The impact of ICT in schools - a landscape review - nationalarchives ...

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Contents page no. Executive summary 3 1. Introduction 9 1.1 Background to the study 9 1.2 Approach to the analysis of the literature 9 1.3 Reflections on the literature 10 2. Setting the context: ICT provision and access 13 2.1 Policies, management and leadership within schools 13 2.2 Access to information and communication technologies 15 2.3 Teachers’ confidence and competence 16 2.4 Summary of key points 20 3. Impact on teaching, learning and attainment 21 3.1 Use of ICT in teaching and learning 21 3.2 Impact of ICT use in teaching and learning 21 3.3 Impact in specific subject areas 30 3.4 Impact of specific technologies and strategies 40 3.5 Impact on specific groups of learners 56 3.6 Personalisation of the learning experience 60 4 Impact on practitioners and schools 63 4.1 Impact of ICT on practice: integrating ICT into learning and teaching 63 4.2 Impact of ICT on administration and overall workload 67 4.3 The e-confident school 71 4.4. Impact on communication with home and the wider community 71 4.5 Summary of key points 73 5 Conclusions and implications 75 5.1 Reflections on the literature 75 5.2 Reflections on the impact of ICT in schools 76 References 79 Annex 1 Bibliography 84
Executive Summary Introduction The impact of ICT in schools report was commissioned by Becta on behalf of the Department for Education and Skills (DfES) to analyse the impact of ICT on the schools sector across the United Kingdom. Over 350 published literature sources were consulted, ranging from policy documents, professional journals, research reports, reviews and digests to commercial publications. These have been listed in the bibliography although not all are referred to explicitly within the body of the report. This summary sets out the key messages from the literature, focusing firstly on the infrastructure to support the use of ICT, secondly on the impact on learning and teaching and, thirdly, on the extent to which ICT supports communication and links within and across schools and into the wider community. It concludes by drawing out several issues for further exploration and research. Setting the context: ICT provision and access In recent years there have been numerous surveys designed to give information on the extent to which schools are developing the capacity to integrate ICT into learning, teaching and management processes. The evidence gathered has shown a steady increase in the number of computers and other technologies over time, with most schools achieving the baseline targets for computer-to-pupil ratios. This finding, to a degree, masks considerable variation within and across schools with regard to regular access to reliable technologies and broadband connectivity. Evidence of the impact on learning and teaching indicates that, where the use of ICT is most effective in enhancing the learning experience, teachers have been able to integrate a number of technologies such as laptops, interactive whiteboards and the internet. Such combinations of hardware, software and connectivity allow them to develop innovative approaches to learning and teaching. A critical factor in the effective use of ICT is the existence of a school-level e-strategy that addresses future development and sustainability and includes some means of monitoring progress against identified milestones. While innovations often begin within a key stage or subject department, they require a whole-school commitment if they are to become embedded in the daily experience of pupils, providing continuity and coherence across the years. While champions can, and often do, lead the way, new developments need leadership and strategic planning to ensure sustained changes in practice. Teachers’ confidence and skills levels have improved significantly in recent years, in part due 3
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Page 5 and 6: presentations. Much of the evidence
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Page 11: from large-scale national surveys t
Page 14 and 15: 14 with regard to ICT use and the c
Page 16 and 17: 16 • in England, 41 per cent of p
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52 in playing them and where they w
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54 instant feedback from online tes
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56 3.5 Impact on specific groups of
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58 encouraged high-quality presenta
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60 3.6 Personalisation of the learn
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Impact on practitioners and schools
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Support is increasingly provided fo
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that several features of an ICT-sup
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materials (BESA, 2005). The evaluat
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4.3 The e-confident school In order
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development is the provision of res
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Conclusions and implications This a
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itself faded into the background, b
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References Note: all weblinks were
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Graham, S and Thornley, C (2000) Co
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Sandford, R, Ulicsak, M, Facer, K,
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Becta (2004), A Review of the Resea
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Fisher, T (2003), Teacher Professio
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Morgan, A and Kennewell, S (2005),
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Simpson, M, Payne, F, Munro, R and
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www.becta.org.uk/research To order
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