niel mclean executive director for educational practice, becta ict futures
TRANSCRIPT
Niel McLean
Executive Director for Educational Practice, Becta
ICT FuturesICT Futures
Four main objectives
InnovationInnovation Use ICT to transform schools and how they network, improving their effectiveness.
Use ICT to transform schools and how they network, improving their effectiveness.
SkillsSkills Provide learners with skills for future employment, lifelong learning and to engage in ICT-rich society.
Provide learners with skills for future employment, lifelong learning and to engage in ICT-rich society.
StandardsStandards Use ICT to transform learning and raise standards across the curriculum.
Use ICT to transform learning and raise standards across the curriculum.
InclusionInclusion Use ICT to provide universal access to educational opportunities.
Use ICT to provide universal access to educational opportunities.
A vision
A world-class education system that addresses both individuals’ needs for learning throughout their lives and the collective needs for an educated, engaged society.
ICT’s contribution
Personalise content sources and resources allowing those appropriate to each learners individual needs to be effectively identified, modified used and reused.
Provide pathways through that content which can be personalised to the needs of each learner and easily or automatically modified to take account of progress.
Present a range of interfaces to the content which are appropriate to the level and ability of the individual learner.
ICT’s contribution
Provide collaborative tools which provide new, interesting and powerful mechanisms for communication and collaboration.
Facilitate effective assessment and reporting tools which are flexible, adaptive, powerful, make minimal bureaucratic demands on teaching and non-teaching staff, and allow for a detailed understanding of the progress being made by individual learners, groups of learners, within and between institutions.
It provides flexibility about when and where to learn and about who to learn with.
Five technological capabilities
AwarenessAwareness
UserUser
MakerMaker
EvaluatorEvaluator
HolisticHolistic
Recognize the new technologies, their products and applications.Recognize the new technologies, their products and applications.
Use the new technological tools to support learning, work and life.Use the new technological tools to support learning, work and life.
Apply the new technologies to produce new ‘products’ and services.Apply the new technologies to produce new ‘products’ and services.
Make critical judgments about the new technologies, their products and their impacts.Make critical judgments about the new technologies, their products and their impacts.
Recognize the impact of the new technologies on how we think.Recognize the impact of the new technologies on how we think.
Prof. David Layton
Views of ICT learning
Learner as ‘consumer’ - where educational content is ‘delivered’ to the learner.
Learner as ‘producer’ - where the learner is provided with the tools to engage.ICT is not simply a ‘conduit for content’ but a powerful tool for thinking.
Gareth Mills QCA
The T.A.C model
Black/Harrison
ProcessesProcesses
Saving files, justifying text, entering a formula, clicking on an icon, entering a URL in a browser, cut and paste, click and drag, copying a fileinserting an image, opening a file
CapabilityCapabilityTechniquesTechniques
FactsFacts
Pedagogy and ICT
Bringing together the ‘right’:
•teaching methods•technology and resources•classroom and lesson organisation
in a way that•addresses individual learning needs
to •meet teaching and learning objectives.
Pedagogy
methods
organisationtechnology
Learning stylesObjectiv
e
Bringing together the ‘right’:•teaching methods•technology and resources•classroom and lesson organisation•addressing individual learning needs•to meet teaching and learning objectives.
Pedagogy
methods
organisationtechnology
Learning stylesObjectiv
e
Objective:•teaching ICT capability •applying ICT capability in a subject context•teaching subject objectives that relate to ICT capability•teaching subject objectives using ICT as a teaching and learning tool.
Pedagogy
methods
organisationtechnology
Learning stylesObjectiv
e
The Learner:• Kolb’s
learning styles
• Multiple intelligences
• Bloom’s taxonomy
• Aptitude and ability
Pedagogy
methods
organisationtechnology
Learning stylesObjectiv
e
Teaching methods:•demonstrating•modelling •questioning•providing ‘authentic’ experiences•judging•giving feedback
Pedagogy
methods
organisationtechnology
Learning stylesObjectiv
e
•Speed•Automation•Capacity•Range•Provisionallity•Interactivity•Dynamic modelling•Re-representation•Communication•Non-linearity
Pedagogy
methods
organisationtechnology
Learning stylesObjectiv
e
Organising the class• Creating an effective
learning environment• Whole class, group,
pair, individuals• Lesson structure• Managing time and
pace• Supporting
collaboration• Managing learning• Monitor learning • Extend beyond the
lesson
Another way of looking at it
Effective pedagogy builds a bridge between the learner and the teaching objective.:
TeachingObjective
LearnerNeeds
Methods Technology Organisation
The three supports.
