93
• The size of the school is such that there is no formal
bidding process; the principal and the ICT co-ordinator
work closely.
• Computers are in teaching rooms and suites with
Case Study 6
Type of school
Medium size, urban primary school
Performance
Average Point Score: 27.3
and
• School has a completely wireless network: “ICT to be
the invisible footprint across the whole school”.
• Policy of equal access and progress carefully planned
to reflect pace of possible change.
• School takes advice but acts in autonomous fashion
obtaining best value for money.
• Each teaching classroom has teacher computer plus 5/6
pupil machines.
Factors which affect key resource
related decisions
• Autonomy to make own decisions although ring
fencing of certain funds limits decision making
freedom.
• Contact with supplier facilitated progress to current
position.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• Appropriate software being used in a wide range of
subjects.
• High standard of presentation.
• Good planning and recording.
Impact of particular resource
management
approaches
and
planning strategies
• LEA advice introduced school to supplier who wished
to pilot new system.
• Applications chosen effective and cost-effective in
installation and running costs.
Current levels of ability
willingness for planning
managing resources
• Confident and competent team for the delivery of ICT
into teaching and learning.
• Vision supported by willingness to take advice and act
accordingly in line with strategic plan.
• More flexibility around school funding would allow
further e-learning development.
Resource
planning
management strategies
and
and
94
Case Study 7
Type of school
Medium size, urban primary school
Performance
Average Point Score: 26.6
and
• Computers in each classroom with portable data
projectors.
• Recently opened ICT suite with 20 machines which is
timetabled for all year groups.
• ICT integrated into all areas of the curriculum.
• Parents use school facilities for English for Speakers of
Other Languages (ESOL).
Factors which affect key resource
related decisions
• School has the ability to save resources which can then
be used to provide facilities e.g. subsidised ICT suite.
• Autonomy used to provide most appropriate facilities
for school.
• E-Learning Credits used but ring fencing reduces
impact.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• ICT greatly assists school with literacy targets.
• Pupils at ease with ICT in their work.
• Discernible improvement in pupil attainment although
not quantified.
• ICT used for tracking, attendance and evaluation of
pupil progress.
• Pupil reporting done electronically.
• School teaching plans and schedules done on
computer.
Impact of particular resource
management
approaches
and
planning strategies
• LEA whilst supportive can be slow to react to requests.
• School purchase of “e-mates” provided impetus to ICT
development.
• School buys into LEA managed service agreement for
technical assistance.
• Staff training carefully planned and delivered.
• School is at the point of re-evaluating strategy and
future direction.
• Future plans include laptop provision for pupils and
wireless environment.
Resource
planning
management strategies
Current levels of ability
willingness for planning
managing resources
and
and
95
Case Study 8
Type of school
Large rural primary school
Performance
Average Point Score: 29.3
and
• Strong emphasis on empowering teachers by confidence
building.
• ICT coordination carried out by non-teaching member of
staff so freeing teachers from technical issues.
• ICT use in administration of equal importance to use in
curriculum.
• All teachers using laptops in wireless environment
• Provision of a Parents’ Gateway through Internet
connection to access details of sons/daughters progress.
Factors which affect key resource
related decisions
• Use of external company to assist with resource
planning.
• Attempting to form a collective of local schools for
purchasing and resource sharing.
• Difficulty in attracting additional funds.
• School takes an independent line in relation to LEA
advice.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• Increase in attainment as e-learning has developed.
• Time savings due to electronic storage of lesson plans.
• Teachers have access to a wide range of resources so
reducing expenditure on textbooks.
Impact of particular resource
management
approaches
and
planning strategies
• A financial award won by the school allowed for a
significant step in development.
• Teaching staff make a presentation on a termly basis
illustrating their plans for the coming term.
Current levels of ability
willingness for planning
managing resources
• Current headteacher has a acted as the main driver for
development.
• Responsibility for ICT in various aspects of the school is
delegated throughout the staff to anticipate changes in
staffing patterns.
• Developments which have taken place effectively
without LEA assistance testify to levels of ability and
willingness.
Resource
planning
management strategies
and
and
Case Study 9
Type of school
Large, rural Technology college
Performance
76% achieving 96
5+ A*-C GCSE grades
Resource
planning
management strategies
and
• All teachers and majority of senior pupils have access
to a laptop.
• Many rooms with whiteboards and data projectors.
Computer to pupil ratio 1:4 with all teachers having
Case Study 10
Type of school
Large, urban secondary school
Performance
47% achieving 5+ A*-C GCSE grades
and
• Needs identified, agreed and then funded.
• Computer pupil ratio 1:3.7 with 99% of staff with
personal access to a computer.
• Computer suites, clusters and a computer in each
teaching room.
• 71% of rooms with ICT projection or electronic
whiteboard equipment.
• Cable connected Internet and intranet.
Factors which affect key resource
related decisions
• Autonomy in decision making allowing the school to
choose the best direction.
• Good relationship with major supplier.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• Increased pupil attainment.
• ICT integrated into the delivery of teaching and
learning.
• More effective tracking, target setting, evaluation of
pupil performance and reporting through use of ICT in
administration.
Impact of particular resource
management
approaches
and
planning strategies
• Large amount and wide range of equipment made
available through leasing arrangement.
Current levels of ability
willingness for planning
managing resources
• High levels of ability and willingness.
• Up grade to Windows XP for all equipment in the next
academic year.
• Long term planning to move to wireless/laptop
environment although school accommodation is a
restriction.
Resource
planning
management strategies
and
and
97
Case Study 11
Type of school
Large, City Technology college
Performance
83% achieving 5+ A*-C GCSE grades
Resource
planning
management strategies
and
• ICT in the curriculum a key element of development
plan.
• Data projectors in most rooms with some whiteboards.
• Tablets and desktop computers are used.
• Curriculum requirements identified then ICT planned
to assist in its delivery.
• Computer suites, clusters and single computers in each
room.
Factors which affect key resource
related decisions
•
•
•
•
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• High level of pupil involvement in video conferencing
and virtual classroom projects.
• ICT used extensively in the reporting process.
• Improved communications using e-mail.
• Better use of teacher time.
Impact of particular resource
management
approaches
and
planning strategies
• School attracts funding from other sources which eases
planning and resourcing process.
• School buys what it regards as the best software, which
is not always the most expensive.
Current levels of ability
willingness for planning
managing resources
• High levels of ability and willingness.
and
and
Value for money is paramount.
Large acquisitions are put out to tender.
