Using ICT in Learning and Teaching

How good is our school?

SELF-EVALUATION SERIESE

Using ICT in Learning and Teaching

How goodis our school?

ii

Crown copyright 2004HM Inspectorate of EducationAstron BXXXXX 09/04

This material may be copied without further permission by education authorities and educationinstitutions in Scotland for use in school self-evaluation and planning.

The report may be produced in part, except for commercial purposes, or in connection with a prospectusor advertisement, provided that the source and date thereof are stated.

Using ICT in Learning and Teaching

iii

Contents

page

Introduction 1

Self-evaluation in practice 5

Quality Indicators 8

Sources of Support 14

iv

How goodis our school?

1

Using ICT in Learning and Teaching

Introduction

The revised edition of How good is our school? (HM Inspectorate of Education 2002) hasbeen widely welcomed in schools and authorities. This document is one of a series ofguides to self-evaluation which builds on the advice given in How good is our school?

The materials are designed for staff who have responsibilities relating to the managementand delivery of learning and teaching.

The introductory publication to the series, Planning for Improvement, outlines how youcan use the outcomes of self-evaluation to plan effectively for improvement. This guidecan be used when you are ready to evaluate how well your school is using informationand communications technology (ICT) within learning and teaching. It shows how youcan select a cluster of quality indicators that focus on key features which can have asignificant impact on the achievement and experience of pupils.

This guide provides a series of generic key questions about the use of ICT in learning andteaching. In addition to the generic questions, the interactive version of the guide on theaccompanying CD-ROM also includes hyperlinks to prompts for individual curriculumareas and subjects. You may wish to refer to these prompts when considering the keyquestions in the context of your own work. The application of ICT to cross-cutting issuessuch as citizenship, enterprise and health is addressed in the specific self-evaluationguides and CD-ROM resources relating to those topics.

Effective quality assurance is needed to ensure that using ICT leads to educational gainsfor all learners. ICT offers real opportunities for you to make lasting improvements tolearning and teaching. While it is an essential tool for learning across the curriculum,teachers will use it in different ways in different curricular areas. This guide will helpteachers and managers to evaluate how well they integrate the use of ICT into learningand teaching and ensure an overall balance in the range of approaches used in theclassroom.

Effective teachers:

• use ICT selectively and appropriately to enliven the teaching process, to motivatepupils and to achieve positive attitudes to learning;

• provide pupils with good opportunities to take responsibility for their own learning,both in small groups and individually;

• identify aspects of coursework where pupils’ individual needs can be met moreeffectively through the appropriate use of ICT; and

• use their ICT skills to access the wealth of resources now available online.

2

How goodis our school?

Increasingly, schools will also want to develop ICT solutions that provide diagnostic andlearning support and consolidation and extension resources to meet a range of needsacross the curriculum.

The use of ICT has developed in different ways to meet the needs of learners in differentcurricular areas. The use of ICT can:

• help learners be creative;

• be a useful aid to problem solving;

• provide ready access to a world of knowledge and research; and

• improve the quality of presentation.

Effective teachers use the power of ICT to promote the uniqueness of the content andskills relating to particular curricular areas. They have a clear understanding of thelearning process as it relates to that area, and are confident that the technology willhelp them to improve pupils’ attainment and capacity to learn. They assess the impacton pupils’ achievement of using ICT to ensure that it adds value to the learning andteaching process.

Schools recognise the need to provide all learners with the skills to use ICT independentlyto promote their lifelong learning. Effective schools plan the teaching contexts in whichICT skills will be delivered. While these may vary from school to school and course tocourse, all pupils should be taught the skills they need. This guide provides advice onauditing the contribution of ICT to different curricular areas so that the skills taught indiscrete courses and programmes complement those covered in other contexts acrossthe curriculum, and vice versa. Careful curriculum auditing and planning are essentialto achieve this blend and overall balance, irrespective of the programmes followed byindividual pupils. Through this auditing schools will be better placed to provide regularopportunities for the consolidation and practice of transferable ICT skills so thatlearners are well equipped to adapt in an ever-changing world of learning.

