moving towards e-learning in schools and fe colleges

Moving Towards e-Learning in Schools andFE Colleges: Models of Resource Planningat the Institution LevelPricewaterhouseCoopers LLP

Research Report RR601

RESEARCH

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 e-enabled 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:

• 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

1 Skills Strategy White Paper. July 2003

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• 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.

4. 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 e-learning, 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 strategies for embedding e-learning relates to the people dimension. The Case Study research demonstrates 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. The different management

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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

• 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.

6. 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;

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• 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 joined-up 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 e-learning 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.

7. 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.

8. In terms of the levels of ability and willingness for planning and managing resources, the research highlighted the following key points:

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• 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 pre-existing e-learning resources), security and access were also raised as important issues by the FE colleges;

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• 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.

9. 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 e-learning 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 e-learning 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

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(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 e-learning 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;

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• 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 e-learning 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 co-ordinators 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 e-learning strategies. Currently, most institutions (more than three quarters) are relying on internal support from their leadership team and ICT co-ordinators, 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

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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 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.

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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

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Institutional management in support of e-learning

1.2

1.3

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 e-learning. 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 e-learning journeys. Such institutions are likely to benefit significantly from gaining a clear understanding of the strategic management processes which e-enabled 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

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

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• 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.

1.4 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

•What are the strategies? e.g. is there anything that characterises good practice?

•What factors drive the strategies?

•What is the impact of different strategies on the costs of embedding e-learning?

•What are the main impacts of having embedded e-learning in institutions?

•How willing/able are schools and colleges in England to embed e-learning?

•What support do schools and colleges need to help than embed e-learning?

Enhanced pupil attainment and other impacts of embedded

e-learning

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Scope and structure of report

1.5

1.6

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.

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

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II Methodology

Overview

2.1

2.2

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 18 schools 6 FE colleges

Survey 275 schools 102 FE colleges

Background research

Before undertaking the main fieldwork, a number of background research activities were undertaken, as shown in the Table overleaf.

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Background research – overview

Mini literature review/benchmarking study3

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.

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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 e-learning.

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 e-learning.

• 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 e-

learning.

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%

Total 1,290 377 29%

2.6

2.7

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%.

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 Performance Free school meals

Population(n=17,630)

Achieved Sample

(n = 134)

High 9% 9% High Low 19% 19% High 14% 13%

Large

Low Low 9% 9% High 8% 9% High Low 15% 16% High 19% 16%

Small

Low Low 7% 8%

Total 100% 100% Secondary Schools


Population(n=3,386)

Achieved Sample (n = 95)


Large


Small

Low Low 5% 6%

Total 100% (99) 100% FE colleges


Population(n=379)

Achieved Sample

(n = 102)


Large


Small

Low Low 13% 13%

Total 100% (101) 100% Special Schools

Size Performance* Free school meals



High 26% 35% Large

Low 24% 15%

High 25% 24% Small

Low 25% 26%

Total 100% 100%

*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

(n = 60)

Main survey

(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 60 institutions (29 primary schools, 22 secondary schools and 9 special schools5). 2.9

2.10

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.

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

3.3

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

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

3.5

3.6

3.7

3.8

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.

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

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

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.

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

3.10

3.11

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

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.

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

3.13

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.

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

3.15

3.16

3.17

3.18

3.19

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.

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.

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 e-learning 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.

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

Strategies in colleges are similar, but with important differences.

Setting the vision

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

3.21

3.22

3.23

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 e-learning, 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

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 e-learning 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.

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.

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

3.25

3.26

3.27

Anecdotally, there are three sources for the influence on lecturers to adopt e-learning. 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 peer-pressure, 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.

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’.

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

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

3.29

3.30

3.31

3.32

3.33

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 fully-funded 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.

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.

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

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).

Management teams can also find themselves dealing with campuses that may have several different locations, and large numbers of full and part time students.

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

3.35

3.36

3.37

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

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

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.

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

3.39

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’

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

3.41

3.42

3.43

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.

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

E-enabled schools often adopt an approach where curriculum managers and teachers have strong ownership of decisions relating to the purchase of e-learning 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

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

3.45

3.46

3.47

3.48

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

Again, there are some contrasts in the approach in colleges.

Assessment of need

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.

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

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 e-learning. 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

3.50

3.51

3.52

3.53

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.

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

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.

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 e-learning materials (particularly for FE) then that would also be welcome.

Principal outcomes of the integration of ICT into mainstream activities

In Schools


34

Impacts on pupil attainment positive, but difficult to quantify

3.54

3.55

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.

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 mostof the time;

• The majority replied ‘yes’ when asked if they believed that teachers used ICT more inclass 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 formof communication;

• There is clear evidence of students using ICT across a wide range of subjects and not justin those which might be seen as technologically orientated;

• The views of students concerning the impact of ICT on the role and work of teachersshows that just under half of students believe that teachers are able to make better use oftime during class, and almost seven out of ten feel that teachers are able to teach in agreater variety of ways;

• In terms of motivation, just over one fifth stated that the use of ICT made them moremotivated, 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 ina way that suits them best; and

• The use of appropriate ICT equipment in special schools is regarded as having a positiveimpact on ‘cause and effect’ learning, with most pupils enjoying the use of ICT in theirwork. Visual stimuli are used frequently with touch screens often being moreappropriate 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

3.58

3.59

3.60

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

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

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.

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

3.62

3.63

3.64

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.

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.

With this one exception, however, all the Case Study colleges reported that e-learning 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


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

http://www.lsda.org.uk/curriculum2000/overview.asp

Widespread recognition of the benefits of leasing

3.65

3.66

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

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 e-learning 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

3.68

3.69

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

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.”

This philosophy was adopted by many of the institutions that were visited; e-learning 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

3.71

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.

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.

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In colleges

3.72

3.73

3.74

3.75

Again, there are (as might be expected) some contrasts between schools and colleges.

Leasing

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

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

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.

