becta research conference 2003 proving effective practice with ict learning at home & school:...

Becta Research conference 2003Becta Research conference 2003Proving effective practice with ICTProving effective practice with ICT

Learning at Home & School: Learning at Home & School: Lessons from the ImpaCT Case Lessons from the ImpaCT Case StudiesStudies

Chris Comber, Univ. of LeicesterChris Comber, Univ. of LeicesterBecta Research conferenceBecta Research conference

1313thth June 2003, TUC Congress Centre, June 2003, TUC Congress Centre, LondonLondon


ImpaCT2: Background

Original ImpacT study (Watson et al., 1993): •First major attempt to examine the relationship between IT & academic performance

•ImpaCT2: Focus on the impact of Communications or networked technologies



ImpaCT2: Preliminary work

• Examination of existing research

• Development of research design for main study

• Reported in 2 preliminary reports (www.becta.org.uk/impact2)


ImpaCT2: Strands 1 & 2• Nottingham, Manchester

Metropolitan & Open Universities

• 2,000+ Y6 & Y9 pupils in 60 schools – Strand 1: Relationship between

ICT & educational attainment– Strand 2: Tracking pupils’ use of

ICT in & out of school


Strand 1: Key findings

• Positive relationship between ICT performance in SATs & GCSEs in 12:13 subjects, across three key stages

“ ...a significant boosts to pupils’ progress, amounting to many weeks & even whole terms of teaching time” (Becta, 2003)


ImpaCT2 Briefing Report Becta (2003)

But

“..levels of ICT use alone should not be taken as the sole indicator…. appropriate & effective use of ICT is more important, especially where it is linked to clear learning aims”


ImpaCT2: Strand 3 University of Leicester• 15 ‘linked case studies’ from

original 60 schools

• Qualitative studies of ICT:– classroom practice– home use – professional development – management & organisation – h/ware &infrastructure


Strand 3: Research design• 3 visits to each school

• Headteachers, ICT co-ordinators, subject teachers, pupils (Y6/9), parents – Face-to-face & telephone

interviews, focus-groups, video-diaries, email diaries, classroom observations, stimulated recall


ICT in the ClassroomThemes & issues

1. ICT & Achievement

2. Use of specific networked

technologies

3. Use of ICT at home

3. Teaching & Learning with ICT


1. ICT & Achievement

• Few teachers/schools able to point to direct evidence of performance gains

• But professional judgement of many is that it is having +ve effect

• Widespread recognition that ICT can excite, motivate & engage pupils


2. Networked technologies (i)

The internet

• Most frequently used NT

• But - often used in less than effective ways

• Lack of understanding of:– effective research strategies, – evaluation & use of www resources


Networked technologies (ii)

Email

• Mainly used for school-school contact

• Immediacy, authenticity

• Positive impact on literacy

• Irregular use for homework tasks


Networked technologies (iii)

Video-conferencing

• Some teachers aware of its potential

• Little actual use observed

• New project demonstrating its effectiveness


3. Home use of ICT: Pupils

• Children ‘inhabit’ a world of technology and communications

• 75% had access to PC /Internet

• Many had mobile phones, games consoles


3. Home use: Pupils (contd.)

• Main educational uses :– research– revision– work preparation

• Engaging some reluctant learners• Development of ICT skills• But:

– learned ‘bad habits’– quality of ICT homework variable


Home use: The parents’ view

• ICT now ‘part of the modern world’

• See themselves as ‘partners’ with school & seek guidance on:– appropriate software & its use– supporting ICT-related homework

• But– many teachers unsure of how best

to provide appropriate support


4. Teaching & learning

• ICT has potential to shift teacher/ pupil relationship

• Constructivist/social constructivist modes of learning

• Pupils: – autonomy, exploration, creation,

collaboration• Teachers:

– facilitation, ‘scaffolding’


Curricular elements of the ICT classroom

The learner as:• alert receiver• interestedexplorer• active creator

The teacher as• director• stage manager• scaffolder

Other learners as:• isolated others• competitors• collaborators

Nature of ICTuse: intended actual

After Scrimshaw (1997)


Teaching an ICT skill

• Teacher as: – director

• Pupils as:– alert receivers– isolated others


WebQuest

• Teacher as: – stage manager– (scaffolder)

• Pupils as:– interested explorers– collaborators


Developing a PowerPoint presentation• Teacher as:

– stage manager– scaffolder

• Pupils as:– interested explorers– collaborators/competitors – active creators


Implications Professional development

• Capitalise on new confidence

• Focus on integrating ICT fully into learning activities

• Differentiated training programmes which address: – varying levels of ability/experience– needs of different groups of staff


ImplicationsHome-school links

• Capitalise on students’ experience and interest

• Develop use of ICT for transfer of homework, access to resources etc

• Foster mutually supportive relationships between teachers and parents


Direct impact/ addative modelTraditionalpedagogy &curriculum

+ TraditionalICT skills

Teacher developslearning activity

usingICT

Learner completestask

Increasedknowledgeand skill

Increase inperformance /

attainment


Socially contextualised/cumulative modelSelf-directed

learningTraditionalICT skills

Institutionallearning

Learner definedcurriculum and

culture

Teacher definedcurriculum

Learner’s personalrepresentation of the

task and culture

Home-basedtask

Teacher definedtask

Learner’s non-schoolculture

Institutionalresources

Learner’s availableresources

Learner usestraditional skills

Learner’s uses skillsdeveloped

independently

Potential benefits: away from

approvedcurriculum

autonomy own pace

> attainment> ICT skills> knowledge &

understanding

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