Effective school managers recognise the challenge that managing ICT across thecurriculum poses, in managing complicated change, ensuring that the ICT skills ofindividual members of staff are kept up-to-date and in strategic planning. Effectivemanagers:

• embed the use of ICT by developing and promoting a vision for the application andintegration of the use of ICT across the curriculum;

• are willing to consider relevant re-structuring of approaches to learning andteaching;

• provide appropriate professional development in the use of ICT for all staff;

• are seen to be involved in the use of ICT as learners;

• use a range of management information systems for organisation and improvement;

• provide staff with appropriate personal access to technology;

• acquire a suitable range of ICT resources and allocate them appropriately to ensuresustainability;

• ensure access to technical support;

• include the day-to-day responsibilities for ICT in the overall managementarrangements of the school, including promoting a ‘street-wise’ awareness of safeand unsafe practices; and

• establish a rolling programme for the maintenance and renewal of ICT resources.

Effective consultation with stakeholders is essential to ensure that curricular needs arefully met through the allocation of appropriate ICT resources, which are likely to bedifferent across curricular areas.

Many schools recognise the power of ICT to promote learning, both in improving theircurrent practice, and responding to our developing awareness as to how, and at whatpace, pupils learn, and the skills they need for effective learning. The content of somecurricular areas, and the skills required to study within them, may also be evolving.There is increasing evidence that by increasing the pace of learning, and motivationamong pupils and teachers, the use of ICT can also contribute to raising standards ofachievement. The use of ICT:

• encourages pupils to collaborate with one another and take responsibility for theirown learning;

• helps to nurture individual talent, independence and a strong sense of self-worthand confidence;

• encourages pupils to use their imaginations and promotes creativity; and

• develops enquiry and communication skills and creates appropriate contexts forcritical thinking, decision making and problem solving activities.

3

Using ICT in Learning and Teaching

4

How goodis our school?

To assist schools in evaluating how effectively they are using ICT, six quality indicators(QIs) from the revised edition of How good is our school? have been chosen. They willhelp you to evaluate:

• the extent to which the use of ICT enlivens the teaching process, encourages positiveattitudes to learning, and increases the pace and depth of learning;

• whether it provides pupils with appropriate opportunities to take responsibility fortheir own learning, both in small groups and individually;

• whether teachers have identified aspects of coursework in which pupils’ individualneeds can be met more effectively through the appropriate use of ICT;

• how well ICT resources are used to provide diagnostic support, support for learningand consolidation and extension tasks within curricular areas;

• whether all staff have a clear, shared understanding of how ICT can be used to improvepupils’ attainment within curricular areas;

• the extent to which the school needs to carry out a further audit of the steps takenacross the curriculum to ensure the development of pupils’ skills in ICT, in particularto ensure that any discrete courses in ICT skills complement pupils’ ICT-basedcoursework in a wide range of subjects; and

• the appropriateness and accessibility of ICT facilities.

5

Using ICT in Learning and Teaching

Self-Evaluation in Practice

Part 2 of How good is our school? provides all the practical help you need to evaluatethe quality of education provided in your school. This guide:

• shows how the effective use of ICT in learning and teaching can improve the qualityof pupils’ experience;

• summarises the key issues relating to developing the use of ICT in learning andteaching, with reference to important sources of advice;

• shows how you might reflect these issues in key questions which derive from thelevel 4 illustration of the quality indicators chosen;

• offers a structure to help you to collect evidence from more than one source toprovide a robust basis for your evaluations; and

• encourages you to weigh up the strengths and areas for improvement in what youobserve, in order to come to an overall evaluation of the quality of provision in yourschool.

You can then use the evaluation and the evidence to plan for improvement and toreport on the standards and quality of what you have found.

Planning for improvement

Reporting onStandards and

Quality

How do weknow?

How are wedoing?

What are wegoing to do now?

Using this approach helps you to carry out a quick survey of the effectiveness with whichICT is used in learning and teaching. This guide provides you with formats which youcan use as they stand or adapt for your own school. You can also download them asblank templates from the HMIE website. Each QI template includes hyperlinks tofurther exemplification for specific curricular areas, which you can access when usingthe CD-ROM, or through the HMIE website.

Evaluation

6

How goodis our school?

Use this page alongside pages 15 and 16 of How good is our school?

Note down the sources of evidence on which you are basing yourevaluation in the boxes below.

People consulted:

Documentation and resources reviewed:

Direct observation undertaken:

Data analysed:

Using ICT in Learning and Teaching

7

Go back over the areas for improvement you have identified.

Decide which are your priorities for development.

Identify criteria for success by which to judge progress after youhave taken action.

These priorities for improving the use of ICT in learning and teachingcan now be included in your development plan.

To what extent does the curriculum provide appropriateopportunities for all learners to acquire ICT skills?

1.1

How effectively do all subjects and curriculum areasteach and use ICT?

1.2

To what extent is teaching enhanced through the useof ICT?