Equipment is purchased outright.
The school is ineligible for e-Learning Credits.
98
Case Study 12
Type of school
Large, urban Technology college
Performance
24% achieving 5+ A*-C GCSE grades
and
• Well advanced state of e-learning.
• Powerful vision for ICT to be integral to all that the
school does.
• Has sought to maximise the benefits of ICT and to
develop a virtual school.
Factors which affect key resource
related decisions
• Entrepreneurial approach of management has attracted
significant extra funds.
• Decision making driven by the vision of the school
which defines and refines requirements.
• Decision making and securing delivery more crucial
than funding.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• Many numerous and innovative features.
• Extremely professional e-learning web-site continually
up-dated with lessons, projects and homeworks.
• Promotion of student interest, self-esteem and a
willingness to learn.
Impact of particular resource
management
approaches
and
planning strategies
• School has built an infrastructure for e-learning which
is largely sustainable as staff have been empowered
and workloads reduced.
• Innovative approach has led to current advanced
position.
• Has secured value for money with total provision
geared to quality.
Current levels of ability
willingness for planning
managing resources
• Leaders at all levels supremely confident in planning
and managing resources.
• Barriers identified as inflexibility of national resource,
and restrictions on some sources of funding.
Resource
planning
management strategies
and
and
Case Study 13
Type of school
Large, City Technology
college
99
Performance
75% achieving 5+ A*-C GCSE grades
Resource
planning
management strategies
and
• Strategic direction carefully planned and implemented.
• Needs identified then funding put in place.
Case Study 14
Type of school
Large, urban secondary school
Performance
51% achieving 5+ A*-C GCSE grades
and
• Clear vision in a three year detailed action plan.
• Large computer rooms, clusters and individual
machines.
• Computer to pupil ratio 1:5.5 with 50% of staff having
access to institution owned machine.
• ICT coordinated across the curriculum with central
management of the process.
Factors which affect key resource
related decisions
• School deals directly with manufacturers to ensure best
quality equipment.
• Employs a purchase policy but leases video
conferencing equipment.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• Very wide range of applications in a range of subjects.
• Very positive attitudes amongst students who make
good progress.
Impact of particular resource
management
approaches
and
planning strategies
• School has made good and effective use of available
funds and refines practice for improvement.
• Strong mutual support in advancing all including ICT
and e-learning.
Current levels of ability
willingness for planning
managing resources
• Confident and competent school leadership.
• Are prepared to take external advice but feel
constrained by lack of sufficient funding.
• Existing provision more towards pupil access which
can inhibit staff.
Resource
planning
management strategies
and
and
100
Case Study 15
Type of school
Large, urban Technology college
Performance
80% achieving 5+ A*-C GCSE grades
and
• ICT used as a driving force in the development of the
school.
• Strategic plan can be summarised as vision – plan –
resource.
• Computers in suites, clusters and in classrooms.
• Computer pupil ratio 1:4 with just under 40% of staff
having access at home.
• Whiteboards and data projectors widely available.
• Internet connection used for external and internal
sources of teaching materials.
Factors which affect key resource
related decisions
• Close relationship with major supplier.
• The desire to standardise equipment affects decision
making.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• Pupil motivation greatly increased and are actively
seeking to utilise ICT in their learning.
• Teachers using a wide range of applications in
delivering teaching and learning.
Impact of particular resource
management
approaches
and
planning strategies
• Leasing equipment has made the acquisition of large
amounts of equipment possible.
• The school is able to attract additional funds from
various sources and makes full use of this opportunity.
Current levels of ability
willingness for planning
managing resources
• Future plans include laptops for all teachers from the
next academic year and to move to a tablet
computer/wireless environment to deliver ICT in the
classroom.
• The school has high levels of ability and willingness
for ICT development at various positions in its
management structure.
• The physical layout of the school hinders some
developments such as wireless coverage.
Resource
planning
management strategies
and
and
101
Case Study 16
Type of school
Large, urban secondary school
Performance
49% achieving 5+ A*-C GCSE grades
and
• Computer to pupil ratio 1:6 with all staff having access
to a computer.
• School has had to employ more technicians to cope
with increased demand for ICT.
• All teaching spaces have a computer with 30% of
rooms having whiteboards.
Factors which affect key resource
related decisions
• School values its autonomy in decision making.
• The possibility of specialist status provides motivation
for increased development.
• Funding is increasingly a factor, as needs are further
identified.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• Both headteacher and staff believe that it is too early to
quantify the benefits of increased use of ICT.
Impact of particular resource
management
approaches
and
planning strategies
• The school tenders for suppliers of equipment after
surveying the views of staff and allocating priorities.
• School’s management very aware of need for value for
money.
• The unpredictability of funding makes the school’s
managers very cautious in their approach.
Current levels of ability
willingness for planning
managing resources
• Staff certainly willing to develop the use of ICT in the
classroom.
• A need which is identified is for more effective formal
training for teachers in the use of ICT in delivering
teaching and learning.
• Currently planning extranet connection for use by
pupils and parents.
.
Resource
planning
management strategies
and
and
102
Case Study 17
Type of school
Urban Special School
Performance
N/A
Resource
planning
management strategies
and
Factors which affect key resource
related decisions
• ICT used to teach pupils how to control their
environment.
• Switches are used for communication purposes.
• ICT used across the range of school activities.
• School is networked, has a website and a broadband
connection.
• School does not avail of external support services.
• Support provided by level of expertise of staff.
• An administration service level agreement is in place.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• Pupils find digital aids appealing e.g. digital cameras.
• Pupil reports done electronically although this can in
the view of the staff lead to an impersonal approach.
Impact of particular resource
management
approaches
and
planning strategies
• School builds PC’s at a reduced cost (£300) to match
individual needs.
• School paid for half of technician’s broadband bill to
enable access from home for maintenance.
• The small nature of the market in which schools of this
type operate inflates prices.
• Policy of customising equipment saves the school
considerable sums of money.
Current levels of ability
willingness for planning
managing resources
• Strong commitment to training of staff – 50 hours per
year.
• ICT a core element of the curriculum accounting for
40% of expenditure.
and
and
Case Study 18
Type of school
Urban Special School
103
Performance
N/A
Resource
planning
management strategies
and
• ICT integrated into the work of the school not as a
separate subject.
Case Study 19
Type of school
Large, urban FE college
Performance
71.1% success rate
and
• Strategic focus on outcomes rather than processes with
ICT playing its part.
