harnessing technology review 2007 · interactive whiteboards continue to be a focus for future...
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Harnessing TechnologyReview 2007:
Progress and impact of technology in education
Summary Report
There is now a strong evidence base to underpin the leadership oftechnology in education at national and local level. This reviewoffers some clear steers which are discussed in the final section.
There are many encouraging signs of progress and a growingevidence base demonstrating positive impact of technology andeducational ‘e-maturity’ on a range of outcomes. Clearly, however,the challenge of delivering greater value from technology andrealising significant benefits for learners is a continuing one.
As you will read in the evidence review, we are now better able tounderstand and describe technology-related strategies whichdeliver benefits. The evidence helps chart and illustrate them inways that will meet the needs of our key stakeholders. ThroughBecta’s discussions with stakeholders and with nationalorganisations supporting change in education and skills sector, weintend to ensure that the use of technology supports thedevelopment of an education and skills system which is fit for the21st century.
Stephen CrowneChief Executive, Becta
PREFACE
Welcome to the Harnessing Technology Review2007, a strategy-level review of what currentresearch and evidence tells us about harnessingtechnology for the benefit of learners. Thispublication builds on the Becta Reviews of 2005and 2006, focusing discussion closely on theambitions of the government’s e-strategy,Harnessing Technology.
This year we have divided the Review into twoparts:
� A high-level summary which identifies themain messages from the evidence and offersan analysis of strategic issues and challenges
� An evidence review providing a detailedoutline and discussion of the evidence and itsimplications, which is available athttp://publications.becta.org.uk/display.cfm?resID=33979
1
2
� projects to evaluate national ICT programmes� inspection data and reports from Ofsted� systematic reviews of literature relating to ICT in education.
The final section charts overall progress and the issues andchallenges arising from this review in the context of the e-strategyand the Government’s wider ambitions for the education and skillssectors.
INTRODUCTION
March 2005 saw the publication of theGovernment’s e-strategy, HarnessingTechnology, which sets out a system-wideapproach to the application of ICT in education,skills and children’s services. It sought to applytechnology to transform the way in whicheducational institutions operate and aremanaged, and the way they connect with eachother and enable interaction, for the benefit oflearners, parents and carers. Technology shouldfulfil its potential as a critical enabler ofeducational change, directly supporting andconnected with other government strategies,including the DfES’s (now DCSF/DIUS) five-yearstrategy and the personalisation agenda.
The last 12 months have seen the translation ofthe e-strategy into a single delivery plan (Becta2006). This clarified the desired outcomes ofthe strategy, grouping them in a ‘scorecard’under the themes of:
� Fit-for-purpose technology, systems andresources
� Capability and capacity of the workforce,providers and learners
� Efficiency, effectiveness and value for moneyacross the system
� Improving learner and system performance.
This review gauges the extent to which therehas been progress in meeting the outcomesdescribed by the Harnessing Technologyscorecard in schools and the FE and skills sectorin England. Where comparative data isavailable, it is provided for the UK, from workcarried out by the Organisation for EconomicCo-operation and Development (OECD) and theEuropean Commission.
The analysis presented in this review has beeninformed by recent surveys and researchstudies, including:
� national statistics and large-scale and nationallevel surveys
� national and large-scale research studies ofICT implementation and use
Figure1: The strategic outcomes of the Harnessing Technology strategy
1.1 Leaders have the knowledgeand skills to ensure technologyfor learning can be harnessedfor the benefit of learners
1.2 Institutions and providers planand manage technology forlearning effectively andsustainably
1.3 Practitioners exploit technologyconsistently to offer engagingand effective learningexperiences
1.4 Practitioners, parents andlearners can share and useinformation and data effectivelyfor the benefit of learners
1.5 Improved learner capability inusing technology to supporttheir learning
Capability and capacity of theworkforce, providers andlearners
2.1 All learners and practitionershave access to the appropriatetechnology and digital resourcesthey need for learning
2.2 Every learner has a personalisedlearning space to enable themto learn when and where theychoose
2.3 Technology-enabled learningenvironments are secure,supported and interoperable
2.4 There is a dynamic, vibrant andresponsive technology forlearning market that can meetthe needs of the system
Fit for purpose technologyand systems
3.1 There is greater choice inlearning opportunities andmodes for all learners
3.2 Learners have increasedmotivation for engagement inlearning
3.3 Fewer learners under-performor fail to succeed in education
3.4 An improvement in the qualityof learning provision isaccelerated
3.5 There is improved child safetyand child protection
Outcomes and benefits forlearners and children
4.1 Learning providers collaborateand share information andresources
4.2 The management andadministration of learning andinstitutions is more efficient
4.3 There is a greater level ofeffective, learner-focused,assessment for learning
4.4 Practitioners collaborate andshare good practice andlearning resources
4.5 There is good use of informationto support learner transitionsbetween institutions and sectors
Efficiency, effectiveness andvalue for money across thesystem
3
learning platforms with management systems remains an issue inboth schools and FE and skills sectors.
The rapid growth in interactive whiteboards has continued in allsectors, with the most marked increase being in secondary schools(see figure 5). Interactive whiteboards continue to be a focus forfuture spending and growth in schools, and their numbers do notappear to have reached a plateau yet.
FIT-FOR-PURPOSETECHNOLOGY, SYSTEMSAND RESOURCES
Continuing investment has producedimprovements in the technology infrastructurein schools, with the greatest improvement inthe pupil:computer ratio in secondary schools(see figure 2). There has been particular growthin the availability of laptops, with the increaseoften linked to the availability of wirelessnetworks.
The UK performs well in comparison tointernational benchmarks for access totechnology in schools. For example, it ranksfourth in the European Union (EU) in terms ofpupil access to internet-connected computers(see table 1).
In the FE and skills sector, while in the pastcolleges have had a particular challenge inmaintaining the currency of their infrastructureand have faced demands created by increasingstudent numbers, the number of full-timeequivalent (FTE) students stabilised in 2006,and the student:computer ratio remainedlargely the same (see figure 3).
In colleges, around three quarters of computersare sited in classrooms, constraining when theymay be used to those times when classes arescheduled. While open-access provision allowssome use out of class time, this provision hasremained relatively constant over the last fewyears.
There have been improvements in connectivityand access to the internet in schools andcolleges (see figure 4), with improved reliabilityof connections giving practitioners increasedconfidence to use the technology live in theclassroom. There is still a need to developpractice to gain full value from broadband usein classrooms.