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Current levels of ability and willingness for planning and managing resources

In Schools

High levels of competence, but concerns over sustainability

3.76

3.77

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

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.

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In colleges

Management competence in e-enabled institutions

3.78

3.79

3.80

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.

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

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.

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IV E-learning embeddedness in schools and colleges

Introduction

4.1

4.2

4.3

This Section provides an overview of resource planning and current levels of e-learning development in schools and colleges across the country. Most of the information presented is drawn from the quantitative survey of schools and colleges.

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

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:

• 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;

10 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

Secondaryschools

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%

Total 100% 100% 100% 100%

Sample size 131 92 100 369

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

• Senior leadership team in institution • ICT co-ordinator

Medium influence 10 - 20% of institutions said that these stakeholders had a significant influence on their strategy

• 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).

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Do you have an ICT co-ordinator?

Primaryschools

Secondaryschools

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 co-ordinator 3% 6% 10% 5%

Total 100% 100% 100% 100%

Sample size 133 95 101 375


4.6

4.7

4.8

4.9

4.10

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.

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.

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.

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

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?

Primaryschools

Secondaryschools

FE colleges All

In-house technical support from technicians 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 technical support from 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

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?

Primaryschools

Secondaryschools

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%

Total 100% 100% 100% 100%

Sample size 131 94 101 372


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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.


Primaryschools

Secondaryschools

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.

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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?

Primaryschools

Secondaryschools

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%

Total 100% 100% 100% 100%

Sample size 132 94 102 373


Where will most of your computers be located in the future?

Primary schools

Secondaryschools

FE colleges All

Computer suites 58% 74% 57% 60%

Clusters 8% 12% 19% 12%

Classrooms 35% 15% 25% 29%

Total 100% 100% 100% 100%

Sample size 133 95 102 376


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.

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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?

Primaryschools

Secondaryschools

FE colleges 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.


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4.17

4.18

4.19

There is evidence from these figures that primary schools, secondary schools and colleges are at different stages of ‘maturity’ in the implementation of e-learning. 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.

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

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?

Primaryschools

Secondaryschools

FE colleges All

Cabled only 75% 49% 51% 62%

Wireless only 4% - - 1%

Cabled and wireless 21% 51% 49% 36%

Total 100% 100% 100% 100%

Sample size 130 95 102 370


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.

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Virtual/Managed Learning Environment

4.20

4.21

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.

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?

Primaryschools

Secondaryschools

FE colleges All

Yes 6% 23% 72% 28%

No 94% 77% 28% 72%

Total 100% 100% 100% 100%

Sample size 132 94 102 372


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.

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Does the physical layout of your school or college restrict your ICT development?

Primaryschools

Secondaryschools

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

4.24

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.

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.

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4.25

4.26

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.

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.

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Planning for sustainability

Does your strategic plan allow for the replacement of equipment after its life expectancy?

Primary schools

Secondaryschools

FE colleges All

Yes 68% 82% 96% 81%

No 32% 18% 4% 19%

Total 100% 100% 100% 100%

Sample size 131 92 101 370

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%

Total 100% 100% 100% 100%

Sample size 131 93 100 370

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%

Total 100% 100% 100% 100%

Sample size 132 93 100 370

Does your school or college attract additional funding due to its status?

Yes 14% 69% 46% 36%

No 86% 31% 54% 64%

Total 100% 100% 100% 100%


Does your school or college attract funding from other sources specifically for ICT purposes?

Yes 6% 14% 14% 10%

No 94% 86% 86% 90%

Total 100% 100% 100% 100%

Sample size 133 94 100 372


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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?

Primaryschools

Secondaryschools

FE colleges All

Earmarked funding targeted at ICT generally

78% 76% 64% 72%

Earmarked funding for specific aspects of ICT provision

44% 51% 32% 44%

Ability to vary between funding streams 46% 41% 31% 40%

Capital versus revenue/recurrent funding 25% 15% 24% 20%

One year budgets as opposed to longer term budgets

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).

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Does your school or college buy or lease major items of ICT equipment?

Primaryschools

Secondaryschools

FE colleges All

Buy only 78% 60% 80% 75%

Lease only 11% 20% 2% 10%

Buy and lease 11% 21% 18% 16%

Total 100% 100% 100% 100%

Sample size 132 92 101 371


4.29

4.30

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

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).

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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%

Total 100% 100% 100% 100%


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%

Total 100% 100% 100% 100%



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).

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How do you decide which requests for ICT resources can be filled?

Primaryschools

Secondaryschools

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%



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.

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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

High • Senior leadership team • ICT technicians

>60% of institutions

Medium • DfES, LEA • Consultants, MIS/MSP • Governors

20-30% of institutions

Low • Becta, QCA, NCSL • Principals/teachers from other colleges

<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?

Primaryschools

Secondaryschools

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


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.

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• 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

• Design of buildings

• Technical faults / reliability

• Confidence of staff

• Guidance and support

• Time

• Access to IT equipment

Facilitators

• Support from the LEA

• Excellent ICT co-ordinators

• Support from senior management team

• NGFL

• Staff training

• More funding for better ICT resources

• Access to IT equipment

• Motivation of staff


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.

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For which of the following areas would it be very useful to have additional support?

Primaryschools

Secondaryschools

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


ICT in teaching and learning

4.35

4.36

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.

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?

Primaryschools

Secondaryschools

FE colleges All

Yes 72% 87% 72% 77%

No 8% 3% 3% 5%

Unsure 20% 10% 25% 17%

Total 100% 100% 100% 100%

Sample size 133 94 100 372


66

If yes, what is your opinion based on?

Primaryschools

Secondaryschools

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%


Note: Total includes responses from 38 special schools. Figures do not sum to 100% as respondents were asked to indicate all applicable responses


The extent of e-learning embeddedness

4.37

4.38

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) 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.

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To what extent is ICT embedded in the delivery of teaching and learning in your school/college?

Primary schools

Secondaryschools

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%

Sample size 132 94 102 374


To what extent is there, in your opinion, a willingness to contribute to this aim within your school or college?