• E-learning, education led, not by technology.
• Intranet used for e-learning using a combination of
resources both internal and external.
• Use of suites, clusters, data projectors and whiteboards.
Factors which affect key resource
related decisions
• Requirement for compatibility affects decision making.
• Funding means that computers are used beyond their
anticipated life time.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• No hard evidence that e-learning has delivered any
tangible benefits.
• Retention and completion targets are being met with
ICT seen as having played a part.
Impact of particular resource
management
approaches
and
planning strategies
• No evidence relating to possible cost savings.
• VLE is in place but underused and so further
expenditure in this area is hindered.
• Expenditure concentrated on connectivity between
sites.
Current levels of ability
willingness for planning
managing resources
• High level of competence in providing and promoting
e-learning.
• Future developments being dictated by primary targets
of recruitment, retention and completion with
developments in e-learning being subject to its
contribution to these.
Resource
planning
management strategies
and
and
104
Case Study 20
Type of school
Large, urban FE college
Performance
67.1% success rate
and
• Holistic view of e-learning and the role it can play in
ICT services, business applications and e-learning
activities.
• Identification of requirements of both students and staff
with a clear view of how to deliver the “vision”.
• Project teams working on centralised themes.
• Large numbers of PC’s, whiteboards and signs of rapid
take up of VLE.
Factors which affect key resource
related decisions
• Disappointment with some external providers of elearning materials.
• Internally produced materials tending to re-produce the
same resource has led to a more rigid management of
individuals.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• No evidence of the effect of e-learning on student
performance.
• Evidence of a positive experience for mature students
who had no previous ICT exposure.
• Student competence appears to be ahead of staff.
• Access to machines proving to be a problem.
Impact of particular resource
management
approaches
and
planning strategies
• Procurement needs to be rationalised to ensure value
for money.
• Funding provided to assist production of ILT strategy
proved useful.
Current levels of ability
willingness for planning
managing resources
• Leadership fully equipped to plan and manage
resources.
• Shift in investment planning from infrastructure to
classroom practice.
Resource
planning
management strategies
and
and
105
Case Study 21
Type of school
Medium, urban FE college
Performance
54.8% success rate
and
• ICT specifically targeted as a means of creating an
efficient regional business.
• E-learning solution arrived at from the overall adoption
of an MLE.
• Students
provided
with
“technology-mediated
personalised learning”.
• Public folders provide ownership of learning
environments to tutors.
• Learning Centre set up to assist progression through elearning programmes.
• Conversion of library assistants to learning facilitators.
Factors which affect key resource
related decisions
• Curriculum change created small classes with
subsequent funding implications.
• Solution created two forms of delivery, one ICT
supported, the other taught.
• A successful relationship with supplier enabled this
change to ICT based solution.
• The college is involved in a learning partnership within
the region.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• Organisation of teaching time allowed for strong staffing
support.
• E-learning access available around the clock all week
long.
• No qualitative evidence of improved attainment.
Impact of particular resource
management
approaches
and
planning strategies
• Significant savings have been provided by the adoption
of an MLE.
• Economies of scale have been achieved but e-learning
not regarded as producing cost savings.
• Increased levels of student satisfaction in being able to
access quality e-learning materials.
Current levels of ability
willingness for planning
managing resources
• Very high levels of ability and willingness.
• Active promotion of technological solutions to support
the regional mission.
• Management at the highest level involved in staff
training.
Resource
planning
management strategies
and
and
106
Case Study 22
Type of school
Large, urban Sixth Form college
Performance
83.4% success rate
and
• Management decides on amount of funding available
followed by internal bidding process.
• E-learning strategies planned at subject level.
• Extensive use of VLE.
• Data projectors in all teaching areas to assist in use of
ICT in teaching and learning.
Factors which affect key resource
related decisions
• Equipment purchased as opposed to leased as numbers
involved have similar cost requirements.
• Availability of LSC funds acts as a constraint.
• Student and employer expectation influence policies.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• Improved student confidence.
• Greater ownership by students of learning styles.
• Higher quality lesson preparation and presentation.
Impact of particular resource
management
approaches
and
planning strategies
• Prefers to buy equipment in blocks on a roll out
programme with replacement at the end of each stage.
• Procurement of VLE through annual per-student
charge avoids capital costs.
Current levels of ability
willingness for planning
managing resources
• Highly competent management team.
• No clear evidence of where support needs to be
provided.
Resource
planning
management strategies
and
and
Case Study 23
Type of school
Medium size, urban Sixth Form college
Performance
71.1% success rate
Resource
planning
management strategies
and
• Promotion of e-learning, a progressive natural
development based on a commitment to high standards
of teaching and learning.
• ICT in all classrooms,
data projectors, stand-alones and
107
clusters.
• Intranet with VLE.
• Operates a separate ICT budget.
Case Study 24
Type of school
Large, urban FE college
Performance
62% success rate
and
• College operates a hierarchical approach to planning
using an internal bidding process.
• Overall budget contains ICT acquisitions as an
element.
• PC’s in classrooms and open access areas – libraries
and resource areas.
• IT rooms with data projectors/whiteboards; other
rooms use interactive learning packs available for loan
purposes.
• Provides a VLE on intranet connection; high speed
connection to Internet available.
Factors which affect key resource
related decisions
• The view is held that leasing does not provide any
advantages, given short life of ICT equipment so the
college purchases outright.
• Currently re-profiling expenditure base due to decrease
in overall funding.
Principal
outcomes
of
the
integration of ICT into mainstream
activities
• Curriculum enrichment, improved student motivation,
better targeted support for students with learning
difficulties and disabilities.
• Staff publishes a range of materials on intranet for
multiple uses.
• Better tracking of students leading to increase in
retention and anticipated funding.
Impact of particular resource
management
approaches
and
planning strategies
• Progressive, incremental implementation of e-learning
results in no significant up-front costs.
• External earmarked funding insignificant for planning
purposes.
Current levels of ability
willingness for planning
managing resources
• High levels of ability and willingness; no apparent
sources of help required to assist planning competence.
• Finance seen as the major constraint.
Resource
planning
management strategies
and
and
108
109
Appendix C
Survey
• Sampling information
• Key findings
Sampling Information
After discussion and agreement with the Department, sample selection was based on
three explicit stratification factors namely:
• School Size (pupil numbers);
• Performance20 (average point score for primary schools and % achieving GCSE
grades A*-C for secondary schools); and
• Measure of deprivation, i.e. Free School Meals (% eligible).