3.2

To what extent is learning enhanced through the useof ICT?

3.3

How effectively are learners’ needs met through the useof ICT?

3.4

How effective is staff development in improvingteachers’ ICT skills?

6.6

Key questionQuality

indicatorOverall

evaluation

Fill in your record of the strengths and areas for improvement for eachof the quality indicators using the grids on the following pages.

In the box below, note the overall evaluation for each of the qualityindicators using the 1–4 scale from How good is our school?.

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skill

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ulum

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ctiv

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ties

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supp

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hers

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ills?

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tent

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pro

gram

mes

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re t

hat

all p

upils

hav

e re

gula

rop

por

tuni

ties

to p

ract

ise

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use

the

spec

ific

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skill

s re

leva

nt t

o th

esu

bjec

t or

cur

ricul

um a

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tent

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evel

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g IC

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ills

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pup

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CT

skill

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ar a

reas

?

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tent

do

pro

gram

mes

tak

eac

coun

t of

pup

ils’ p

rior

skill

leve

lsan

d en

cour

age

cont

inui

ty a

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rogr

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on a

cros

s p

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y an

dse

cond

ary

scho

ols?

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d d

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cts

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10

QI

3.2

: T

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roce

ssTh

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ualit

y in

dica

tor

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once

rned

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emes

:•

rang

e an

d ap

prop

riate

ness

of t

each

ing

appr

oach

es•

teac

her-

pupi

l int

erac

tion

•cl

arity

and

pur

pose

fuln

ess

of q

uest

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ng

•To

wha

t ex

tent

do

teac

hers

use

app

rop

riate

ble

nds

of a

pp

roac

hes,

whi

ch in

clud

e th

e us

e of

ICT,

whe

reap

pro

pria

te?

•To

wha

t ex

tent

are

pup

ils e

ncou

rage

dto

use

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ool a

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ther

web

site

s as

par

t of

the

ir ho

mew

ork

and

to a

idre

visi

on?

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ow w

ell o

rgan

ised

are

ICT

reso

urce

sso

tha

t bo

th t

each

ers

and

pup

ilsha

ve r

eady

acc

ess?

•To

wha

t ex

tent

are

tea

cher

s aw

are

and

mak

ing

use

of a

pp

rop

riate

saf

eus

er p

roto

cols

, inc

ludi

ng p

roto

cols

for

acce

ss t

o th

e In

tern

et?

•To

wha

t ex

tent

do

teac

hers

dem

onst

rate

ICT

skill

s re

leva

ntto

asp

ecifi

c cu

rric

ular

con

text

?

•To

wha

t ex

tent

can

tea

cher

s ac

cess

imm

edia

te a

nd e

ffect

ive

tech

nica

lsu

pp

ort

so t

hat

the

flow

of l

earn

ing

and

teac

hing

can

be

mai

ntai

ned

whe

n p

robl

ems

with

ICT

occu

r?

•H

ow g

ood

are

teac

hers

at

enga

ging

pupi

ls in

cha

lleng

ing

and

stim

ulat

ing

disc

ussi

on a

bout

the

ir us

e of

ICT

toen

sure

tha

t th

eir

skill

s ar

e de

velo

ping

to t

heir

max

imum

pot

entia

l?

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11

QI

3.3

Pu

pil

s’ l

earn

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exp

erie

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is q

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tor

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o w

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lear

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otiv

ates

pup

ils•

pace

of l

earn

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espo

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, ind

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g an

d ac

tive

invo

lvem

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in le

arni

ng•

inte

ract

ion

with

oth

ers

•To

wha

t ex

tent

doe

s th

e us

e of

ICT

stim

ulat

e p

upils

and

incr

ease

the

irm

otiv

atio

n in

the

cur

ricul

ar a

rea?

•To

wha

t ex

tent

has

the

use

of I

CT

incr

ease

d th

e p

ace

of le

arni

ng fo

rin

divi

dual

s an

d gr

oup

s of

pup

ils?

•H

ow r

esp

onsi

ve a

nd s

elf c

onfid

ent

are

pup

ils w

hen

offe

red

opp

ortu

nitie

s to

use

ICT

inde

pen

dent

ly, o

r in

gro

ups?

•H

ow g

ood

are

pup

ils a

t he

lpin

gea

ch o

ther

to

deve

lop

ski

lls in

ICT?

•H

ow e

ffect

ivel

y is

ICT

used

to

mak

epu

pils

inde

pend

ent

and

colla

bora

tive

lear

ners

?