Primary schools

Secondaryschools

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%

Sample size 132 94 102 374

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’.

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Cross tabulations between indicators of ICT embeddedness

Extent to which ICT is embedded in teaching

and learning

A little Some A lot

Primary (n=132)

% 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%

The school does not have an ICT co-ordinator

- 4% 2%

Secondary (n=94)

% of schools with computer to pupil ratio better than 1 to 10 0% 12% 4%



22% 39% 71%


The school does not have an ICT co-ordinator

22% 4% 7%

FE (n=102)

% of schools with computer to student ratio better than 1 to 50 10% 27% 33%



55% 66% 73%


The college does not have an ICT co-ordinator 15% 8% 13%


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;

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• 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

Spectrum of e-enablement Indicators

Late adopters

Ambivalent Enthusiastic E-enabled

Self

asse

ssm

ent 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?

Formal or informal training is provided

Formal and informal

training are provided

Does your institution provide technical support?

Yes Yes

Tra

ditio

nal i

ndic

ator

s

Access: computer to pupil ratio

Worse than 1 to 20 Better than 1 to 20

Stat

ed

will

ingn

ess Willingness to

embed ICT in the future

Not applicable

A little or some

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.

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Spectrum of e-enablement

Late adopters

(13%)

e-enabled (11%)

enthusiastic(40%)

ambivalent(36%)

Extent of e-learning development

4.43

4.44

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.

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

4.46

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.

On the basis of the above classification, the table overleaf shows the responses to a number of key questions from within the questionnaire.

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Profiling institutional characteristics

Spectrum of e-enablement

Late adopter


ICT is embedded a lot in teaching and learning 0% 11% 22% 100%

The institution has an ICT co-ordinator 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%


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

4.48

The above table shows that as one progresses along the spectrum of e-enablement, 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

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.

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Principal cost factors

E-learning strategy

ICT infrastructure

Buildings

Investing in people

Sust

aina

bilit

y pl

anni

ng

Tim

e

4.49

4.50

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.

During the Case Study visits, the study team attempted to collect institution-level 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.

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Relative magnitude of principal cost factors

Principal cost factor Examples of costs High/Medium/Low cost

Preparation of e-learning strategy

• Headteacher input

• ICT co-ordinator

• Management team input

Low

Buildings • Adaptions/modifications etc. High/Medium/Low18

ICT infrastructure • Hardware

• Software

• Technical support

Medium

Investing in people • ICT co-ordinator

• Staff training

High

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.

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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 e-learning 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).

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.

4.52

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V Conclusions and recommendations

Summary of key findings

5.1

5.2

5.3

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.

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.

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.

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5.4

5.5

5.6

5.7

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.

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 e-learning, where curriculum managers and teachers generally had a significant influence over decisions about which e-learning materials to purchase.

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.

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.

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5.8

5.9

5.10

5.11

5.12

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.

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.

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.

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

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

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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 e-learning 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 co-ordinators 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 e-learning strategies. Currently, most institutions (more than three quarters) are relying on internal support from their leadership team and ICT co-ordinators, 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

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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 ICT-related 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.

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5.14

5.15

5.16

5.17

5.18

5.19

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.

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.

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 e-learning materials are actually to be delivered.

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

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.

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.

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5.20

5.21

5.22

5.23

5.24

5.25

5.26

5.27

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.

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.

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

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.

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’’

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.

There is evidence that the Becta/NCSL Strategic Leadership in ICT (SLICT) programme is already having a positive effect in this area.

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

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Funding e-learning more efficiently

5.28

5.29

5.30

5.31

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.

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.

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.

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

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practice are to learn the lessons available, it is important that this takes account of the evidence from this study.

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Appendix A Desk based research • Observations on e-learning in Scandinavian Schools

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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 e-learning. 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.

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http://www.emu.dk/gym/fag/en/uvforloeb/multiculturalism.html

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.

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Appendix B Case Studies • Key findings

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Key findings

Case Study 1 Type of school Small urban, primary school

Performance Average Point Score: 28.1 Resource planning and management strategies

• 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.


• •

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.


•

•

•

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.


•

•

•

•

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.

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Case Study 2

Type of school Medium size urban, primary school


• 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 e-confident 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.

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Case Study 3 Type of school Medium size urban, primary school


• 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.


•

•

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.


• •

Pupil attainment has increased. Teachers are using ICT for administrative tasks and teaching plans.

• Reporting is carried out electronically.


•

•

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.


•

•

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.

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• 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.


• 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.


• 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.


• 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.


• 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.

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• The principal has a clear vision for the role and development of ICT in the school.

• 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 whiteboards.


• e-learning Credits are used but would be of more overall use if the nature of their use was left to the school.

• The school Board of Governors plays a strong and supportive role in decision making e.g. all equipment is purchased on their advice as opposed to leased.

• Extensive use is made of LEA advice in purchasing decisions.

• However, the school possesses enough autonomy to be able to make its own decisions.


• Pupils experience extensive use of ICT exceeding National Curriculum requirements in their early years.

• ICT is widely used by teachers for delivery of teaching and learning and for administrative purposes.


• The autonomy of the school has allowed it to take decisions which suited its direction and speed of development.

• Difficulties are caused by the decision to purchase equipment as opposed to lease on a rolling programme of replacement.


• There is clear evidence of a high level of ability and willingness with more funding being welcome.

• Future plans are for the provision of 2/3 computers in each teaching space and more use of whiteboards.

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Case Study 6 Type of school Medium size, urban primary school


• 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.


• Autonomy to make own decisions although ring fencing of certain funds limits decision making freedom.

• Contact with supplier facilitated progress to current position.


• Appropriate software being used in a wide range of subjects.

• High standard of presentation. • Good planning and recording.


• LEA advice introduced school to supplier who wished to pilot new system.

• Applications chosen effective and cost-effective in installation and running costs.


• 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.

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Case Study 7 Type of school Medium size, urban primary school


• 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.


• 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.


• 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.