Although it would have been possible to draw randomly from the overall list of
schools, a number of further implicit stratification factors were also taken into
consideration, namely:
• Types of educational institutions – it was our understanding that only open
maintained primary, secondary and special schools should be included as possible
participants in the study i.e. academies, community, community special,
foundation, foundation special, voluntary aided and voluntary controlled schools;
• Pathfinder and Testbed survey participants – all schools and associate schools
that participated in the Transforming School Workforce Pathfinder survey and the
Testbed survey were to be excluded as potential participants;
• OfSTED inspections – all schools that have been subject to an OfSTED
inspection in the last 12 months (i.e. between 1.12.02 and 1.12.03) would be
excluded as potential participants; and
20
Given the limited availability of performance data for special schools, it was the study team’s view
that these schools should be stratified and subsequently selected on the basis of school size (pupil
numbers) and Free School Meals (% eligible) only.
110
• Other school surveys and consultations – all schools that had recently
participated in other surveys and consultations would be excluded as potential
participants.
The ‘population’ of primary schools in England
Size
Large
Performance
High
Low
Small
High
Low
Free school
meals
High
Low
High
Low
High
Low
High
Low
Population
Sample size
1,490 (8.5%)
3,272 (18.6%)
2,533 (14.4%)
1,568 (8.9%)
1,394 (7.9%)
2,714 (15.4%)
3,406 (19.3%)
1,253 (7.1%)
17,630
37
81
63
39
34
67
84
31
435*
*Figures may not sum due to rounding
The ‘population’ of secondary schools in England
Size
Large
Performance
High
Low
Small
High
Low
Free school
meals
High
Low
High
Low
High
Low
High
Low
Population
Sample size
150 (4.4%)
778 (23%)
585 (17.3%)
180 (5.3%)
224 (6.6%)
549 (16.2%)
736 (21.7%)
184 (5.4%)
3,386
19
100
75
23
29
70
94
23
435*
*Figures may not sum due to rounding
The ‘population’ of FE colleges in England
Size
Large
Performance
High
Low
Small
High
Low
Free school
meals
High
Low
High
Low
High
Low
High
Low
115
Population
Sample size
21 (5.5%)
45 (11.9%)
42 (11%)
83 (21.9%)
17 (4.5%)
107 (28.2%)
15 (4.0%)
49 (12.9%)
379
15
32
30
59
12
76
11
35
270
The ‘population’ of special schools in England
Size
Large
Small
Free school
meals
High
Population
Sample size
274 (25.8%)
39
Low
258 (24.3%)
36
High
260 (24.5%)
36
Low
270 (25.4%)
39
1,062
150
116
Primary Schools
Size
Large
Small
Size
Large
Performance
Free school
meals
High
High
Low
Low
High
Low
High
High
Low
Low
High
Low
Total
Secondary Schools
Performance
High
Low
Small
High
Low
Free school
meals
High
Low
High
Low
High
Low
High
Low
Total
FE colleges
Size
Large
Performance
High
Low
Small
High
Low
Free school
meals
High
Low
High
Low
High
Low
High
Low
Total
Special Schools
Size
Large
Small
Performance*
Free school
meals
High
Population
(n=17,630)
Achieved
Sample
(n = 134)
8.5%
18.6%
14.4%
8.9%
7.9%
15.4%
19.3%
7.1%
9.0%
19.4%
12.6%
9.0%
9.0%
16.4%
16.4%
8.2%
100%
Achieved
Sample
(n = 95)
Population
(n=17,630)
4.4%
23%
17.3%
5.3%
6.6%
16.2%
21.7%
5.4%
Population
(n=17,630)
5.5%
11.9%
11.1%
21.9%
4.5%
28.2%
4.0%
12.9%
Population
(n=17,630)
2.1%
23.2%
18.9%
6.3%
4.3%
16.8%
22.1%
6.3%
100%
Achieved
Sample
(n = 102)
3.9%
10.8%
10.8%
22.5%
5.9%
27.5%
5.9%
12.7%
100%
Achieved
Sample
(n = 46)
25.8%
34.8%
Low
24.3%
15.2%
High
24.5%
23.9%
Low
25.4%
26.1%
Total
100%
*Special schools have not been grouped according to performance
117
Key findings
Section 1: Background
This section is about the principal or deputy principal at the school or college.
Age of principal/ deputy principal
Up to 29
30-44
45-59
60-64
Total
Sample size
Primary
3%
19%
75%
2%
100%
134
Secondary
2%
22%
75%
1%
100%
95
Special
4%
13%
78%
4%
100%
46
FE Colleges
2%
19%
77%
2%
100%
99
All
3%
19%
76%
2%
100%
374
Special
61%
39%
100%
46
FE Colleges
68%
32%
100%
102
All
56%
44%
100%
377
Gender of principal/ deputy principal
Male
Female
Total
Sample size
Primary
32%
68%
100%
134
Secondary
74%
26%
100%
95
How long have you been at your current grade?
0 - 3 yrs
4 - 5 yrs
6 - 10 yrs
11 - 15 yrs
> 15 yrs
Total
Sample size
Primary
23%
14%
32%
17%
14%
100%
133
Secondary
37%
22%
24%
11%
5%
100%
94
Special
33%
13%
27%
13%
13%
100%
45
FE Colleges
46%
18%
24%
8%
3%
100%
99
All
34%
17%
27%
12%
9%
100%
371
Secondary
2%
6%
38%
54%
100%
95
Special
100%
100%
46
FE Colleges
5%
36%
23%
26%
10%
100%
100
All
33%
16%
13%
23%
6%
7%
3%
100%
375
Number of pupils/students
0 - 249
250 - 499
500 - 999
1,000 - 4,999
5,000 - 9,999
10,000 - 19,999
> 20,000
Total
Sample size
Primary
55%
40%
4%
100%
134
118
How many computers for teaching and learning are there in your school or
college?
0 - 14
15 - 24
25 - 49
50 - 74
75 and over
Total
Sample size
Primary
11%
27%
48%
11%
2%
100%
132
Secondary
18%
30%
43%
5%
5%
100%
87
Special
26%
21%
42%
9%
2%
100%
43
FE Colleges
16%
20%
31%
20%
12%
100%
99
All
16%
25%
42%
12%
6%
100%
361
To what extent is ICT embedded in the delivery of teaching and learning in your
school/college?