Art

an

d d

esig

n

Bu

sin

ess

edu

cati

on

su

bje

cts

Bio

log

y an

d s

cien

ce

Ch

emis

try

and

sci

ence

Eng

lish

, En

gli

sh a

s an

ad

dit

ion

al l

ang

uag

e an

d

dra

ma

Geo

gra

ph

y

Geo

log

y

His

tory

Ho

me

eco

no

mic

s

ICT

an

d c

om

pu

tin

g

Mat

hem

atic

s

Mo

der

n f

ore

ign

lan

gu

ages

an

d G

aeli

c

Mo

der

n s

tud

ies

and

Peo

ple

in

So

ciet

y

Mu

sic

Per

son

al a

nd

so

cial

dev

elo

pm

ent

Ph

ysic

al e

du

cati

on

Ph

ysic

s an

d s

cien

ce

Rel

igio

us

and

mo

ral

edu

cati

on

Tech

no

log

y

Qu

esti

on

s to

ask

Cu

rric

ulu

m A

reas

Ev

iden

ceSt

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reas

fo

r im

pro

vem

ent

12

QI

3.4

Mee

tin

g p

up

ils’

nee

ds

This

qua

lity

indi

cato

r is

con

cern

ed w

ith t

he fo

llow

ing

them

es:

•ch

oice

of t

asks

, act

iviti

es a

nd r

esou

rces

•pr

ovis

ion

for

pupi

ls w

ith d

iffer

ing

abili

ties

and

aptit

udes

•id

entif

icat

ion

of le

arni

ng n

eeds

•To

wha

t ex

tent

doe

s th

e us

e of

ICT

redu

ce b

arrie

rs t

o le

arni

ng fo

rin

divi

dual

s an

d gr

oup

s of

pup

ils?

•H

ow w

ell d

oes

your

sch

ool s

upp

ort

pup

ils w

ho h

ave

limite

d ac

cess

to

ICT

outw

ith t

he s

choo

l?

•To

wha

t ex

tent

doe

s th

e us

e of

ICT

help

indi

vidu

al p

upils

to

build

on

thei

r IC

T sk

ills,

incl

udin

g th

ose

acq

uire

d ou

tsid

e of

sch

ool,

and

wor

k at

ap

pro

pria

te le

vels

of p

ace

and

chal

leng

e?

•H

ow w

ell d

oes

your

sch

ool u

se IC

Tto

hel

p t

each

ers

and

pup

ils t

oid

entif

y sp

ecifi

c le

arni

ng n

eeds

and

set

indi

vidu

al t

arge

ts?

•To

wha

t ex

tent

do

pupi

ls h

ave

acce

ssto

ICT

faci

litie

s, w

hich

hav

e be

enad

apte

d as

nec

essa

ry a

nd m

atch

edef

fect

ivel

y to

the

ir sp

ecifi

c ne

eds?

Art

an

d d

esig

n

Bu

sin

ess

edu

cati

on

su

bje

cts

Bio

log

y an

d s

cien

ce

Ch

emis

try

and

sci

ence

Eng

lish

, En

gli

sh a

s an

ad

dit

ion

al l

ang

uag

e an

d

dra

ma

Geo

gra

ph

y

Geo

log

y

His

tory

Ho

me

eco

no

mic

s

ICT

an

d c

om

pu

tin

g

Mat

hem

atic

s

Mo

der

n f

ore

ign

lan

gu

ages

an

d G

aeli

c

Mo

der

n s

tud

ies

and

Peo

ple

in

So

ciet

y

Mu

sic

Per

son

al a

nd

so

cial

dev

elo

pm

ent

Ph

ysic

al e

du

cati

on

Ph

ysic

s an

d s

cien

ce

Rel

igio

us

and

mo

ral

edu

cati

on

Tech

no

log

y

Qu

esti

on

s to

ask

Cu

rric

ulu

m A

reas

Ev

iden

ceSt

ren

gth

sA

reas

fo

r im

pro

vem

ent

13

QI

6.6

Sta

ff r

evie

w a

nd

dev

elo

pm

ent

This

qua

lity

indi

cato

r is

con

cern

ed w

ith t

he fo

llow

ing

them

es:

•lin

ks b

etw

een

staf

f rev

iew

and

dev

elop

men

t an

d sc

hool

sel

f-ev

alua

tion

and

plan

ning

•st

aff r

evie

w p

roce

dure

s•

staf

f dev

elop

men

t

•To

wha

t ex

tent

hav

e se

nior

man

ager

s en

sure

dth

at a

ll st

aff a

re e

qui

pp

ed w

ith t

he n

eces

sary

skill

s in

the

use

of I

CT,

thu

s de

mon

stra

ting

thei

rco

mm

itmen

t?