96

Case Study 8 Type of school Large rural primary school


• 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.


•

•

• •

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.


• 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.


• 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 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.

97

Case Study 9 Type of school Large, rural Technology college

Performance 76% achieving 5+ A*-C GCSE grades Resource planning and management strategies

• 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

personal access to a computer. • Use of a school intranet for teaching and learning

purposes with wireless capability.


• Despite advice of LEA the school leases equipment. • Some funding is earmarked but in general school is

allowed to work in an independent manner. • School is unhappy with LEA service-level agreement

and provides this resource internally. • High level of expectancy from parents and students

provides the school with a challenge regarding up-dating of equipment.


• More efficient use of time and resources, sharing of resources, access to data and evaluation of pupil progress.

• Teaching made more effective due to high quality lesson preparation.

• Use of intranet allows senior students to access materials inside and outside of class time.


• School management believes that better value for money is achieved by using a supplier whose sole interest is in providing ICT equipment for educational purposes.

• Internal bidding process by interview followed by decisions regarding acquisitions coupled with conservative budgeting allows for a balanced budget.


• School management committed to integration of ICT into the life of the school.

• Future plans include a virtual workspace for pupils and a learning portal for the wider community.

98

Case Study 10 Type of school Large, urban secondary school


• 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.


• Autonomy in decision making allowing the school to choose the best direction.

• Good relationship with major supplier.


• 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.


• Large amount and wide range of equipment made available through leasing arrangement.


• 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.

99

Case Study 11 Type of school Large, City Technology college


• 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.


• Value for money is paramount. • Large acquisitions are put out to tender. • Equipment is purchased outright. • The school is ineligible for e-Learning Credits.


• 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.


• 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.


• High levels of ability and willingness.

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Case Study 12 Type of school Large, urban Technology college


• 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.


• 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.


• 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.


• 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.


• 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.

101

Case Study 13 Type of school Large, City Technology college


• Strategic direction carefully planned and implemented. • Needs identified then funding put in place. • Employs the concept of universal access to ICT in

teaching and learning. • All pupils and staff with access to laptop computer. • Wireless connected Internet access. • Computer suites, each teaching room with data

projector and use of whiteboards and tablet computers.


• Autonomy of school allows decision making to follow strategic direction.

• Excellent working relationship with supplier.


• Large improvement in attainment of pupils. • Different learning styles through extensive use of ICT

to deliver teaching and learning.


• The success of the school attracts extra funding from a range of sources.

• Leasing of 60% of available laptops to parents results in highly effective use of school funding.


• Very high levels of ability and willingness. • Future planning impeded by state of school buildings.

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• 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.


• School deals directly with manufacturers to ensure best quality equipment.

• Employs a purchase policy but leases video conferencing equipment.


• Very wide range of applications in a range of subjects. • Very positive attitudes amongst students who make

good progress.


• 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.


• 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.

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Case Study 15 Type of school Large, urban Technology college


• 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.


• Close relationship with major supplier. • The desire to standardise equipment affects decision

making.


• 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.


• 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.


• 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.

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• 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.


• 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.


• Both headteacher and staff believe that it is too early to quantify the benefits of increased use of ICT.


• 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.


• 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.

.

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Case Study 17 Type of school Urban Special School

Performance N/A Resource planning and management strategies

• 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. Factors which affect key resource related decisions

• School does not avail of external support services. • Support provided by level of expertise of staff. • An administration service level agreement is in place.


• 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.


• 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.


• Strong commitment to training of staff – 50 hours per year.

• ICT a core element of the curriculum accounting for 40% of expenditure.

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Case Study 18 Type of school Urban Special School

Performance N/A Resource planning and management strategies

• ICT integrated into the work of the school not as a separate subject.

• Time switches used with all teaching PC’s being networked.

• 60% of staff have access to a computer at home.


• LEA provides support through a local CTC. • In-house knowledge of staff is the most important. • Development courses provided by LEA are used.


• Specialist ICT equipment has a positive impact on “Cause and Effect” learning.

• Pupils enjoy the use of ICT and are able to manage themselves better.

• Better use of teacher time is made by the introduction of ICT.

• Better administrative procedures.


• Variation in the school’s budget can lead to unpredictability.

• Equipment is purchased outright as pupils need to develop confidence in using it.


• Ability and confidence increased as a result of the NOF training.

• Senior management ensure that staff receive, and are given time for, additional training which they feel they require.

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Case Study 19 Type of school Large, urban FE college

Performance 71.1% success rate Resource planning and management strategies

• 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.


• Requirement for compatibility affects decision making. • Funding means that computers are used beyond their

anticipated life time.


• 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.


• 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.


• 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.

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• 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.


• Disappointment with some external providers of e-learning materials.

• Internally produced materials tending to re-produce the same resource has led to a more rigid management of individuals.


• 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.


• Procurement needs to be rationalised to ensure value for money.

• Funding provided to assist production of ILT strategy proved useful.


• Leadership fully equipped to plan and manage resources.

• Shift in investment planning from infrastructure to classroom practice.

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Case Study 21 Type of school Medium, urban FE college


• 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 e-learning programmes. Conversion of library assistants to learning facilitators.


•

•

•

•

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.


• 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.


• 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.


• •

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.

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Case Study 22 Type of school Large, urban Sixth Form college


• 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.


• 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.


• Improved student confidence. • Greater ownership by students of learning styles. • Higher quality lesson preparation and presentation.


• 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.


• Highly competent management team. • No clear evidence of where support needs to be

provided.

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Case Study 23 Type of school Medium size, urban Sixth Form college


• 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 clusters.

• Intranet with VLE. • Operates a separate ICT budget.


• Financial position has allowed for large scale purchases of equipment.

• Equipment purchased outright as opposed to leased due to economies of scale.

• Ensures that overspend on ICT does not impact on other budgets.


• Student attainment is high due to a number of factors, one of which is ICT.

• E-learning seen as a natural element of commitment to best practice.