A little
Some
A lot
Total
Sample size
Primary
6%
58%
36%
100%
132
Secondary
10%
61%
30%
100%
94
Special
15%
52%
33%
100%
46
FE Colleges
20%
66%
15%
100%
102
All
12%
60%
28%
100%
374
To what extent is there, in your opinion, a willingness to contribute to this aim
within your school or college?
A little
Some
A lot
Total
Sample size
Primary
3%
30%
67%
100%
132
Secondary
2%
37%
61%
100%
94
Special
7%
35%
59%
100%
46
FE Colleges
2%
49%
49%
100%
102
All
3%
38%
59%
100%
374
Section 2: Your ICT infrastructure
Where are computers located in your school or college?
Computer suite, classroom and cluster
Computer suite and classroom
Classroom only
Computer suite only
Computer suite and cluster
Classroom and cluster
Cluster only
Total
Sample size
Primary Secondary Special FE Colleges
All
20%
69%
16%
74%
47%
50%
15%
49%
19%
32%
16%
1%
20%
1%
9%
3%
6%
4%
3%
4%
2%
7%
4%
4%
5%
1%
7%
3%
4%
4%
2%
100%
100%
100%
100%
100%
132
94
45
102
373
119
Where will most of your computers be located in the future?
Computer suites
Clusters
Classrooms
Total
Sample size
Primary Secondary Special FE Colleges
All
58%
74%
41%
57%
60%
8%
12%
9%
19%
12%
35%
15%
50%
25%
29%
100%
100%
100%
100%
100%
133
95
46
102
376
How are your computers networked?
Cabled only
Wireless only
Cabled and wireless
Total
Sample size
Primary Secondary Special FE Colleges
All
75%
49%
77%
51%
62%
4%
1%
21%
51%
23%
49%
36%
100%
100%
100%
100%
100%
130
95
43
102
370
Access to ICT equipment
Primary Secondary Special FE Colleges
What percentage of the teaching areas
in your school or college has an ICT
projection or electronic whiteboard
equipment?
What percentage of your teaching
staff has personal access to a desktop
or laptop computer provided by your
school or college?
Approximately, what Percentage of
your students have access to a
computer at home?
Sample size
All
37%
29%
34%
29%
32%
75%
67%
75%
76%
73%
64%
74%
54%
80%
68%
134
95
46
102
377
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable responses
Does the physical layout of your school or college restrict your ICT
development?
No, there is no restriction
Yes, because of the size of the school
or College
Yes, because of the age of the
buildings
Yes, because of the layout of the
buildings
Sample size
Primary Secondary Special FE Colleges
33%
32%
37%
34%
All
33%
25%
28%
33%
25%
27%
28%
32%
28%
38%
31%
43%
129
47%
95
39%
46
46%
100
44%
370
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable responses
120
Section 3: Your ICT support
This section is about the type of support the school or college currently receives and
the support needed to develop ICT in teaching and learning.
Do you have and ICT/ILT co-ordinator?
Primary Secondary Special FE Colleges
Yes, a fulltime teacher
68%
Yes, a parttime ICT/ILT co-ordinator
20%
with other responsibilities
Yes, a fulltime ICT/ILT co-ordinator with
10%
no teaching commitments
No, we do not have an ICT/ILT co3%
ordinator
Total
100%
Sample size
133
All
38%
48%
7%
41%
35%
46%
38%
31%
21%
7%
46%
22%
6%
-
10%
5%
100%
95
100%
46
100%
101
100%
375
If you have an ICT/ILT co-ordinator, what percentage of their time is spent on:
Teaching and learning issues?
ICT/ILT issues?
Total
Sample size
Primary Secondary Special FE Colleges
All
86%
66%
80%
55%
72%
14%
34%
20%
45%
28%
100%
100%
100%
100%
100%
83
68
34
67
252
Is your ICT/ILT co-ordinator involved in resource management?
Yes
No
Total
Sample size
Primary Secondary Special FE Colleges
All
89%
91%
91%
77%
87%
11%
9%
9%
23%
13%
100%
100%
100%
100%
100%
124
88
45
88
345
Is your ICT/ILT co-ordinator involved in developing strategies for schools or
college improvement?
Yes
No
Total
Sample size
Primary Secondary Special FE Colleges
All
99%
91%
96%
90%
94%
1%
9%
4%
10%
6%
100%
100%
100%
100%
100%
123
88
45
89
345
121
Does your school or college have other teaching staff with a specific role in the
delivery of ICT/ILT in teaching and learning?
Yes
No
Total
Sample size
Primary Secondary Special FE Colleges
All
39%
73%
44%
87%
61%
61%
27%
56%
13%
39%
100%
100%
100%
100%
100%
125
88
45
89
347
Does your school or college have access to ICT technical support?
Yes
No
Total
Sample size
Primary Secondary Special FE Colleges
All
93%
98%
96%
98%
96%
7%
2%
4%
2%
4%
100%
100%
100%
100%
100%
132
94
46
102
374
How many hours of ICT support are available per week?
Average hours available per week
Sample size
Primary Secondary Special FE Colleges
7
59
16
123
103
83
30
102
All
56
318
To what sort of ICT support does your school or college have access to?
Primary Secondary Special FE Colleges
In-house technical support from
technicians
Technical support provided by the LEA
Technical support via an external
support provider
Technical support via a hardware
provider
In-house technical support from
teachers
Technical support provided by another
school or College
Other source
Sample size
All
31%
99%
50%
97%
69%
55%
54%
61%
2%
41%
37%
33%
32%
48%
38%
14%
47%
32%
47%
34%
22%
36%
32%
30%
29%
23%
2%
123
3%
3%
92
7%
44
3%
5%
99
10%
3%
358
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable responses
How many ICT technicians does your school or college have access to?
0
1-5
6-10
11-15
16+
Total
Sample size
Primary Secondary Special FE Colleges
All
7%
12%
4%
92%
92%
79%
32%
73%
1%
5%
10%
48%
17%
2%
11%
4%
8%
2%
100%
100%
100%
100%
100%
111
91
42
99
343
122
Do you provide technicians for other schools or colleges?
Yes
No
Total
Sample size
Primary Secondary Special FE Colleges
All
4%
36%
5%
6%
13%
96%
64%
95%
94%
87%
100%
100%
100%
100%
100%
122
91
44
100
357
Does your school or college provide in-house training?
