Niel McLean Executive Director for Educational Practice, Becta

ICT Futures. Niel McLean Executive Director for Educational Practice, Becta. Standards. Use ICT to transform learning and raise standards across the curriculum. Innovation. Use ICT to transform schools and how they network, improving their effectiveness. Inclusion.

ICT FuturesNiel McLeanExecutive Director for Educational Practice, BectaStandardsUse ICT to transform learning and raise standards across the curriculum.InnovationUse ICT to transform schools and how they network, improving their effectiveness.InclusionUse ICT to provide universal access to educational opportunities.SkillsProvide learners with skills for future employment, lifelong learning and to engage in ICT-rich society.Four main objectivesA visionA 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.

Recognize the new technologies, their products and applications.Use the new technological tools to support learning, work and life.Apply the new technologies to produce new ‘products’ and services.Make critical judgments about the new technologies, their products and their impacts.Recognize the impact of the new technologies on how we think.Five technological capabilitiesAwarenessUserMakerEvaluatorHolisticProf. David LaytonViews of ICT learningLearner 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 QCATechniquesFactsSaving 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 fileProcessesCapabilityThe T.A.C modelBlack/HarrisonPedagogy 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

Bringing together the ‘right’:

teaching methods

technology and resources

classroom and lesson organisation

addressing individual learning needs

to meet teaching and learning objectives.

Pedagogy

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

The Learner:

Kolb’s learning styles

Multiple intelligences

Bloom’s taxonomy

Aptitude and ability

Pedagogy

Teaching methods:

demonstrating

modelling

questioning

providing ‘authentic’ experiences

judging

giving feedback

Pedagogy

Speed

Automation

Capacity

Range

Provisionallity

Interactivity

Dynamic modelling

Re-representation

Communication

Non-linearity

Pedagogy

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

LearnerNeedsTeachingObjectiveMethods Technology OrganisationAnother way of looking at it

Effective pedagogy builds a bridge between the learner and the teaching objective.:

The three supports.The educational workforce

build capacity and capability within the educational workforce by allowing teachers and lecturers to teach more effectively – an effective workforce

provide new opportunities for others within the educational workforce to support teachers, and extending their reach beyond the school – an out-reaching workforce

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

Levels of ICT usage in administration

Majority of teaching staff in all schools using ICT regularly for administrative purposes

Transformed schoolstransform the ways in which learning is provided through new institutional models – effective schoolsbreak down existing barriers between schools, the communities they serve, phases of education, and ‘formal’ and ‘informal’ learning – engaged schoolsextend their offerings beyond the traditional limits of time, geography and culture – extended schoolsImpact 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 modelICT enablersICT resourcesICT resourcesICT deployed appropriatelyGeneral teachingGood ICT learningopportunitiesICT teachingIncreasedattainment in ICTICT used effectively in classrooms for learningGeneral leadershipImproved learningICT leadershipImproved outcomesCorrelation Coefficient = .65Correlation Coefficient = .63Factors must all be in placeNumber of ICT enablers in Number of ICT enablers in primary schoolssecondary schools25%25%20%20%15%15%proportion of schoolsproportion of schools10%10%5%5%0%0%012345012345Number of ICT enablersNumber of ICT enablersDistribution of crucial factorsSCOOLS 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

HighFive. Redefinition & innovative useFour. Network redesign & embeddingDegree of transformationThree. Process redesignTwo. Internal CoordinationOne. Localised useHighLowRange of potential benefitsDeveloping schoolsSource MITTransformed systemensuring that innovation and effective practice spread throughout the system - an innovative systemcapturing 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 systemBeyond 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.

changing opportunities for learnersdeveloping role of teacherchanging relationship between school and homecreating communities.Opportunities:Thank you.