• Funds available from schemes outside normal sources too small to impact significantly on budgeting.

• Acceptance that once an investment has been made it must be maintained on a rolling basis.


• High levels of ability and willingness at senior management level and in teaching staff.

• An incremental approach is adopted to allow staff to develop at their own pace.

• No evidence of any concrete measures required to assist management in planning for delivery of e-learning.

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Performance 62% success rate Resource planning and management strategies

• 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.


• 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.


• 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.


• Progressive, incremental implementation of e-learning results in no significant up-front costs.

• External earmarked funding insignificant for planning purposes.


• High levels of ability and willingness; no apparent sources of help required to assist planning competence.

• Finance seen as the major constraint.

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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;

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.

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• 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

• 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


Population Sample size

High 1,490 (8.5%) 37 High Low 3,272 (18.6%) 81 High 2,533 (14.4%) 63

Large

Low Low 1,568 (8.9%) 39 High 1,394 (7.9%) 34 High Low 2,714 (15.4%) 67 High 3,406 (19.3%) 84

Small

Low Low 1,253 (7.1%) 31

17,630 435* *Figures may not sum due to rounding

The ‘population’ of secondary schools in England



High 150 (4.4%) 19 High Low 778 (23%) 100 High 585 (17.3%) 75

Large

Low Low 180 (5.3%) 23 High 224 (6.6%) 29 High Low 549 (16.2%) 70 High 736 (21.7%) 94

Small

Low Low 184 (5.4%) 23

3,386 435* *Figures may not sum due to rounding

The ‘population’ of FE colleges in England



High 21 (5.5%) 15 High Low 45 (11.9%) 32 High 42 (11%) 30

Large

Low Low 83 (21.9%) 59 High 17 (4.5%) 12 High Low 107 (28.2%) 76 High 15 (4.0%) 11

Small

Low Low 49 (12.9%) 35

379 270

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The ‘population’ of special schools in England

Size Free school meals


High 274 (25.8%) 39 Large

Low 258 (24.3%) 36

High 260 (24.5%) 36 Small

Low 270 (25.4%) 39

1,062 150

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Primary Schools



Achieved Sample

(n = 134)

High 8.5% 9.0% High Low 18.6% 19.4% High 14.4% 12.6%

Large

Low Low 8.9% 9.0% High 7.9% 9.0% High Low 15.4% 16.4% High 19.3% 16.4%

Small

Low Low 7.1% 8.2%

Total 100% Secondary Schools




High 4.4% 2.1% High Low 23% 23.2% High 17.3% 18.9%

Large


Small

Low Low 5.4% 6.3%

Total 100% FE colleges



Achieved Sample

(n = 102)

High 5.5% 3.9% High Low 11.9% 10.8% High 11.1% 10.8%

Large


Small

Low Low 12.9% 12.7%

Total 100% Special Schools

Size Performance* Free school meals



High 25.8% 34.8% Large

Low 24.3% 15.2%

High 24.5% 23.9% Small

Low 25.4% 26.1%

Total 100%

*Special schools have not been grouped according to performance

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Key findings

Section 1: Background This section is about the principal or deputy principal at the school or college. Age of principal/ deputy principal

Primary Secondary Special FE Colleges AllUp to 29 3% 2% 4% 2% 3%30-44 19% 22% 13% 19% 19%45-59 75% 75% 78% 77% 76%60-64 2% 1% 4% 2% 2%Total 100% 100% 100% 100% 100%Sample s ize 134 95 46 99 374

Gender of principal/ deputy principal

Primary Secondary Special FE Colleges AllMale 32% 74% 61% 68% 56%Female 68% 26% 39% 32% 44%Total 100% 100% 100% 100% 100%Sample s ize 134 95 46 102 377

How long have you been at your current grade?

Primary Secondary Special FE Colleges All0 - 3 yrs 23% 37% 33% 46% 34%4 - 5 yrs 14% 22% 13% 18% 17%6 - 10 yrs 32% 24% 27% 24% 27%11 - 15 yrs 17% 11% 13% 8% 12%> 15 yrs 14% 5% 13% 3% 9%Total 100% 100% 100% 100% 100%Sample s ize 133 94 45 99 371

Number of pupils/students

Primary Secondary Special FE Colleges All0 - 249 55% 2% 100% - 33%250 - 499 40% 6% - - 16%500 - 999 4% 38% - 5% 13%1,000 - 4,999 - 54% - 36% 23%5,000 - 9,999 - - - 23% 6%10,000 - 19,999 - - - 26% 7%> 20,000 - - - 10% 3%Total 100% 100% 100% 100% 100%Sample s ize 134 95 46 100 375

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How many computers for teaching and learning are there in your school or college?

Primary Secondary Special FE Colleges All0 - 14 11% 18% 26% 16% 16%15 - 24 27% 30% 21% 20% 25%25 - 49 48% 43% 42% 31% 42%50 - 74 11% 5% 9% 20% 12%75 and over 2% 5% 2% 12% 6%Total 100% 100% 100% 100% 100%Sample s ize 132 87 43 99 361

To what extent is ICT embedded in the delivery of teaching and learning in your school/college?

Primary Secondary Special FE Colleges AllA little 6% 10% 15% 20% 12%Some 58% 61% 52% 66% 60%A lot 36% 30% 33% 15% 28%Total 100% 100% 100% 100% 100%Sample s ize 132 94 46 102 374

To what extent is there, in your opinion, a willingness to contribute to this aim within your school or college?

Primary Secondary Special FE Colleges AllA little 3% 2% 7% 2% 3%Some 30% 37% 35% 49% 38%A lot 67% 61% 59% 49% 59%Total 100% 100% 100% 100% 100%Sample s ize 132 94 46 102 374

Section 2: Your ICT infrastructure Where are computers located in your school or college?