Primary Secondary Special FE Colleges
All
Yes, both formal and informal training
are provided
54%
47%
61%
62%
55%
Yes, formal training is provided
12%
27%
13%
27%
20%
Yes, informal training is provided
18%
21%
17%
8%
16%
No, in-house training is not provided
15%
5%
9%
3%
9%
100%
131
100%
94
100%
46
100%
101
100%
372
Total
Sample size
Which of the following groups will be required to provide a high level of support
in the future to develop ICT in your school or college?
ICT technician(s)
The senior leadership team
Governors
ICT consultant/advisor
The LEA
MIS or Managed Service provider
Department for Education and Skills
Curriculum Online support
Becta
Qualifications and Curriculum Authority
Teachers in other school or Colleges
National College of School Leadership
Principals of other school or Colleges
Sample size
Primary Secondary Special FE Colleges
60%
78%
54%
75%
51%
63%
61%
78%
28%
31%
28%
31%
31%
23%
37%
16%
42%
17%
30%
7%
19%
13%
15%
43%
24%
6%
17%
29%
24%
13%
11%
20%
12%
6%
13%
28%
11%
3%
15%
19%
12%
5%
7%
6%
10%
5%
7%
5%
3%
1%
2%
8%
134
95
46
102
All
68%
63%
29%
25%
25%
24%
20%
18%
15%
12%
8%
7%
4%
377
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable responses. For ease
of reference the options have been presented in descending order according to the aggregate survey
responses. T his is different from the order in which the options appeared in the survey questionnaire.
For which of the following areas would it be very useful to have support?
Financial planning
Strategic planning
Technical issues
Curriculum issues
Sample size
Primary Secondary Special FE Colleges
20%
15%
20%
20%
31%
23%
35%
22%
58%
35%
59%
30%
45%
37%
50%
42%
134
95
46
102
123
All
19%
27%
45%
43%
377
Section 4: ICT and Teaching and Learning
This section is about ICT and teaching and learning in school or colleges
Which of the following statements best describes teaching and learning in your
school or college?
Primary Secondary Special FE Colleges
The use of ICT is critical to the
development of all curriculum
The use of ICT is important to the
development of all curriculum
The use of ICT is critical/important to
the delivery of most curriculum
The use of ICT is critical/important to
the delivery of some curriculum
The use of ICT is not important to the
delivery of any curriculum
Total
Sample size
All
18%
26%
28%
32%
25%
27%
28%
24%
28%
27%
38%
29%
30%
25%
31%
17%
18%
17%
15%
17%
1%
-
-
-
0%
100%
133
100%
94
100%
46
100%
102
100%
375
Does your school or college have a Virtual/Managed Learning Environment
(V/MLE)?
Yes
No
Total
Sample size
Primary Secondary Special FE Colleges
All
6%
23%
2%
72%
28%
94%
77%
98%
28%
72%
100%
100%
100%
100%
100%
132
94
44
102
372
If yes, to what extent is the V/MLE used in the curriculum?
Some curriculum areas
All curriculum areas
None
Total
Sample size
Primary Secondary Special FE Colleges
All
91%
77%
80%
5%
23%
18%
5%
2%
100%
100%
100%
100%
100%
8
22
1
73
104
Note: Primary and secondary school results have been excluded due to inadequate sample size.
How much further do you anticipate that ICT will be incorporated into the
curriculum of your school or college over the next five years?
A lot
Some
Not at all
Total
Sample size
Primary Secondary Special FE Colleges
All
80%
94%
80%
89%
86%
19%
5%
20%
11%
13%
1%
1%
1%
100%
100%
100%
100%
100%
132
95
46
100
373
124
Which of the following aspects of ICT are likely to have the greatest impact in
the development of teaching and learning?
Primary Secondary Special FE Colleges
More engaging/innovative classroom
teaching and learning
Access to better learning resources for
pupils/students
Tailored/personalised learning
experience
Improved feedback/assessment for
learning
Improved flexibility and choice for
learners
Access to learning for non-learners
Better pupil/student behaviour
management
All
70%
73%
73%
66%
70%
18%
14%
11%
17%
16%
5%
7%
-
7%
5%
1%
4%
2%
4%
3%
2%
-
-
4%
2%
1%
-
7%
-
1%
1%
-
4%
1%
1%
Other
2%
-
2%
1%
1%
Improved pupil/student support
2%
-
-
-
1%
-
1%
-
-
-
100%
132
100%
94
100%
45
100%
101
100%
372
Economies of scale (e.g. minority
subjects delivered jointly
Total
Sample size
Note: For ease of reference the options have been presented in descending order according to the
aggregate survey responses. T his is different from the order in which the options appeared in the survey
questionnaire.
In your opinion does the use of ICT in your school or college contribute to
improved pupil attainment?
Yes
No
Unsure
Total
Sample size
Primary Secondary Special FE Colleges
All
72%
87%
84%
72%
77%
8%
3%
7%
3%
5%
20%
10%
9%
25%
17%
100%
100%
100%
100%
100%
133
94
45
100
372
If yes, what is your opinion based on?
Primary Secondary Special FE Colleges
All
The professional judgement of your
staff
86%
67%
95%
69%
78%
Anecdotal evidence
28%
37%
34%
38%
34%
Statistical evidence from your school or
College
15%
44%
34%
24%
28%
Other
2%
5%
-
7%
4%
Sample size
96
82
38
72
288
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable responses
125
Section 5: Your e-learning strategy
This section examines strategic planning and management of ICT in the delivery of
teaching and learning in schools or colleges.
Does your school or college have an overall strategy with regard to ICT in the
delivery of teaching and learning?
Primary Secondary Special FE Colleges
All
Yes, a written strategy
52%
48%
57%
84%
60%
Yes, an informal strategy
18%
29%
24%
5%
18%
Yes, part of the teaching and learning
strategy
18%
14%
17%
8%
14%
No
12%
9%
2%
3%
8%
100%
131
100%
92
100%
46
100%
100
100%
369
Total
Sample size
How often is your e-learning/ICT strategy reviewed or refined?
Annually
Every two years
Other
Total
Sample size
Primary Secondary Special FE Colleges
All
75%
71%
58%
72%
71%
17%
12%
26%
18%
17%
9%
17%
16%
11%
12%
100%
100%
100%
100%
100%
115
84
43
95
337
126
Which of the following groups significantly influenced your strategy?