Schools still have a way to go in achieving fullintegration of their curriculum andadministration systems. The integration of
Source: ICT in schools survey 2004 (Prior and Hall, 2004), and Computer:Pupil Ratiofrom Pupil Level Annual School Census 2005 and 2006
Figure 2: Number of pupils per computer used for learning and teaching 2000–2006
Primary
Secondary
2000
12.6
7.9
2001
11.8
7.1
2002
10.1
6.5
2003
7.9
5.4
2004
7.5
4.9
2005
6.7
4.1
14
12
10
8
6
4
2
0
Mea
n n
umb
er o
f p
upils
per
com
put
er
2006
6.2
3.6
Denmark
Norway
Netherlands
United Kingdom
Luxembourg
Sweden
Finland
Austria
Iceland
France
EU25 average
EU15 average
Table 1: Number of computers per 100 pupils in European Schools 2006 *
26.8
22.7
20.0
18.5
18.3
16.6
16.2
14.2
14.8
8.9
9.9
10.8
27.3
24.2
21.0
19.8
19.6
17.4
16.8
16.2
15.8
12.6
11.3
12.1
1
2
3
4
5
6
7
8
9
10
* Only includes computers at schools available to students for educational purposes.
Source: Benchmarking Access and Use of ICT in European Schools (Head teacherSurvey), Commission Services, European Commission (2006)
Country Number ofcomputers
Overall rank fornumber ofcomputers
Number ofinternet-connected
computers
4
Learning platform availability continues toincrease. However, overall levels of adoptionremain relatively low, with learning platformsstill more prevalent in secondary than primaryschools. In colleges, although virtual learningenvironment (VLE) use is growing, collegenetworks and intranets still serve as thepredominant platforms.
While technical support remains an ongoingissue for schools, there is evidence thatinstitutions are developing effective models foraddressing the issue and see it as a high priorityin future ICT spending. Where effectivetechnical support is provided, ICT confidenceamong staff is improved.
CAPABILITY ANDCAPACITY OF THEWORKFORCE,PROVIDERSAND LEARNERS
Organisational ‘e-maturity’ can be defined asthe integration of technology-basedapplications and processes into all key aspectsof organisational practice and operation. Buttand Cebulla (2006) state that e-maturity:
...indicates the extent to which schools andtheir teachers make the use of ICT integral totheir teaching and planning of teachingactivities and provide students access to ICTinside and outside the classroom.
Butt and Cebulla (2006) developed an index ofe-maturity in primary and secondary schoolsusing similar indicators to previous work byPwC. This index is composed of threedimensions combining measures of attitudinaland ‘hard’ data on availability and use ofresources. These dimensions are:
� ICT infrastructure and resources� organisational co-ordination of ICT resources� engagement with learners – the use of ICT in
a school.
Source: ICT and e-learning in Further Education: management, learning andimprovement (Becta, 2006f)
Figure 3: FE college ratio of FTE students to all computers
5:1 and better
6:1 to 7:1
100
90
80
70
60
50
40
30
20
10
0
Perc
enta
ge
of
colle
ges
8:1 to 11:1
12:1 and over
1999
3
9
21
65
2000
34
26
18
21
2001
64
24
9
3
2003
81
15
3
0
2004
76
20
5
0
2005
68
24
8
1
2006
59
31
10
0
Source: Harnessing Technology in Schools survey (Kitchen, Finch and Sinclair, 2007)
Figure 4: Speed of internet connections in schools 2002–2005
Meets none of ourrequirements
Meets some of ourrequirements
2002
30
45
25
2005
11
20
69
2006
9
26
65
2002
13
26
61
2005
6
31
64
2006
8
25
67
100
90
80
70
60
50
40
30
20
10
0
Perc
enta
ge
of
scho
ols
Meets all/most ofour requirements
Primary Secondary
5
Using this index there were modest butstatistically significant increases in mean scoresfor overall e-maturity on a scale from 12 to 36between 2002 and 2005 (see tables 2 and 3).
Although there is evidence of improved levels ofinstitutional e-maturity in recent years, thisimprovement has not been rapid, and widevariations remain in the extent to which use oftechnology is embedded. For example, not allschools improved their e-maturity between 2002and 2005, with 8 per cent of primary and 15 percent of secondary schools showing a decline inoverall scores over the three-year period. A keychallenge is to ensure that all elements of aninstitution’s ICT strategy work together for thebenefit of learners.
However, levels of use in schools of ICT resourcesin lessons has risen sharply since 2002, drivenmainly by the adoption and use of interactivewhiteboards and whole-class display technologies(see figure 6).
European indicators of embedding of technologyin education show the UK performing well interms of the percentage of practitionersreporting that they have the access, competenceand motivation to use ICT in learning andteaching (see table 4). However, 40 per cent stilldo not report all three, suggesting that the UK’sperformance reflects a relative lack of maturityacross EU member states rather than good UKperformance. Lack of motivation and lack ofaccess account for most of the 40 per cent.
Primary and secondary schools have takendifferent paths towards achieving improved levelsof e-maturity. Promoting awareness and models ofmaturity in the use of ICT is central to helping toincrease the number of educational organisationsmaking effective use of ICT. Courses on using ICTin teaching are among the top three continuingprofessional development choices for all but themost recently qualified teachers (see figure 7).
Ofsted considers greater clarity is needed forschools in terms of expectations of embedding
ICT in teaching and learning across the curriculum. The bestprovision offers a good balance between ICT as a discrete subjectand its use within other subjects.
In secondary schools, there is evidence of good application of ICTacross a few subjects, but subject departments continue to play akey role in the levels of ICT use. Ofsted has reported that onaverage only two in six departments in a secondary school make
Source: Harnessing Technology in Schools survey (Kitchen, Finch and Sinclair, 2007)
Figure 5: Number of interactive whiteboards per school (2002–2006)
Primary
Secondary
2002
0.7
3.5
2005
6.1
18
2006
8
22.3
25
20
15
10
5
0Mea
n n
umb
er p
er s
cho
ol
Overall e-maturity
Infrastructure
Organisational/co-ordination
Engaging the learner
Base
Table 2: Summary of e-maturity mean scores in primary schools
20.4
7.2
6.4
6.7
271
22.1
7.9
7.1
7.2
202
24.8
8.4
8.2
8.1
182
4.4*
1.2*
1.8*
1.4*
* statistically significant difference 2002-2005 at 5 per cent level.