Primary Secondary Special FE Colleges AllComputer suite, class room and clus ter 20% 69% 16% 74% 47%Computer suite and classroom 50% 15% 49% 19% 32%Classroom only 16% 1% 20% 1% 9%Computer suite only 3% 6% 4% 3% 4%Computer suite and clus ter 2% 7% - 4% 4%Classroom and clus ter 5% 1% 7% - 3%Clus ter only 4% - 4% - 2%Total 100% 100% 100% 100% 100%Sample s ize 132 94 45 102 373

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Where will most of your computers be located in the future?

Primary Secondary Special FE Colleges AllComputer suites 58% 74% 41% 57% 60%Clus ters 8% 12% 9% 19% 12%Classrooms 35% 15% 50% 25% 29%Total 100% 100% 100% 100% 100%Sample s ize 133 95 46 102 376

How are your computers networked?

Primary Secondary Special FE Colleges AllCabled only 75% 49% 77% 51% 62%W ireless only 4% - - - 1%Cabled and wireless 21% 51% 23% 49% 36%Total 100% 100% 100% 100% 100%Sample s ize 130 95 43 102 370


Does the physical layout of your school or college restrict your ICT development?

Primary Secondary Special FE Colleges AllW hat percentage of the teaching areas in your school or college has an ICT projection or electronic whiteboard equipment?

37% 29% 34% 29% 32%

W hat percentage of your teaching s taff has personal access to a desktop or laptop computer provided by your school or college?

75% 67% 75% 76% 73%

Approximately, what Percentage of your s tudents have access to a computer at home?

64% 74% 54% 80% 68%

Sample s ize 134 95 46 102 377Note: Figures do not sum to 100% as respondent s were asked to indicate all applicable responses

Primary Secondary Special FE Colleges AllNo, there is no res triction 33% 32% 37% 34% 33%Yes, because of the s ize of the school or College 25% 28% 33% 25% 27%Yes, because of the age of the buildings 28% 32% 28% 38% 31%Yes, because of the layout of the buildings 43% 47% 39% 46% 44%Sample s ize 129 95 46 100 370Note: Figures do not sum to 100% as respondent s were asked to indicate all applicable responses

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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 All

Yes , a fulltime teacher 68% 38% 48% 7% 41%

Yes , a parttime ICT/ILT co-ordinator with other respons ibilities

20% 35% 46% 38% 31%

Yes , a fulltime ICT/ILT co-ordinator with no teaching commitments

10% 21% 7% 46% 22%

No, we do not have an ICT/ILT co-ordinator

3% 6% - 10% 5%

Total 100% 100% 100% 100% 100%Sample s ize 133 95 46 101 375

If you have an ICT/ILT co-ordinator, what percentage of their time is spent on:

Primary Secondary Special FE Colleges AllTeaching and learning is sues? 86% 66% 80% 55% 72%ICT/ILT issues? 14% 34% 20% 45% 28%Total 100% 100% 100% 100% 100%Sample s ize 83 68 34 67 252

Is your ICT/ILT co-ordinator involved in resource management?

Primary Secondary Special FE Colleges AllYes 89% 91% 91% 77% 87%No 11% 9% 9% 23% 13%Total 100% 100% 100% 100% 100%Sample s ize 124 88 45 88 345

Is your ICT/ILT co-ordinator involved in developing strategies for schools or college improvement?


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Does your school or college have other teaching staff with a specific role in the delivery of ICT/ILT in teaching and learning?


Does your school or college have access to ICT technical support?


How many hours of ICT support are available per week?

Primary Secondary Special FE Colleges AllAverage hours available per week 7 59 16 123 56Sample s ize 103 83 30 102 318

To what sort of ICT support does your school or college have access to?

Primary Secondary Special FE Colleges AllIn-house technical support from technicians 31% 99% 50% 97% 69%

Technical support provided by the LEA 55% 54% 61% 2% 41%Technical support via an external support provider 37% 33% 32% 48% 38%Technical support via a hardware provider 14% 47% 32% 47% 34%In-house technical support from teachers 22% 36% 32% 30% 29%Technical support provided by another school or College 23% 3% 7% 3% 10%Other source 2% 3% - 5% 3%Sample s ize 123 92 44 99 358Note: 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?

Primary Secondary Special FE Colleges All0 7% - 12% 4%1-5 92% 92% 79% 32% 73%6-10 1% 5% 10% 48% 17%11-15 - 2% - 11% 4%16+ - - - 8% 2%Total 100% 100% 100% 100% 100%Sample s ize 111 91 42 99 343

-

122

Do you provide technicians for other schools or colleges?


Does your school or college provide in-house training?

Primary Secondary Special FE Colleges AllYes , 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%


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 Secondary Special FE Colleges AllICT technician(s ) 60% 78% 54% 75% 68%The senior leadership team 51% 63% 61% 78% 63%Governors 28% 31% 28% 31% 29%ICT consultant/advisor 31% 23% 37% 16% 25%The LEA 42% 17% 30% 7% 25%MIS or Managed Service provider 19% 13% 15% 43% 24%Department for Education and Skills 24% 6% 17% 29% 20%Curriculum Online support 24% 13% 11% 20% 18%Becta 12% 6% 13% 28% 15%Qualifications and Curriculum Authority 11% 3% 15% 19% 12%Teachers in other school or Colleges 12% 5% 7% 6% 8%National College of School Leadership 10% 5% 7% 5% 7%Principals of other school or Colleges 3% 1% 2% 8% 4%Sample s ize 134 95 46 102 377Note: Figures do not sum to 100% as respondents were asked to indicate all applicable responses. For ease of reference the opt ions have been presented in descending order according to the aggregate survey responses. T his is different from the order in which the opt ions appeared in the survey quest ionnaire.

For which of the following areas would it be very useful to have support?