ICT/ILT coordinator
Senior leadership/management team
Subject leaders
ICT technician
Board of Governors
Subject teachers
LEA
Becta - the agency for ICT in education
Support from the Department for Education
and Skills
Other support staff
The Qualifications and Curriculum Authority
MIS or Managed Service provider
An independent ICT consultant/advisor
Head teachers/principals from other school or
Colleges
National College of School Leadership
Curriculum Online
Teachers from other school or Colleges
Primary Secondary Special FE Colleges
80%
73%
86%
77%
74%
73%
81%
81%
22%
21%
23%
20%
11%
24%
19%
19%
22%
8%
21%
11%
16%
13%
16%
15%
30%
7%
19%
7%
4%
7%
-
Sample size
All
78%
77%
21%
18%
15%
15%
14%
12%
11%
6%
9%
3%
5%
2%
5%
5%
-
7%
12%
5%
5%
7%
4%
4%
2%
1%
6%
5%
5%
5%
4%
4%
6%
4%
2%
4%
1%
1%
1%
2%
2%
5%
2%
1%
3%
3%
2%
1%
115
84
43
95
337
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable responses. For ease of
reference the options have been presented in descending order according to the aggregate survey responses. T his
is different from the order in which the options appeared in the survey questionnaire.
Section 6: Funding
This section is about funding for ICT in schools and colleges
Which of the following approaches to ICT funding do you regard as essential for
the effective development of ICT in your school or college?
Primary
Secondary
Special
FE
colleges
All
Earmarked funding targeted at ICT
generally
Earmarked funding for specific
aspects of ICT provision
Ability to vary between funding
streams
Capital versus revenue/recurrent
funding
One year budgets as opposed to
longer term budgets
78%
76%
67%
64%
72%
44%
51%
52%
32%
44%
46%
41%
35%
31%
40%
25%
15%
13%
24%
20%
10%
14%
13%
10%
11%
Sample size
134
95
46
102
377
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable responses. For ease of reference the
options have been presented in descending order according to the aggregate survey responses. This is different from the order in
which the options appeared in the survey questionnaire.
127
Does your school or college attract additional funding due to its status?
Yes
No
Total
Sample size
Primary Secondary Special FE Colleges
All
14%
69%
13%
46%
36%
86%
31%
87%
54%
64%
100%
100%
100%
100%
100%
133
94
46
97
370
Does your school or college attract funding from other sources specifically for
ICT purposes?
es?
Yes
No
Total
Sample size
Primary Secondary Special FE Colleges
All
6%
14%
7%
14%
10%
94%
86%
93%
86%
90%
100%
100%
100%
100%
100%
133
94
45
100
372
Does your strategic plan allow for the replacement of equipment after its life
expectancy?
Yes
No
Total
Sample size
Primary Secondary Special FE Colleges
All
68%
82%
80%
96%
81%
32%
18%
20%
4%
19%
100%
100%
100%
100%
100%
131
92
46
101
370
Do you factor into your strategic plan the ability to sustain your current level of
expenditure on ICT?
e on ICT?
Yes
No
Total
Sample size
Primary Secondary Special FE Colleges
All
63%
77%
61%
84%
72%
37%
23%
39%
16%
28%
100%
100%
100%
100%
100%
131
93
46
100
370
Does your current level of funding, excluding government funding for ICT,
enable you to plan for sustainability?
Yes
No
Total
Sample size
Primary Secondary Special FE Colleges
All
16%
41%
51%
37%
32%
84%
59%
49%
63%
68%
100%
100%
100%
100%
100%
132
93
45
100
370
128
ICT budget
Primary
Secondary
Special
FE
colleges
All
What percentage of your overall
school or college budget for capital
and revenue issues is allocated to ICT
equipment, software and servicing?
4%
7%
8%
14%
8%
Sample size
101
60
24
80
265
Which of the following areas receives the largest share of your ICT budget?
Primary Secondary Special FE Colleges
Procuring ICT equipment and
infrastructure
ICT training
ICT consumables
ICT resources for teaching and learning
(software etc)
ICT support
Sample size
All
80%
2%
5%
81%
2%
69%
9%
85%
1%
-
80%
1%
3%
6%
7%
130
1%
15%
91
4%
18%
45
3%
11%
97
4%
12%
363
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable responses
When allocating funding from within your ICT budget, do you make use of an
internal bidding process, where subject areas make requests for resources?
Yes
No
Total
Sample size
Primary Secondary Special FE Colleges
All
46%
65%
57%
81%
62%
54%
35%
43%
19%
38%
100%
100%
100%
100%
100%
132
94
44
99
369
If yes, how do you decide which requests can be filled?
In line with your strategic plan
By order of priority
By encouraging subject areas with a
low or non-existent use of ICT
By supporting subject areas with a
proven ICT record
Other
By allocating the total ICT budget on a
pro-rata basis
By use of an annuaal rota system
Sample size
Primary Secondary Special FE Colleges
All
79%
75%
56%
89%
79%
44%
39%
56%
64%
51%
21%
41%
28%
40%
34%
5%
10%
41%
10%
12%
8%
31%
11%
25%
10%
7%
10%
61
13%
5%
61
8%
25
6%
4%
80
8%
5%
227
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable responses
129
In your opinion, how important is it to use a bidding process?
Not important
Important
Very important
Total
Sample size
Primary Secondary Special FE Colleges
All
49%
33%
43%
23%
37%
40%
50%
38%
57%
47%
11%
17%
19%
20%
16%
100%
100%
100%
100%
100%
124
92
42
96
354
Does your school or college buy or lease major items of ICT equipment?
Buy
Lease
Buy and lease
Total
Sample size
Primary Secondary Special FE Colleges
All
78%
60%
83%
80%
75%
11%
20%
4%
2%
10%
11%
21%
13%
18%
16%
100%
100%
100%
100%
100%
132
92
46
101
371
Does your school or college make allowance for the number of students who do
not have access to ICT at home when planning its investment in the ICT
infrastructure?
Yes
No
Total
Sample size
Primary Secondary Special FE Colleges
All
42%
52%
23%
44%
43%
58%
48%
77%
56%
57%
100%
100%
100%
100%
100%
131
93
44
97
365
Which of the following investment categories would you identify as high priority
over the next two-three years?
years?
Interactive whiteboards
Video projectors
Laptop/tablet computers
Wireless environment
Provision of a VLE
Video-conferencing
Sample size
Primary Secondary Special FE Colleges
65%
61%
59%
46%
40%
59%
43%
63%
46%
51%
22%
33%
22%
42%
11%
23%
5%
24%
7%
59%
9%
23%
7%
3%
134
95
46
102
All
58%
51%
41%
26%
25%
11%
377
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable responses. For ease
of reference the options have been presented in descending order according to the aggregate survey
responses. T his is different from the order in which the options appeared in the survey questionnaire.
