Moving forward with ICT
National Middle Schools Forum
Bristol
20 October 2005
Ken Dyson
Embedding ICT
The gap between the best and the
worst is unacceptably wide and
increasing.
In the most outstanding examples,
ICT is starting to have a pervasive
impact on the way teachers teach and
children learn.
As yet the government’s aim for ICT
to become embedded in the work of
schools is a reality in only a small
minority.
Embedding ICT – features of the
most successful schools
flexible
accommodation
focus on
teaching
and learning
Challenge
shared
co-ordination
of ICT
Support
laptops for
teachers
staff
staff
share
share
expertise induction resources
flexible
for new
resources
staff
creative use
of support
staff
widening
pupil access
to resources
Common Evaluation Framework
Strands
1.
2.
3.
4.
5.
6.
7.
Leadership and Vision
Curriculum
Teaching and learning
Assessment
Professional Development
Resources
Standards
DEPICTS
descriptors
DEPICTS
sources of evidence
records of formative assessment
summative assessment data
comparison data NC outcomes
comparison data public exams
assessment data on groups of pupils
year-on-year data
value-added data
analysis of ICT usage
reports to governors
pupils' homework diaries
INTERVIEWS/DISCUSSIONS
staff
managers
pupils
OBSERVATION
pupils' work
teachers' marking and written feedback
lessons
walkabout
st
st st st
st
st
s s s
st
s
s s s
s s s
s
s s s
s
st
st
st
st
s s s
st
st st
st
st st st
st
st st st
st st st st st st st st st st st st st st st
st
st st st
st
st st st st st
st st st
st st st st st st
st st
st st st
st st st st st st
st
st
s st st
s st st
st st
s st st
st st
st st st
Links between CEF and SEF
CEF
Leadership and Vision
Curriculum
Teaching and learning
Assessment
Professional Development
Resources
Standards
SEF
Achievement and standards
Personal development and well-being
The quality of provision
Leadership and management
Overall effectiveness and efficiency
Links between CEF and SEF
CEF
Leadership and Vision
Curriculum
Teaching and learning
Assessment
Professional Development
Resources
Standards
SEF
Achievement and standards
Personal development and well-being
The quality of provision
Leadership and management
Overall effectiveness and efficiency
Current guidance
The Common Evaluation Framework
Measuring the impact of whole-school ICT
WITH GUIDANCE
http://www.becta.org.uk/leaders/school_leaders.cfm
Towards a national framework
Leadership and Vision
Curriculum
Teaching and learning
Assessment
Professional Development
Resources
Standards
Extended schools
Continuity of learning
Impact
Towards a national framework