Primary Secondary Special FE Colleges AllFinancial planning 20% 15% 20% 20% 19%Strategic planning 31% 23% 35% 22% 27%Technical is sues 58% 35% 59% 30% 45%Curriculum issues 45% 37% 50% 42% 43%Sample s ize 134 95 46 102 377

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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 AllThe use of ICT is critical to the development of all curriculum

18% 26% 28% 32% 25%

The use of ICT is important to the development of all curriculum

27% 28% 24% 28% 27%

The use of ICT is critical/important to the delivery of mos t curriculum

38% 29% 30% 25% 31%

The use of ICT is critical/important to the delivery of some curriculum

17% 18% 17% 15% 17%

The use of ICT is not important to the delivery of any curriculum

1% - - - 0%


Does your school or college have a Virtual/Managed Learning Environment (V/MLE)?


If yes, to what extent is the V/MLE used in the curriculum?

How much further do you anticipate that ICT will be incorporated into the curriculum of your school or college over the next five years?

Primary Secondary Special FE Colleges AllSome curriculum areas - 91% - 77% 80%All curriculum areas - 5% - 23% 18%None - 5% - - 2%Total 100% 100% 100% 100% 100%Sample s ize 8 22 1 73 104Note: P rimary and secondary school result s have been excluded due to inadequate sample size.

Primary Secondary Special FE Colleges AllA lot 80% 94% 80% 89% 86%Some 19% 5% 20% 11% 13%Not at all 1% 1% - - 1%Total 100% 100% 100% 100% 100%Sample s ize 132 95 46 100 373

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Which of the following aspects of ICT are likely to have the greatest impact in the development of teaching and learning?

In your opinion does the use of ICT in your school or college contribute to improved pupil attainment?

Primary Secondary Special FE Colleges AllMore engaging/innovative class room teaching and learning

70% 73% 73% 66% 70%

Access to better learning resources for pupils /s tudents

18% 14% 11% 17% 16%

Tailored/personalised learning experience

5% 7% - 7% 5%

Improved feedback/assessment for learning

1% 4% 2% 4% 3%

Improved flexibility and choice for learners

2% - - 4% 2%

Access to learning for non-learners 1% - 7% - 1%Better pupil/s tudent behaviour management

1% - 4% 1% 1%

Other 2% - 2% 1% 1%

Improved pupil/s tudent support 2% - - - 1%

Economies of scale (e.g. minority subjects delivered jointly

- 1% - - -


Note: For ease of reference the opt ions have been presented in descending order according to the aggregate survey responses. T his is different from the order in which the opt ions appeared in the survey quest ionnaire.

Primary Secondary Special FE Colleges AllYes 72% 87% 84% 72% 77%No 8% 3% 7% 3% 5%Unsure 20% 10% 9% 25% 17%Total 100% 100% 100% 100% 100%Sample s ize 133 94 45 100 372

If yes, what is your opinion based on?

Primary Secondary Special FE Colleges AllThe profess ional judgement of your s taff

86% 67% 95% 69% 78%

Anecdotal evidence 28% 37% 34% 38% 34%

Statis tical evidence from your school or College

15% 44% 34% 24% 28%

Other 2% 5% - 7% 4%

Sample s ize 96 82 38 72 288Note: Figures do not sum to 100% as respondents were asked to indicat e 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 s trategy 52% 48% 57% 84% 60%

Yes , an informal s trategy 18% 29% 24% 5% 18%

Yes , part of the teaching and learning s trategy

18% 14% 17% 8% 14%

No 12% 9% 2% 3% 8%


How often is your e-learning/ICT strategy reviewed or refined?

Primary Secondary Special FE Colleges AllAnnually 75% 71% 58% 72% 71%Every two years 17% 12% 26% 18% 17%Other 9% 17% 16% 11% 12%Total 100% 100% 100% 100% 100%Sample s ize 115 84 43 95 337

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Which of the following groups significantly influenced your strategy?

Primary Secondary Special FE Colleges AllICT/ILT coordinator 80% 73% 86% 77% 78%Senior leadership/management team 74% 73% 81% 81% 77%Subject leaders 22% 21% 23% 20% 21%ICT technician 11% 24% 19% 19% 18%Board of Governors 22% 8% 21% 11% 15%Subject teachers 16% 13% 16% 15% 15%LEA 30% 7% 19% - 14%Becta - the agency for ICT in education 7% 4% 7% - 12%Support from the Department for Education and Skills 11% - 7% 4% 6%Other support s taff 6% 2% 12% 4% 5%The Qualifications and Curriculum Authority 9% 5% 5% 2% 5%MIS or Managed Service provider 3% 5% 5% - 5%An independent ICT consultant/advisor 5% - 7% 1% 4%Head teachers /principals from other school or Colleges 4% 4% 2% - 3%National College of School Leadership 6% 1% 2% - 3%Curriculum Online 4% 1% 5% - 2%Teachers from other school or Colleges 2% 1% 2% 1% 1%Sample s ize 115 84 43 95 337Note: Figures do not sum to 100% as respondent s were asked to indicat e all applicable responses. For ease of reference the opt ions have been presented in descending order according to t he aggregate survey responses. T his is different from the order in which the opt ions appeared in t he survey quest ionnaire.

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

78% 76% 67% 64% 72%

Earmarked funding for specific aspects of ICT provision

44% 51% 52% 32% 44%

Ability to vary between funding streams

46% 41% 35% 31% 40%

Capital versus revenue/recurrent funding

25% 15% 13% 24% 20%

One year budgets as opposed to longer term budgets

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?


Does your school or college attract funding from other sources specifically for ICT purposes?

es?Primary Secondary Special FE Colleges All

Yes 6% 14% 7% 14% 10%No 94% 86% 93% 86% 90%Total 100% 100% 100% 100% 100%Sample s ize 133 94 45 100 372

Does your strategic plan allow for the replacement of equipment after its life expectancy?


Do you factor into your strategic plan the ability to sustain your current level of expenditure on ICT? e on ICT?


Does your current level of funding, excluding government funding for ICT, enable you to plan for sustainability?


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 AllProcuring ICT equipment and infras tructure 80% 81% 69% 85% 80%ICT training 2% - - 1% 1%ICT consumables 5% 2% 9% - 3%ICT resources for teaching and learning (software etc) 6% 1% 4% 3% 4%ICT support 7% 15% 18% 11% 12%Sample s ize 130 91 45 97 363Note: 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?