2002 2003 2005 Change2002-05Indicators (mean scores)
Overall e-maturity
Infrastructure
Organisational/co-ordination
Engaging the learner
Base
Table 3: Summary of e-maturity mean scores in secondary schools
22.3
8.4
6.6
7.2
265
23.0
8.7
6.9
7.4
172
24.9
8.9
7.7
8.3
154
2.6*
0.5*
1.1*
1.1*
* statistically significant difference 2002-2005 at 5 per cent level.
Source: E-maturity and school performance – A secondary analysis of COL evaluationdata (Butt and Cebulla, 2006)
2002 2003 2005 Change2002-05Indicators (mean scores)
United Kingdom
Netherlands
Slovakia
Denmark
Portugal
Norway
NMS10**
Malta
Slovakia
Germany
Estonia
Czech Republic
EU 25EU 25+2
Cyprus
EU15
Table 4: European comparisons of embedding of ICT
0.7
1.1
2.0
1.6
1.9
2.6
3.2
2.7
3.1
4.8
3.9
4.3
4.3
2.7
3.7
4.6
* Score = 3*I + 2* (II + III + IV) + V + VI + VII ** New member states
Source: Empirica (2006), Benchmarking Access and Use of ICT in European Schools 2006
1.2
2.6
4.7
1.2
2.6
2.6
4.0
1.1
1.7
5.5
4.2
3.9
3.9
2.6
1.8
3.9
5.6
7.3
4.2
7.0
3.1
7.6
5.6
6.6
6.6
8.4
6.3
9.7
9.7
11.0
8.1
10.6
1.8
1.5
2.4
1.7
6.9
1.5
6.4
2.6
6.0
3.5
5.9
4.9
5.0
3.9
6.9
4.7
11.0
17.3
10.0
19.3
5.4
14.2
9.2
6.0
9.3
14.1
10.0
13.7
13.7
14.3
6.2
14.7
2.7
2.9
9.2
2.2
7.4
2.2
7.2
2.0
4.9
4.6
7.8
4.8
4.8
5.2
3.9
4.3
16.8
11.7
15.2
18.5
22.9
20.2
22.6
44.5
32.3
18.1
23.5
20.7
20.7
26.9
35.6
20.3
60.2
54.7
52.2
48.6
49.9
49.1
42.0
34.4
36.0
41.0
38.3
38.0
37.9
33.4
33.8
37.0
250
241
237
235
234
232
220
219
215
214
214
211
211
211
210
209
Country VIII VII VI V IV III II I Score*
No
acce
ss, c
ompe
tenc
e&
mot
ivat
ion
Acce
ss b
ut n
oco
mpe
tenc
e &
mot
ivat
ion
Com
pete
nce
but
noac
cess
& m
otiv
atio
n
Mot
ivat
ion
but
noac
cess
& c
ompe
tenc
e
Acc
ess
& c
ompe
tenc
ebu
t no
mot
ivat
ion
Acc
ess
& m
otiv
atio
nbu
t no
com
pete
nce
Com
pete
nce,
mot
ivat
ion
but n
o ac
cess
Acc
ess,
com
pete
nce
&m
otiv
atio
n
6
effective use of ICT, with little ICT use in therest.
Indicators of developing capability in FEcolleges suggest continued improvement, with25 per cent of providers now ‘e-enabled’, basedon a framework capturing data on learneraccess, resource management, workforce skills,use in learning and teaching, andleadership/management (see figure 8). Twentyfive per cent of colleges remain either‘ambivalent’ or ‘late adopters’.
The idea of using ICT, at least in some part ofthe teaching and learning process, is nowcommonplace in most colleges. Lecturersprepare lessons using ICT, exploit presentationsoftware and word processing, and may expectstudents to access and use online resources andcourse documents.
However, few practitioners across both theschool and FE sectors fully exploit thepossibilities for learning and teaching offeredby technology. Relatively few teachers, forexample, use technology to support learning ina range of ways (see tables 5 and 6), with fairlylimited numbers of teachers using ICT in lessonsto support creativity and collaboration.
EFFICIENCY,EFFECTIVENESS ANDVALUE FOR MONEYACROSS THE SYSTEM
Schools have in place a range of technologies tofacilitate access to shared ICT resources, but theamount of resource sharing and collaborationwithin schools and at local and regional level isgenerally limited (see table 7).
Learning platforms and VLEs are increasingly akey vehicle for sharing and collaboration,currently performing the role of learningcontent repositories. Effective implementationto meet local needs is a challenge. A number ofissues, including current cultures of professional
Source: Harnessing Technology in Schools Survey (Kitchen, Finch and Sinclair, 2007)
Figure 6: Teachers’ use of ICT resources in lessons: primary and secondary
Computerpackages
Internet-basedresource
70
60
50
40
30
20
10
0
Perc
enta
ge
of
teac
hers
Interactivewhiteboards
Subject-specificresources
2002
8
5
5
10
2003
14
10
11
14
2005
19
21
42
30
2006
36
33
61
41
7
practice, hold back the use of technology forsharing and collaborative activities.
Successful cross-sector collaboration projects arethose with a clear purpose, an ethos of sharing,well defined roles and responsibilities across thevarious partnerships, and effective stakeholderengagement with the planning process,supported by initial leadership.
In contrast to the situation in schools, there isgreater evidence of collaboration in thelearning and skills sector, often encouraged bythe tradition of in-house resource developmentand a contrasting and restricted market forcommercial software (see figure 9).
The use of ICT for administration andmanagement has developed considerably inboth schools and FE & skills sectors. Schools inparticular have begun to appreciate theimproved effectiveness and reduced costs thatcan result from centralised systems.
The use of electronic attendance andregistration systems is growing rapidly in schools(see figure 10) and there is evidence that theyreduce both the number of unauthorisedabsences and administrative time. They alsoprovide mechanisms for efficient parentalnotification. However, nearly half of primaryschools still use paper systems, suggesting thatthere is still a need for further development inthis area, and around half of secondary schoolsdo not have fully integrated systems.
Interoperability issues still prevent furtherimprovements in the use of technology, withschools and colleges continuing to facechallenges to effectively integratingmanagement and learning systems.