130
Which of the following objectives would you identify as a high investment
priority?
Improved personal access for teachers
Improved personal access for
pupils/students
Sample size
Primary Secondary Special FE Colleges
53%
55%
41%
51%
65%
134
61%
95
57%
46
63%
102
Note: Figures do not sum to 100% as respondents were asked to indicate all applicable responses
131
All
51%
62%
377
Profiling institutional characteristics - institution breakdown
The following 3 tables provide the responses, by institution type, to some of the key questions from the
survey of schools and FE colleges. We have presented the responses by stage of e-learning
development as per the spectrum of e-enablement set out in the main Report. Please note the small
sample sizes when interpreting some of these figures.
Primary schools
Extent to which e-learning is embedded in teaching
and learning
Late
Ambivalent
Enthusiastic
Eadopters
enabled
Computer to pupil ratio is less than 1 to 10
50%
75%
79%
92%
There is a written strategy in place regarding
the role of ICT in teaching and learning
ICT is included in the overall teaching and
learning strategy
There is a willingness to contribute to the aim
of embedding ICT in teaching and learning
ICT is critical to the development of all
curriculum
ICT is important to the development of all
curriculum
The physical layout of the building restricts
development of ICT
Wireless networking is used within the school
50%
50%
48%
83%
25%
12%
26%
0%
13%
60%
76%
100%
25%
17%
15%
25%
50%
29%
29%
8%
63%
69%
65%
58%
25%
22%
22%
33%
The school has access to ICT technical support
100%
87%
96%
91%
The school has a fulltime ICT/ILT co-ordinator
with no teaching commitments
The School does not have an ICT/ILT coordinator
The school provides formal in-house ICT
training
The school provides both formal and in-formal
ICT training
75% or more of the teaching areas have an ICT
projector or electronic whiteboard
75% or more of staff at the school are provided
with personal access to a laptop or computer
The school has a V/MLE
0%
14%
0%
42%
0%
2%
4%
0%
0%
29%
0%
8%
90%
6%
91%
92%
0%
12%
28%
42%
50%
56%
65%
83%
The use of ICT in your school contributes to
improved pupil attainment
An internal bidding process is used to allocate
ICT resources
Support in strategic planning would be very
useful
Support in curriculum issues would be very
useful
Support in technical issues would be very
useful
Support in financial planning would be very
useful
Sample size
0%
4%
7%
17%
63%
71%
70%
83%
38%
46%
48%
33%
25%
31%
31%
33%
50%
40%
48%
41%
50%
58%
61%
58%
13%
21%
24%
17%
8
52
46
12
132
Secondary schools
Extent to which e-learning is embedded in teaching
and learning
Late
Ambivalent Enthusiastic
Eadopters
enabled
Computer to pupil ratio is less than 1 to 10
0%
6%
17%
0%
There is a written strategy in place regarding the
role of ICT in teaching and learning
ICT is included in the overall teaching and
learning strategy
There is a willingness to contribute to the aim of
embedding ICT in teaching and learning
ICT is critical to the development of all
curriculum
ICT is important to the development of all
curriculum
The physical layout of the building restricts
development of ICT
Wireless networking is used within the school
22%
54%
52%
50%
0%
11%
17%
8%
33%
63%
62%
100%
22%
26%
17%
42%
33%
31%
28%
17%
67%
63%
79%
75%
33%
51%
48%
58%
The school has access to ICT technical support
100%
100%
97%
100%
The school has a fulltime ICT/ILT co-ordinator
with no teaching commitments
The School does not have an ICT/ILT coordinator
The school provides formal in-house ICT training
22%
26%
3%
33%
22%
6%
0%
0%
11%
49%
0%
33%
The school provides both formal and in-formal
ICT training
75% or more of the teaching areas have an ICT
projector or electronic whiteboard
75% or more of staff at the school are provided
with personal access to a laptop or computer
The school has a V/MLE
56%
0%
100%
58%
11%
11%
0%
25%
22%
43%
41%
75%
11%
26%
21%
33%
The use of ICT in your school contributes to
improved pupil attainment
An internal bidding process is used to allocate
ICT resources
Support in strategic planning would be very
useful
Support in curriculum issues would be very
useful
Support in technical issues would be very useful
67%
91%
90%
92%
78%
49%
79%
67%
22%
29%
14%
25%
67%
34%
31%
33%
44%
31%
35%
33%
Support in financial planning would be very
useful
Sample size
11%
26%
7%
8%
9
35
29
12
133
FE colleges
Extent to which e-learning is embedded in teaching
and learning
Late
Ambivalent
Enthusiastic
Eadopters
enabled
Computer to pupil ratio is less than 1 to 50
10%
26%
27%
25%
There is a written strategy in place regarding the role of
ICT in teaching and learning
ICT is included in the overall teaching and learning
strategy
There is a willingness to contribute to the aim of
embedding ICT in teaching and learning a lot
85%
78%
83%
88%
5%
4%
10%
0%
25%
57%
48%
100%
ICT is critical to the development of all curriculum
40%
39%
21%
75%
ICT is important to the development of all curriculum
20%
26%
35%
25%
The physical layout of the building restricts
development of ICT
Wireless networking is used within the college
60%
74%
65%
50%
50%
49%
56%
25%
The college has access to ICT technical support
90%
100%
100%
100%
The college has a fulltime ICT/ILT co-ordinator with
no teaching commitments
The college does not have an ICT/ILT co-ordinator
40%
35%
48%
88%
15%
13%
4%
0%
The college provides formal in-house ICT training
30%
74%
0%
50%
The college provides both formal and in-formal ICT
training
75% or more of the teaching areas have an ICT
projector or electronic whiteboard
75% or more of staff at the college are provided with
personal access to a laptop or computer
The college has a V/MLE
40%
4%
100%
38%
10%
4%
10%
25%
55%
69%
65%
88%
65%
61%
75%
88%
The use of ICT in your college contributes to improved
pupil attainment
An internal bidding process is used to allocate ICT
resources
Support in strategic planning would be very useful
50%
78%
73%
86%
85%
78%
77%
63%
35%
22%
19%
13%
Support in curriculum issues would be very useful
55%
48%
38%
38%
Support in technical issues would be very useful
35%
39%
25%
25%
Support in financial planning would be very useful
25%
9%
23%
13%
20
23
48
8
Sample size
134
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