If yes, how do you decide which requests can be filled?

Primary Secondary Special FE Colleges AllIn line with your s trategic plan 79% 75% 56% 89% 79%By order of priority 44% 39% 56% 64% 51%By encouraging subject areas with a low or non-exis tent use of ICT 21% 41% 28% 40% 34%By supporting subject areas with a proven ICT record 5% 41% 12% 31% 25%Other 10% 10% 8% 11% 10%By allocating the total ICT budget on a pro-rata bas is 7% 13% 8% 6% 8%By use of an annuaal rota sys tem 10% 5% - 4% 5%Sample s ize 61 61 25 80 227Note: 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?

Primary Secondary Special FE Colleges AllNot important 49% 33% 43% 23% 37%Important 40% 50% 38% 57% 47%Very important 11% 17% 19% 20% 16%Total 100% 100% 100% 100% 100%Sample s ize 124 92 42 96 354

Does your school or college buy or lease major items of ICT equipment?

Primary Secondary Special FE Colleges AllBuy 78% 60% 83% 80% 75%Lease 11% 20% 4% 2% 10%Buy and lease 11% 21% 13% 18% 16%Total 100% 100% 100% 100% 100%Sample s ize 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?


Which of the following investment categories would you identify as high priority over the next two-three years? years?

Primary Secondary Special FE Colleges AllInteractive whiteboards 65% 61% 59% 46% 58%Video projectors 40% 59% 43% 63% 51%Laptop/tablet computers 46% 51% 22% 33% 41%W ireless environment 22% 42% 11% 23% 26%Provis ion of a VLE 5% 24% 7% 59% 25%Video-conferencing 9% 23% 7% 3% 11%Sample s ize 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 opt ions have been presented in descending order according to the aggregate survey responses. T his is different from the order in which the opt ions appeared in the survey quest ionnaire.

130

Which of the following objectives would you identify as a high investment priority?

Primary Secondary Special FE Colleges AllImproved personal access for teachers 53% 55% 41% 51% 51%Improved personal access for pupils /s tudents 65% 61% 57% 63% 62%Sample s ize 134 95 46 102 377Note: Figures do not sum to 100% as respondents were asked to indicate all applicable responses

131

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 adopters


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

50% 50% 48% 83%

ICT is included in the overall teaching and learning strategy

25% 12% 26% 0%

There is a willingness to contribute to the aim of embedding ICT in teaching and learning

13% 60% 76% 100%

ICT is critical to the development of all curriculum

25% 17% 15% 25%

ICT is important to the development of all curriculum

50% 29% 29% 8%

The physical layout of the building restricts development of ICT

63% 69% 65% 58%

Wireless networking is used within the school 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

0% 14% 0% 42%

The School does not have an ICT/ILT co-ordinator

0% 2% 4% 0%

The school provides formal in-house ICT training

0% 29% 0% 8%

The school provides both formal and in-formal ICT training

90% 6% 91% 92%

75% or more of the teaching areas have an ICT projector or electronic whiteboard

0% 12% 28% 42%

75% or more of staff at the school are provided with personal access to a laptop or computer

50% 56% 65% 83%

The school has a V/MLE 0% 4% 7% 17%

The use of ICT in your school contributes to improved pupil attainment

63% 71% 70% 83%

An internal bidding process is used to allocate ICT resources

38% 46% 48% 33%

Support in strategic planning would be very useful

25% 31% 31% 33%

Support in curriculum issues would be very useful

50% 40% 48% 41%

Support in technical issues would be very useful

50% 58% 61% 58%

Support in financial planning would be very useful

13% 21% 24% 17%


132

Secondary schools Extent to which e-learning is embedded in teaching and learning

Late adopters




22% 54% 52% 50%


0% 11% 17% 8%

There is a willingness to contribute to the aim of embedding ICT in teaching and learning

33% 63% 62% 100%

ICT is critical to the development of all curriculum

22% 26% 17% 42%

ICT is important to the development of all curriculum

33% 31% 28% 17%


67% 63% 79% 75%

Wireless networking is used within the school 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

22% 26% 3% 33%

The School does not have an ICT/ILT co-ordinator

22% 6% 0% 0%

The school provides formal in-house ICT training 11% 49% 0% 33%

The school provides both formal and in-formal ICT training

56% 0% 100% 58%


11% 11% 0% 25%

75% or more of staff at the school are provided with personal access to a laptop or computer

22% 43% 41% 75%

The school has a V/MLE 11% 26% 21% 33%

The use of ICT in your school contributes to improved pupil attainment

67% 91% 90% 92%


78% 49% 79% 67%

Support in strategic planning would be very useful

22% 29% 14% 25%

Support in curriculum issues would be very useful

67% 34% 31% 33%

Support in technical issues would be very useful 44% 31% 35% 33%

Support in financial planning would be very useful

11% 26% 7% 8%


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FE colleges Extent to which e-learning is embedded in teaching and learning

Late adopters




85% 78% 83% 88%


5% 4% 10% 0%

There is a willingness to contribute to the aim of embedding ICT in teaching and learning a lot

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%


60% 74% 65% 50%

Wireless networking is used within the college 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

40% 35% 48% 88%

The college does not have an ICT/ILT co-ordinator 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

40% 4% 100% 38%


10% 4% 10% 25%

75% or more of staff at the college are provided with personal access to a laptop or computer

55% 69% 65% 88%

The college has a V/MLE 65% 61% 75% 88%

The use of ICT in your college contributes to improved pupil attainment

50% 78% 73% 86%


85% 78% 77% 63%

Support in strategic planning would be very useful 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%


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© 2004 PricewaterhouseCoopers LLP. All rights reserved. “PricewaterhouseCoopers” refers to the PricewaterhouseCoopers LLP (a limited liability partnership in the United Kingdom) or, as the context requires, other member firms of PricewaterhouseCoopers International Limited, each of which is a separate and independent legal entity.

135

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