The educational workforce
1. build capacity and capability within the educational workforce by allowing teachers and lecturers to teach more effectively – an effective workforce
2. provide new opportunities for others within the educational workforce to support teachers, and extending their reach beyond the school – an out-reaching workforce
3. provide access to continuing professional development and link learners, teachers, lecturers and other members of the educational workforce in communities of professional practice – a networked workforce
Some background: Levels of ICT usage in teaching
Higher percentage of staff in primary schools than in secondary schools use ICT on a regular basis for teaching
Primary Secondary
School leaders 51 53
Teaching staff 94 57
Support staff 38 19
Levels of ICT usage in administration
Majority of teaching staff in all schools using ICT regularly for administrative purposes
Primary Secondary
School leaders
83 91
Teaching staff
65 60
Support staff
21 50
Transformed schools
1. transform the ways in which learning is provided through new institutional models – effective schools
2. break down existing barriers between schools, the communities they serve, phases of education, and ‘formal’ and ‘informal’ learning – engaged schools
3. extend their offerings beyond the traditional limits of time, geography and culture – extended schools
Impact on ‘standards’
Primary schools with good ICT resourcestended to have higher achievementthan schools with unsatisfactory ICT.
When schools with similar quality of leadership were compared with those with good ICT resources stilltended to have better achievements than schools with unsatisfactory ICT.
When schools in similarsocio-economic circumstanceswere compared, schools with good ICT resources still tended to have better achievements than schools with unsatisfactory ICT.
Findings were similar across all subjects.
A developing model
Improved outcomes
ICT resources
ICT used effectively in classrooms for learning
ICT deployed appropriately
Good ICT learningopportunities
Increasedattainment in ICT
Improved learning
ICT resources
General teaching
ICT teaching
General leadership
ICT leadership
ICT enablers
Factors must all be in placeNumber of ICT enablers and
good ICT learning opportunities (secondary schools)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0 1 2 3 4 5
number of ICT enablersgood ICT learn
ing o
pport
unit
ies
Correlation Coefficient = .63
ICT enablers and ICT learning opportunities
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0 1 2 3 4 5
Number of ICT enablers
good lea
rnin
g o
pport
unit
ies
in ICT
Correlation Coefficient = .65
Distribution of crucial factors
Number of ICT enablers in primary schools
0%
5%
10%
15%
20%
25%
0 1 2 3 4 5
Number of ICT enablers
pro
port
ion
of
sch
ools
Number of ICT enablers in secondary schools
0%
5%
10%
15%
20%
25%
0 1 2 3 4 5
Number of ICT enablers
pro
port
ion
of
sch
ools
SCOOLS ARE ‘DATA RICH’
Bringing together management, administration, teaching and learning.
Individual level: to ‘know’ pupils better, set targets, involve others
Classroom level: to evaluate practice School level: support strategic decision making Between schools: share practice National level: ‘benchmark’ data
Developing schools
One. Localised use
Two. Internal Coordination
Three. Process redesign
Four. Network redesign & embedding
Five. Redefinition & innovative use
Deg
ree o
f tr
an
sform
ati
on
Range of potential benefits
High
HighLow
Source MIT
Transformed system
1. ensuring that innovation and effective practice spread throughout the system - an innovative system
2. capturing and communicating information on the system’s performance, allowing intelligent accountability, where the locality both informs and influences the centre, and the centre adds value to the locality - a high-performing system
Beyond bi-polarism
Pole 1: Benevolent Centralism Pole 2: Innovatory entrepreneurship
A new synthesis: knowledge generating communities harnessing the power of local innovation to meet a national agenda.
Opportunities:
changing opportunities for learners
developing role of teacher
changing relationship between
school and home
creating communities.
Thank you.