•To

wha

t ex

tent

is t

his

com

mitm

ent

refle

cted

inth

e sc

hool

’s p

lans

for

imp

rove

men

t an

d st

aff

deve

lop

men

t p

rogr

amm

e?

•To

wha

t ex

tent

doe

s st

aff r

evie

w in

volv

e ac

tive

cons

ider

atio

n of

the

nee

ds o

f eac

h m

embe

r of

staf

f in

rela

tion

to IC

T?

•H

ow e

ffect

ive

are

your

sch

ool’s

arr

ange

men

ts fo

rhe

lpin

g al

l sta

ff w

ho la

ck c

onfid

ence

with

ICT

toga

in t

he n

eces

sary

ski

lls?

•To

wha

t ex

tent

doe

s st

aff d

evel

opm

ent

focu

s on

deve

lop

ing

an e

ffect

ive

blen

d of

lear

ning

and

teac

hing

ap

pro

ache

s w

hich

incl

udes

the

use

of

ICT

as a

pp

rop

riate

to

spec

ific

curr

icul

ar a

reas

?

•To

wha

t ex

tent

are

tea

cher

s aw

are

of c

urre

ntre

sour

ces

and

best

pra

ctic

e in

the

use

of I

CT

tosu

pp

ort

lear

ning

in p

artic

ular

cur

ricul

ar a

reas

?

•H

ow g

ood

is y

our

scho

ol a

t m

akin

g be

st u

se o

fth

e ex

per

tise

of it

s ow

n st

aff a

nd lo

cal a

ndna

tiona

l exp

ertis

e in

sha

ring

and

deve

lop

ing

best

pra

ctic

e?

•H

ow d

o yo

u ev

alua

te t

he im

pac

t of

the

tra

inin

gp

rovi

ded

for

staf

f on

pup

ils’ l

earn

ing

exp

erie

nces

?

Art

an

d d

esig

n

Bu

sin

ess

edu

cati

on

su

bje

cts

Bio

log

y an

d s

cien

ce

Ch

emis

try

and

sci

ence

Eng

lish

, En

gli

sh a

s an

ad

dit

ion

alla

ng

uag

e an

d d

ram

a

Geo

gra

ph

y

Geo

log

y

His

tory

Ho

me

eco

no

mic

s

ICT

an

d c

om

pu

tin

g

Mat

hem

atic

s

Mo

der

n f

ore

ign

lan

gu

ages

an

d G

aeli

c

Mo

der

n s

tud

ies

and

Peo

ple

in

So

ciet

y

Mu

sic

Per

son

al a

nd

so

cial

dev

elo

pm

ent

Ph

ysic

al e

du

cati

on

Ph

ysic

s an

d s

cien

ce

Rel

igio

us

and

mo

ral

edu

cati

on

Tech

no

log

y

How goodis our school?

14

Sources of support

You can find information about a wide range of current publications on the HMIEwebsite: www.scotland.gov.uk/hmie. This site also provides links to a range of othereducational organisations. Other relevant websites include:

• www.LTScotland.com – Learning and Teaching Scotland

• www.nationalpriorities.org.uk/NPFP.html – National Priorities

• www.ngflscotland.gov.uk – The National Grid for Learning

• www.scotland.gov.uk/who/dept_education.asp – Scottish Executive EducationDepartment

• British Educational Communications and Technology Agency (BECTa) –www.becta.org.uk

AcknowledgementsThanks are due to staff from the following schools and education authorities whooffered valuable insights and comments during the development of the guide.

Carlogie Primary School, Angus Council

Dunbarney Primary School, Perth and Kinross Council

Gairloch High School, Highland Council

Inveralmond Community High School, West Lothian Council

Kingspark School, Dundee City Council

Tobermory High School, Argyll and Bute Council

East Ayrshire Council

www.hmie.gov.uk

© Crown copyright 2004

Astron B37981 10-03

Further information is available from:

HM Inspectorate of EducationCommunication UnitHeadquartersSaughton House Broomhouse DriveEDINBURGH EH11 3XD

Tel: 0131 244 0650Fax: 0131 244 7124E-mail: hmie.hq@hmie.gov.uk

9 7 80705 3 1 05 3 6

ISBN 0-7053-1053-1