Technology enables the achievement ofproductive time efficiencies most where it isembedded effectively across the institution.Teachers report time savings using technologyin lesson planning and lesson delivery (seefigure 11). However, overall, evidence suggeststhat efficiencies from technology relate mainlyto quality improvement for the same resourceinput and improved use of practitioner time,
Source: General Teaching Council for England Survey of Teachers 2004-06. Report ontrend data (Ashby, 2007)
Figure 7: Mean frequencies of respondents’ training needs per CPD topic calculated over two years 2005-2006
Mean percent of respondents
Using ICTin teaching
58%
60
50
40
30
20
10
0
Mea
n p
erce
nt
of
resp
on
den
ts
Updatingskills &
knowledgein
curriculumareas
51%
Addressingunderach-ievement in groups of pupils
47%
Personali-sed learning
46%
Teachinggifted &talented
pupils
42%
Teachingpupils with
specialeducational
needs
42%
Source: ICT and e-learning in Further Education: management, learning and improvement (Becta, 2006f)
Figure 8: Spectrum of e-enablement
E-enabled
Enthusiatic
2003
6%
43%
26%
25%
2004
8%
50%
23%
19%
2005
11%
51%
19%
19%
2006
25%
50%
13%
12%
100
90
80
70
60
50
40
30
20
10
0
Perc
enta
ge
of
colle
ges
Ambivalent
Late adopters
8
rather than significant time savings.
Further productivity gains are possible by usingICT to support lesson planning and preparation,information management and assessment.
There has been an increase in data transferbetween schools, and greater use of ICT tosupport communication between colleges andemployers. However, there is still little evidenceof student-focused information transfer.
IMPROVING LEARNERAND SYSTEMPERFORMANCE
ICT is currently used more frequently for whole-class activities in schools than by small groupsor pupils working on their own. Developmentsin the use of technology to support morepersonalised learning are evident, but are at anearly stage (see figure 12).
Schools are beginning to provide access to theirnetworks from remote locations for staff andpupils. Communications technologies provideobvious opportunities for collaboration andsharing, but practice is at an early stage.Schools have yet to make significant use of Web2.0 technologies, such as social networkingwebsites, to support learning.
Learning platforms in secondary schools givepractitioners and learners access to repositoriesof digital resources, increasing the range andquality of materials available. However,technology is most often used to ‘push out’resources, and the opportunity for learners tochoose their own pathways through theresources is rarely offered.
There is increasing evidence that the use of ICTcan help raise educational standards, thoughthis is influenced by the context in which thetechnology is used. Links between e-maturityand school performance have beendemonstrated both through analysis ofnational data and the evaluation of the ICT Test
Bed project. The latter found a strong improvement in theattainment of pupils (see figure 13), particularly at Key Stage 2.
Schools have technical solutions and policies in place to ensure thesafety of staff and pupils. Breaches of e-safety tend to be amongolder pupils. Educating learners about acceptable and safe use ofthe internet can help reduce these breaches. Technologyintegration can support child protection through effectiveinformation sharing and exchange. However, this is still at an early
All or most lessons
More than halfof lessons
Around half oflessons
Less than halfof lessons
Rarely/Never
Base: all primary teachersanswering
Table 5: Primary teachers' use of ICT in lessons for helping pupils learn in different ways
2
6
19
56
17
612
*
2
8
60
29
612
0
2
8
46
44
610
1
4
12
54
30
607
*
2
3
19
75
605
Gatheringinforma-
tion(%)
Analysinginforma-
tion(%)
Being creative
(%)
Problemsolving
(%)
Workingwith
others(%)
* Indicates the percentage value of less than 0.5 per cent
Source: Harnessing Technology in Schools Survey 2006 (Kitchen, Finch and Sinclair, 2007)
All or most lessons
More than halfof lessons
Around half oflessons
Less than halfof lessons
Rarely/Never
Base: all secondaryteachersanswering
Table 6: Secondary teachers' use of ICT in lessons for helping pupils learn in different ways
1
3
8
58
31
1192
Gatheringinforma-
tion(%)
*
2
4
39
55
1190
Analysinginforma-
tion(%)
1
3
4
24
68
1190
Being creative
(%)
*
1
5
25
69
1185
Problemsolving
(%)
*
1
2
13
84
1186
Workingwith
others(%)
9
stage of development in most schools and localauthorities.
Teachers and pupils are highly positive aboutthe impact that using technology can have onmotivation and engagement (see tables 8 and9). This is especially true of the impact ofinteractive whiteboards. The impact onattainment relates to the precise nature oramount of use and the extent of embeddinginto learning and teaching practices.
There is little statistical evidence to linktechnology use in the FE sector with objectivemeasures of improved progression andachievement. This is partly due to thecomplexities of measuring the impact in thissector. However, the ICT Test Bed project foundimprovements in the learning experience andlearning outcomes between 2002 and 2006:
� Student satisfaction with learning roseconsiderably (up from 50 to 99 per cent).
� A greater number of teaching staff incolleges reported that the use of ICT wouldhelp them manage their workloads (up from50 to 81 per cent).
� Learners engaged more actively in theirlearning – for example, by learners beinginvolved in setting their own learning goals (upfrom 16 to 47 per cent of tutors reporting this).
The use of technology to support flexiblelearning is growing in the FE sector. There is anoticeable increase in remote access to learning,which suggests a trend to allow learners accessto their programmes at a time and in a place tosuit them. However, learning platforms are stillused to ‘push’ resources to learners, rather thanto allow learners to use them flexibly.
STRATEGIC ISSUES ANDCHALLENGES
Summary
A growing body of evidence demonstrates linksbetween e-maturity and educational
improvement. Building e-maturity continues to be a challenge,however, both to schools and the FE and skills sector, and there iswide variation in its development. Achieving the benefits oflearning platforms, and their integration with managementinformation systems, is still some way off for the majority ofschools and colleges, and they require ongoing support inrecognising and realising these benefits.