Supporting self review

Benchmarking criteria

Online tools to support

Linked to sources of further support

National programme of CPD
Towards a national framework

Main focus is school improvement

Optional ICT Mark available

Pilot September – December 2005

First awards – January 2006

Available nationally – April 2006
Framework
5
4
3
2
1
Continuity
of learning
Extended
school
Impact
Resources
CPD
Assessment
Learning &
Teaching
Curriculum
Leadership
& Vision
Self review before
5
4
3
2
1
Continuity
of learning
Extended
school
Impact
Resources
CPD
Assessment
Learning &
Teaching
Curriculum
Leadership
& Vision
Self review after
5
4
3
2
1
Continuity
of learning
Extended
school
Impact
Resources
CPD
Assessment
Learning &
Teaching
Curriculum
Leadership
& Vision
Recognition
5
ICT Mark
4
3
2
1
Continuity
of learning
Extended
school
Impact
Resources
CPD
Assessment
Learning &
Teaching
Curriculum
Leadership
& Vision
Element 1
Leadership and vision for ICT
1a
Creating, sharing and reviewing the vision for ICT
1
2
3
4
5
Leadership
There is no defined
strategic leadership;
individuals act
independently of each
other.
The strategic leadership
for ICT has been
delegated to individuals
who may not be part of
the SMT/leadership
team.
The headteacher
invests the
responsibility for the
strategic leadership of
ICT in the senior
management/
leadership team.
The headteacher
provides clear and proactive strategic
leadership for ICT along
with members of the
SMT/leadership team.
Strategic leadership for
ICT includes the
headteacher, senior
management team and
governors.
Creating the
vision
There is no articulated
vision from those
leading ICT.
The vision does not
distinguish clearly
between the different
opportunities offered by
ICT. It is limited to the
potential impact of ICT
on marginal aspects of
the schools’ work or is
mainly focused on the
acquisition of
resources.
The vision recognises
the potential for ICT to
enhance some aspects
of the school’s key
functions. It recognises
how ICT can support
teaching, learning,
management and
administration and is
consistent with the
school’s aims.
An inclusive vision
clearly identifies the
potential of ICT for
enhancing all aspects of
the schools’ work. It
recognises the
distinctive contribution
of ICT and identifies
how this supports the
school’s wider aims and
aspirations.
There is an innovative
and inclusive vision
which anticipates future
developments in
practice and
technology.
Ownership
of the vision
There is no articulation
of a vision for ICT.
The vision has been
shared with all, but only
understood and
adopted by a small
minority of staff.
The vision is
understood and shared
by a majority of staff,
and adopted by most
staff and governors.
The vision is
understood and
adopted by all staff, and
governors and most
pupils.
All staff, pupils and
governors understand
and have adopted the
vision. The majority of
parents and the wider
community understand
and support the vision.
Element 3
3a
Learning and Teaching
Planning, using and evaluating ICT in learning and teaching
1
2
3
4
5
Planning for
ICT in
learning and
teaching
There is little planning
for the use of ICT in
learning and teaching
because most teachers
are uncertain about
identifying appropriate
opportunities.
Some teachers plan for
the use of ICT but
overall there is much
variability in their
confidence to do so.
Many staff have the
confidence to identify
opportunities for the use
of ICT and regularly
build this into their
planning.
Most staff know when
and when not to use
ICT and this leads to
good quality planning.
A few staff go beyond
this and can see new
opportunities to extend
learning and teaching.
All staff know when and
when not to use ICT.
This leads to universally
good quality planning
much of which is
innovative.
Extent of ICT
use for
learning and
teaching
There is little ICT use in
lessons to support
learning and teaching
across subjects and
year groups.
There are pockets of
use of ICT within
learning and teaching,
but provision is teacher
and/or subject
dependent.
There is use of ICT
within learning and
teaching across some
subjects and key
stages.
The use of ICT within
learning and teaching is
widespread and
frequent. This is a
result of a clear whole
school strategy.
ICT is a frequent and
natural part of learning
and teaching for all
pupils across subjects
and year groups.
Quality of use
of ICT for
learning and
teaching)
Any ICT use brings little
benefit to teaching and
learning. Use is
incidental rather than
planned for the potential
gains it might bring.
ICT is mainly used to
replace traditional
teaching approaches,
with a focus on
superficial gains such
as presentation.
Teachers use ICT to
engage and motivate
pupils in their learning
through more varied
approaches and
resources, leading to
more active and
interactive learning
experiences.
Teachers use ICT to
enhance teaching and
pupils’ learning
experiences with
approaches not readily
accessible through
more traditional
methods.
Teachers use ICT to
provide opportunities for
creative and
independent learning
that extend pupils’
capacity to learn for
themselves both within
and beyond the school.
Evaluating teaching and learning
Shallow
learning
Deep
Empower
Enhance
Pupils take
Evaluation
control of
learning
Extend
Deeper learning Use ICT to
research and
Synthesis
though ICT
based teaching manage own
learning
and learning
Significantly
alter Analysis
the way
resources
whiteboards
that teaching
used
and learning
Exchange
interactively
Application
Exchange OHPs and with wider takes place
using ICT
for data
range of
projectors,
Comprehension
teaching
using
resources and
whiteboards as methodologies
projection
Knowledge
screens
Enrich
Passive
pupil engagement
Active
What does ICT support best?
media
literacy
information
literacy
collaborative
working
independent
learning
visualisation
creativity
thinking
skills
Media literacy
•
audience
•
evaluation
•
design and impact
Media literacy
•
the power of sound
•
language of imagery
•
stereotypes
Independence in learning
•
ownership
•
engagement
•
creativity
•
tenacity
“There’s no such thing as e-learning
only learning in the head”
Esther Dyson
Moving forward with ICT
National Middle Schools Forum
Bristol
20 October 2005
Ken Dyson