main drivers for slict unacceptably wide variations in standards and resources use of ict skills in...

Main Drivers for SLICT

• Unacceptably wide variations in standards and resources

• Use of ICT skills in learning still under developed

• Gap between best and worst still growing

• ICT not yet embedded in work of schools

“Greater awareness of the educational potential of ICT and freedom to innovate”

“ICT needs to be seen as a key, integral element of the school reform agenda: freeing up time and energy to help remodel the school team; efficient knowledge management within schools; supporting knowledge transfer between schools and outreach to parents and the community; as well as being a hugely powerful medium for transforming teaching and learning…” (p4)

The key contribution of ICT and e-learning for the reform agenda

“The NGFL programme has achieved a great deal, but with the evidence now available to us, it is time to take the next step. We need to ensure that using ands applying ICT as an integral part of the learning process becomes a natural process for all schools” (p.7)

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 capabilitiesAwarenessAwareness

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 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 QCA