With schools
With FE colleges
With Local Authority/RBC
With professional organisations
Table 7: Secondary schools’ use of technology for collaboration
46
8
29
10
34
5
10
3
31
9
25
20
Base: all secondary school leaders (183)
Source: Harnessing Technology in Schools Survey 2007 (Kitchen, Finch and Sinclair, 2007)
Joint curriculumand resourcedevelopment
(%)
Joint learningand teaching
activities(%)
Continuingprofessionaldevelopment
(%)
Source: ICT and e-learning in Further Education: management, learning and improvement (Becta, 2006f)
Figure 9: Sharing of e-learning materials in FE
Don’t know
Happens frequently
Used only byindividual
tutors
2%
33%
53%
8%
Sharedacross the
college
1%
20%
51%
26%
Shared within a
consortium
5%
3%
40%
50%
100
90
80
70
60
50
40
30
20
10
0
Perc
enta
ge
of
colle
ges
Happens sometimes
Rare/neverhappens
Marketedoutside the
college
3%
2%
11%
78%
Shared with-in teaching
groups
0%
57%
37%
2%
10
Technology issuesTechnical support continues to be an issue,particularly in primary schools, and theexperience of broadband is still inadequate inmany schools. Linkage between learningplatforms and management information systemsremains a problem.
Teaching and learningThree quarters of teachers rarely or never usetechnology to support learners workingtogether.
Use of technology needs to become secondaryto a larger learning and teaching agenda inwhich learners develop a wider range of skillsand gain access to a more personalisedcurriculum. Increased use of a range oftechnologies calls for new approaches to learnersupport and management, and with them, newapproaches to professional development. Thechallenge is therefore that of developing the useof technology from enhancing and enrichinglearning to also extending and empowering it,developing a broader repertoire of practitionerskills.
Continuity of learningUse of technology to support effective continuityof learning is still at an early stage, particularly inthe school sector. Issues of home access still needto be addressed, and both schools and collegeshave some way to go in making educationalinformation and resources accessible to learners(and their families) at times and in locations thatsuit their learning preferences and choices.
Developing awareness and understanding ofwhat technology-supported continuity oflearning looks like for different learner groupsand sectors is essential.
PartnershipsContinued investment in technology nowenables schools, colleges, work-related learningand local agencies to share information andresources and to gain better value for money inprocurement. However, partnership working isstill in its infancy and requires significant changesin working practices in order for the benefits tobe realised.
Source: Harnessing Technology in Schools Survey (Kitchen, Finch and Sinclair, 2007)
Figure 10: Percentage of schools using different methods of recording pupil attendance
Primary
Secondary
Paper
49
13
Optical mark readers
35
36
Integrated electronic registration
15
48
50
40
30
20
10
0Pe
rcen
t us
ing
met
hod
Source: Harnessing Technology in Schools survey (Kitchen, Finch and Sinclair, 2007)
Figure 11: Percentage of teachers reporting time saved/ lost through use of technology across activities
Save
Lose
Lesson planning
47
19
Lesson delivery
50
6
Assessment
44
14
Record keeping
42
18
60
50
40
30
20
10
0
Perc
ent
usin
g m
etho
d
Overall access and provision
This review has confirmed that learners’ access to technology interms of computer:learner ratios is improving at a slower rate thanin previous years, and is reaching a plateau in some sectors.However, there is strong growth in the adoption of laptops andother portable devices, indicating potential for greater flexibility ofuse, which may lead to improvements to learners’ experiences ofaccess to technology. There are also indications of continuingimprovements to connectivity, and the UK compares well withother EU countries in terms of a range of indicators of access.
Educational leaders report that they are planning furtherinvestment in technology infrastructure. Continued investment isnecessary in the context of current needs and priorities. For
11
example, the 2006 Leitch report suggests thatcolleges will need to respond flexibly not only toincreasing numbers of students but also to therequirement to provide access to learning at atime and in a place to suit each learner. The2006 ‘2020 Vision’ highlighted the need forgreater personalisation of learning acrosseducation, supported by technology.
Furthermore, developments in technologycontinually reveal opportunities forenhancement and enrichment of the learningexperience.
It is difficult within a rapidly changing contextto predict the future technology investmentneeds of learning providers, something mademore complex by a rapidly developing domestictechnology market that is increasinglyimportant in supporting formal learning. Thereare now greater opportunities for technology tosupport links between formal and informallearning, home and educational environmentsand other approaches including remote andonline learning. The focus for infrastructure andtechnology investment is likely to developrapidly in this context, requiring fresh thinkingby education providers and those who supportthem, and increased agility to respond todeveloping opportunities and needs.
Rapid adoption of technologyand practice in some areas
The use of ICT resources in lessons by teachershas continued to grow in schools and FEcolleges. For example, over 40 per cent ofteachers now report using subject-specificsoftware regularly in lessons, up from 10 percent in 2002. Similarly, regular use of theinternet in lessons has risen from 5 per cent ofteachers to nearly a third.
This sharp rise in the use of ICT resources in thecurriculum has been driven to a large extent bythe adoption of interactive whiteboards andrelated technologies. Interactive whiteboards
Base: all teachers answering (Primary: 609-613, Secondary: 1188-1192)Source: Harnessing Technology in Schools Survey 2006 ( Kitchen, Finch and Sinclair, 2007)
Figure 12: Teachers' use of ICT in lessons for different activities (proportions using in half or more lessons)
Primary teachers
Secondary teachers
Whole class activities
80
53
Small group activities
43
21
Working alone
31
22
80
70
60
50
40
30
20
10
0
% u
sin
g in
hal
f o
r m
ore
less
on
s
are a popular technology, in heavy demand by schools andpractitioners. There is strong growth where technologies offertransparent benefits to learning and teaching. That is, it is easy forinstitutions and teachers to recognise how interactive whiteboardsenrich and enhance learning and teaching – something which may
Source: Evaluation of the ICT Test Bed Project Final Report (2007) (Somekh, Underwood et al., 2007)
Figure 13: Comparison of Test Bed schools with the national picture and comparator schools in core subjects
Test BedSchoolsComparatorSchools
APS 2002
26.2
27.1
27.4
28
27.5
27
26.5
26
25.5
Perc
enta
ge
of
pup
ils
APS 2006
27.59
27.3
27.5National
Years
Continued investment is necessary in thecontext of current needs and priorities
12
not always be so immediately transparent topractitioners in the case of other technologies.
An example of similarly led change is theadoption of integrated registration systems,which, again, offer transparent benefits in termsof efficiencies and greater effectiveness inattendance recording, reporting and alerting.What characterises these technologies is thatthey link closely to, and support, currenteducational practice.
Adoption of technologies which enableeducational practice to develop and changefollows a very different pattern, requiringculture change and focused local leadership andmanagement to drive adoption and embeddeduse. Delivering change to ensure thattechnology supports the extension andempowering of learning, as well as enhancingand enriching it, is challenging. For this reason,demonstrating transparent benefits from relatedtechnologies, and bridging the ‘natural’ use oftechnologies that support current practice withuse that challenges current practice, are likely tobe important strategies to deliver change.
Slow adoption of technology andpractice in other areas
Adoption and use of learning platforms isrelatively slow in the school sector. And, while FEcolleges are more likely to use learningplatforms, use of a VLE as the main platform isthe case in a minority of colleges. It is interestingalso to note that while 46 per cent of secondaryschools report having a learning platform, only24 per cent of teachers report using one.
Relatively slow adoption can also be seen withother technologies, such as video conferencing,the use of data loggers (for example in science),and the use of creative and collaborative web-based technologies. All these bring potentialbenefits, but link less easily to establishedpractice than, for example, interactivewhiteboards.
While specialist technologies such as videoconferencing could be utilised more widely, theydo not represent as much cause for concern as
learning platforms, which are a central enabling technology linkedto a range of technology-supported processes. Learning platformsare central to providing a range of benefits and functions noteasily attained without the use of technology.
These include enabling learners, parents and carers to accesseducational information and resources on demand, supportingpractitioners in sharing lesson and learning resources, andstreamlining a range of educational management processes,including assessment and reporting.
Even where adopted, the main pattern of current use of learningplatforms across all sectors is as repositories for lesson andlearning resources. It is likely that progress in more fullyembedding technology to support learning will be limited without
Key Stage 1 pupils
Key Stage 2 pupils
Girls
Boys
Able or gifted & talented pupils
Pupils with special educational needs
Table 8: Primary teachers’ views of impact of ICT (percentage agreeing ICT can have a positive impact on the groups listed)
45
42
53
39
42
39
26
27
24
29
29
32
Source: Harnessing Technology in Schools survey 2006 (Kitchen, Finch and Sinclair, 2007)
49
56
43
59
53
58
48
52
53
50
49
51
539/535
559/552
594/580
595/580
598/586
600/586
AgreeStrongly
%Agree
%
MotivationAgree
Strongly%
Agree%
Attainment Base (allprimaryteachers
answering)
Key Stage 3 pupils
Key Stage 4 pupils
Girls
Boys
Able or gifted & talented pupils
Pupils with special educational needs
Table 9: Secondary teachers’ views of impact of ICT (percentage agreeing ICT can have a positive impact on the groups listed)
49
51
52
45
47
46
20
23
19
23
23
26
Source: Harnessing Technology in Schools survey 2006 (Kitchen, Finch and Sinclair, 2007)
42
38
30
47
39
45
47
47
47
48
45
47
1184/1174
1162/1150
1167/1156
1153/1143
1179/1173
1173/1163
AgreeStrongly
%Agree
%
MotivationAgree
Strongly%
Agree%
Attainment Base (allprimaryteachers
answering)
13
stronger progress in the adoption of learningplatforms and broader use of their functionality.
Educational institutions are likely to requireongoing support in recognising and realising thebenefits of learning platforms, and practitionerswill require support and time to develop arelated repertoire of skills. If adoption and useare to grow at a stronger pace, it is also likelythat other levers are needed to stimulatedemand for their use. A need to provide moreinformation to parents is one pressing example.
Outcomes for learners – goodevidence of benefit
Where technology is used to support learning,even if utilised purely to enhance existingpractice, we can now be confident there is apositive general impact on learning outcomes.Since the 2003 ImpaCT2 study, statistical linksbetween the use of technology and learningoutcomes have been identified in an increasingbody of evidence, ranging from studies of homeuse of ICT by learners, to studies of the impactof specific technologies (for example, interactivewhiteboards) on learning, and analysis of therelationship between the development of schoole-maturity and school improvement. In the FEand skills sector, robust evidence of impact onoutcomes is limited.
However, the ICT Test Bed evaluation identifiedstrong improvement through the project to FElearners’ reports of engagement in andsatisfaction with learning, which improved as theuse of technology to support learning increased.A positive impact is by no means guaranteedthough – technology does not deliver automaticbenefits. In the school sector, for example, thereis strong evidence of a link between embeddeduse of interactive whiteboards and learneroutcomes, but less evidence of a link between useper se and an improvement in learning. Benefitsidentified in the recent primary interactivewhiteboard evaluation were stronger in theteachers’ second cohorts than the first – that is,beyond the first year of using the technology,after a period during which practitioners’confidence and expertise can develop.
Becta evidence also indicates that institutional or provider-levelchange and related leadership are critical in realising benefits forlearners. That is, a learner may benefit to a degree from enhancedlearning through technology, but if this experience is ‘joined-up’across the institution, there is far more chance of benefit to learningoutcomes. The impact is greatest where ICT is an integral andembedded part of the day-to-day learning experience.
The body of evidence of the impact of ICT continues to grow, andwe have a clearer view of the factors that influence how ICT canbe an effective tool in raising standards. Studies relatinginstitutional e-maturity to attainment and other performancemeasures show that results have improved faster than those ofsimilar schools in core subjects. Evidence of an impact generallyremains weakest in the FE and skills sector and often is heavilyreliant on case study and individual institution evaluations.
Efficiency and effectiveness
The use of technology to support educational business processes,and to enable practitioners to deliver learning and teaching, isalready delivering greater efficiency and effectiveness in education.
We know, for example, that the increased use of electronicregistration systems is beginning to show reductions inunauthorised absences, particularly from individual lessons in thesecondary sector. Other evidence demonstrates that electronicregistration saves time for schools and practitioners in recordingand reporting on attendance.
We also know that, where used, digital resources in lessonplanning, preparation and delivery offer significant value, enablingthe development of higher quality learning and teaching resourcesand giving greater scope to share these with others, both withinand beyond the institution. It therefore seems that, currently, weare seeing most value gained where technology can automate orenhance existing practice.
However, while there are clearly some easy wins in terms ofefficiency and effectiveness resulting from greater use oftechnology, adoption and use is variable, so not all practitionersand institutions are gaining this value.
In addition, in other areas where there is apparent potential fordelivering greater efficiency (in terms of greater value for the sameeffort or resource applied) there is very little progress at present.There is little progress, for example, in using technology to delivershared learning provision. In addition, the potential for technology
Institutional or provider-level change and relatedleadership are critical in realising benefits for learners
14
to enable learning providers to collaborate andshare resources, deliver a greater level ofassessment for learning, and support the use ofinformation across and between institutions andsectors is relatively untapped.
Sharing data, learning resources or wholecourses, whether within a local authority,between institutions, or through regionalconsortia, is still at an early stage. This kind ofvalue, based as it is in transforming practices andmodels of educational delivery, is particularlychallenging to realise. However, where it isdelivered, there is evidence of real and long-termbenefit in terms of efficiency and effectiveness.In many cases, technology implementation initself does not represent a significant barrier toprogress. What is required is wider acceptanceof the planned transformation, co-ordinationand planning, development time, training andother resources to enable these sometimescomplex projects to become a reality.
Co-ordination between educational institutions,whether schools, FE providers or both, is bestachieved where there is clear mutual benefit.Current 14–19 partnerships between FEproviders and schools represent one example ofan opportunity for delivering educationprovision in different ways to enable efficienciesand improved effectiveness. This may be via, forexample, common platforms and administrativesystems or shared resources and tools forlearners. What is required at this early stage iseffective promotion of lesson learnt fromprojects of this kind, so that informeddevelopment can take place across the system.
Technical barriers
This review tells us that, despite significantprogress in the adoption and use of technologyto support learning over recent years, schoolsand providers are still struggling with a rangeof technical and technology-related challenges.Primary schools, for example, face continuingissues in ensuring adequate technical support,with a member of teaching staff providing themain technical support in 27 per cent of cases.In addition, despite good broadband links toschools, the evidence tells us that the broadband
experience in the classroom and elsewhere is not always perfect, with33 per cent of schools reporting that their internet connections donot meet all their requirements.
In addition, and as reported in previous reviews, linkage betweenlearning platforms and management information systems remains aproblem. Very few schools with learning platforms link them to theschool’s management information system, and numbers are alsolow (33 per cent) for FE colleges. This does not necessarily reflectproblems with interoperability of data. Though this is often thecase, interoperability issues are increasingly addressed by commonsupplier standards and specifications. It is likely that the failure tolink these systems is due to relatively poor technical planning andsupport, coupled with network limitations and senior managersbeing unaware of the potential benefits afforded by these systems.
These issues, where they exist, represent barriers to furtherembedding of technology to support learning, although none ofthem are particularly difficult to address. However, the planning,capability and capacity to address them are not always in place.Smaller institutions, especially, require ongoing support and helpto recognise and address technical and technology-related issues.There is a strong argument for promoting more ‘wraparound’services to schools, possibly linked to local partnerships and/orcontractual arrangements with the commercial ICT sector. Theseshould not only aim to lift the burden of technologyimplementation and support from institutions or providers withlimited capacity, but also integrate technology planning with moregeneral business and improvement planning.
Institution and provider e-maturity
A key issue for the education system in realising the value oftechnology investment in education, also identified in the 2005and 2007 reviews, is that of developing institutional or provider-level e-maturity. This is the capability of institutions to resource,lead and manage technology-related change and to develop aworkforce to utilise technology effectively to deliver technology-supported learning across the curriculum.
While there has been progress, the large majority of schools arenot yet e-mature. Overall, change at this level is proving difficult,far more so than that based on simple adoption of specifictechnology, such as interactive whiteboards, by practitioners. Inthe learning and skills sector, some 25 per cent of colleges are nowe-mature. However, much of the change that is happening in theFE sector is still enthusiast-led rather than based in mainstreamleadership and management.
Schools and providers are still struggling with a range oftechnical and technology-related challenges.
15
There are many sources of support in this areafor leaders and managers, including advice,support tools such as Becta’s self-reviewframework, and training through theprogrammes of the National College of SchoolLeadership (NCSL), including, now, aspects of themandatory National Professional Qualification forHeadship (NPQH). In the FE and skills sector, thenew leadership standards and qualificationdeveloped by Lifelong Learning UK (LLUK)include effective use of new and emergingtechnologies. The qualification will be mandatoryfor all new principals from September 2007 and,taken together with the eQuIP e-learning qualityimprovement programme for senior managers,will have the potential to encourage ICT strategydevelopment and to support the widerembedding agenda in colleges.
However, support and guidance, whileimportant, represents just one strategy fordelivering change in the education system.Public policy needs to develop further strategiesto drive the required change. Many educationleaders recognise the need for technology tosupport learning more effectively in order todeliver the ambitions of the education and skillssystem, and at a system level there arecompelling reasons to modernise educationaldelivery for the benefit of learners entering arapidly changing knowledge economy. Butinstitutions and providers have few compellingreasons to invest resources and effort indelivering the change.
There are good reasons for change, butbecause of the genuine challenge of deliveringchange at this level, new incentives and levers,for example new accountabilities for schools,may be required to drive it.
Pedagogical change
Though there is evidence of significant integrationof technology across curriculum delivery, the typeof use remains fairly limited, focused in schoolsprimarily on whole-class technologies and the useof office tools and internet search tools bylearners. For example, 75 per cent of primaryteachers and 80 per cent of secondary teachersreport they rarely or never use technology tosupport learners working together.
Practice in using technology with learners for analysinginformation, problem solving, collaboration and creativity is alsomore limited than in the primary sector. This may be constrainedby secondary school timetables, which commonly limit the timespent focusing on a particular subject. This type of use may also belimited by the demands of the curriculum or the skills andconfidence of teachers.
Whatever the reasons, the use of technology to supportcurriculum-based learning in schools often gives learners a passiverole, representing a very different position from learners’ use oftechnology outside education. The pedagogical approach mostcommonly adopted is unlikely to encourage the range ofcompetencies increasingly demanded by employers and theeconomy more generally. It also potentially presents a risk offurther dislocation between learners’ informal experiences athome and those in education, possibly at the expense of learners’enthusiasm for educational experiences. This is at a time whenpersonalisation debates increasingly recognise the need for closerlinks between formal and informal learning.
Clearly there is a significant pedagogical agenda to pursue if usesof technology are to be developed effectively. In terms of adviceand other support to the front line, the focus needs to be on thedevelopment and transformation of learning and teaching for the21st century. Technology must become secondary to a largerlearning and teaching agenda.
Professional development
In recognising that practitioners’ uses of technology to supportlearning are relatively immature, there necessarily follows adiscussion of the challenge of supporting effective professionaldevelopment. Professional development of teaching practitionersis a complex area, and effective approaches for enablingpractitioners to develop the repertoire of skills and approachesrequired are likely to be equally complex.
Currently much practitioner professional development is supported byinstitutions and learning providers, but its timing and format often failto fulfil expectations. When institutions plan technologydevelopments, practitioners’ skills and competencies should bedeveloped as part of the overall strategy, but frequently they are not.Particularly in the case of teachers, strong professional affiliations andidentities exist which influence professional development. Theseextend across institutional boundaries, for example at the level ofsector or subject specialism.
We also need to develop a more sophisticated understanding ofthe ways in which teachers develop their professional practices, tobetter meet the challenges of workforce development. Training,though playing a role, is not necessarily the answer to current
16
professional development needs, which requirea profound change in cultures of practice.There is a paradox that both headteachers andteachers consider that teachers have adequateskills to use technology in teaching andlearning, but teachers’ most often expressedcontinuing professional development need isexactly this. It indicates both a confidence inthe context of current practice and anawareness of the continuing need fordevelopment. This suggests there is a need toraise the debate about the repertoire of skillsand approaches required by the educationworkforce in a modern education system.
Personalised learning requires new pedagogicalapproaches and new approaches to learnersupport and management. Clarifying the visionand the implications of personalised learningand discussing exemplars of practice in relevantprofessional forums will be critical todeveloping the right culture to supportimproved professional development.
Continuity of learning
One of the weakest areas of progress is in theuse of technology to support continuity oflearning, especially in the school sector.Technology offers opportunities, for example, forparents and carers to participate more fully inchildren’s learning – a key factor in educationalsuccess – and for young people to access learningresources and tools to support learning at homeand to enable collaboration with their peers.Access to and use of learning platforms enablesthis, but delivering this access in an effective wayis a challenge. Effective access to learning goesbeyond simply providing information andlearning resources online, to include support,advice, and collaborative and constructive tools.
Use of technology to support effective continuityof learning is clearly at an early stage. It is mostlikely to be seen in HE and FE contexts and inwork-based sectors where learners lead anddirect much of their learning, and where remotelearning is a necessity in many cases
A key issue still, despite statistics demonstratinggenerally high levels of access to the internet byyoung people, is ensuring that all learners have
access to technology-based learning resources and tools at home.There are still many young people who lack internet access, and,as the ICT Test Bed has demonstrated, developing sustainablemodels for ensuring that all young people have access to theinternet, and to relevant tools and resources, is difficult for schoolsand local authorities for a range of reasons. These includesoftware licensing constraints, administrative burdens and lack ofphone line access in some homes. The current ministerial homeaccess taskforce is currently considering approaches for achievingaccess, bringing together industry, educators and other relevantorganisations to address this problem.
But the main issue, as noted above, is change to currenteducational practice. This is something which is challenging andwhich requires a change to professional cultures, as well asleadership, resourcing and management. Understanding whatcontinuity of learning, supported by technology, looks like fordifferent learner groups and sectors is essential. Developinggreater intelligence on related models and approaches toimplementation is also essential, and is a key role for organisationslike Becta that have a role in supporting change.
Partnerships for business efficiency andeffectiveness
Many of the issues and challenges discussed in this sectionrepresent challenges because there are inevitable limits to whateducational institutions and providers are able to achieve in theirown right. There may be limitations, for example, in relation topurchasing the right technologies and resources at the right price,managing technical support services, providing access for learnersand practitioners to online resources and assets, deliveringefficient educational services, such as a broad curriculum suited tothe needs of different learners, or providing extended support forlearners in the context of increased ‘any time, anywhere’ learning.
Clearly, increased partnership working at local, regional ornational level is an important factor in delivering technology-related benefits and realising greater value from technology assetswhich are currently in place. There are examples of partnershipworking already, including local and regional learning platforms,resource repositories and portals, aggregated local purchasing oftechnology infrastructure and services, and centrally-providedonline learning support procured by local authorities (for example,for children of travellers).
As with the challenge of supporting greater continuity of learning,national-level action in this area must include promoting
Understanding what continuity of learning, supportedby technology, looks like for different learner groupsand sectors is essential.
17
exemplars and models of effective and efficienteducational delivery supported by technology.Offering incentives and refining accountabilitiesfor delivering business efficiencies with thesupport of technology is also important. But itis also important to recognise that local needshave local solutions and that, though there maybe effective general approaches identified aspart of this process, there should not be anassumption that ‘one size fits all’.
CONCLUSION: MEETINGTHE CHALLENGE OFCHANGEThe Harnessing Technology Review 2007reports the progress and the impact of thatprogress in many aspects of the developmentof the role of technology in the school, FE andskills sectors. Though the previous sectionmainly focuses on strategic challenges, this isnot to underplay the significant technology-related change already being delivered byeducational institutions and providers and theeducational workforce for the benefit oflearners.
However, the main concluding message fromthis review is the continuing need to findeffective ways to deliver the change that isclearly required in order to realise the fullbenefits of technology for the educationsystem. This review tells us something aboutthe complexity of that change, including thefactors and barriers and roles and actionsrequired to deliver it effectively.
The agenda is challenging and can only bedelivered in partnership across the educationand skills system. The need for continued clarityand coherence of vision and leadership at alllevels in the system, from institutional to localand national level, is essential. Becta willcontinue to play a central leadership and co-ordination role, linking up partners andproviding strategic co-ordination and guidancefor all.
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Becta (2006a), Harnessing Technology – Delivery Plan. Coventry: Bectahttp://publications.becta.org.uk/display.cfm?resID=28223&page=1835
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Butt, S., and Cebulla, A. (2006), E-maturity and schoolperformance – A secondary analysis of COL evaluation data.London: National Centre for Social Research
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Prior, G. and Hall, L. (2004), ICT in Schools Survey 2004, ICT inSchools Research and Evaluation Series No. 22. Coventry/London:Becta/DfEShttp://www.becta.org.uk/page_documents/research/ict_in_schools_survey_2004.pdf
Somekh, B., Underwood, J., Convery, A., Dillon, G.,Jarvis, J., Lewin,C., Mavers, D., Saxon, D., Sing, S., Steadman, S., Twining, P. andWoodrow, D. (2007), Evaluation of the ICT Test Bed Project FinalReport. Coventry: Bectahttp://www.evaluation.icttestbed.org.uk/files/test_bed_evaluation_report_2006.pdf
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