Embedding ICT in School Improvement

1. Embedding ICT in School Improvement • Niel McLean

2. Position Becta’s analysis of Ofsted and QCA data reveals there are critical, institutional-level ‘enablers’ needed to translate the investment in ICT into learning gains.

3. From Becta’s analysis of Ofsted and QCA data: ICT enablers ICT resources A staged process ICT resources ICT deployed appropriately General teaching Good ICT learning opportunities ICT teaching Increased attainment in ICT ICT used effectively in classrooms for learning General leadership Improved learning ICT leadership Improved outcomes

4. Issue These are not in place in the majority of institutions, progress is slow and practice is not changing. • 17% of primary schools had all 5 enablers in place in 2003: Primary Schools – ICT and Standards, Becta

5. 100000 88200 90000 75300 80000 65000 70000 60300 60000 50100 45400 Mean annual expenditure (£) 50000 40100 40000 30000 18500 14700 15100 13600 13300 20000 12900 11900 11200 10300 10200 8300 7500 7000 10000 3600 0 2004 2000 2001 1998 1999 2002 2003 1999 2000 2001 2000 2001 2002 2003 1998 2003 2004 1998 2004 1999 2002 Primary Secondary Special Meanwhile, schools carry on investing Source: DfES, (2004). ICT in Schools Survey 2004. Chart 9A, p.39

6. Impact on ‘standards’ Primary schools with good ICT resourcestended to have higher achievementthan schools with unsatisfactory ICT.

7. When schools with similar quality of leadership were compared with those with good ICT resources still tended to have better achievements than schools with unsatisfactory ICT.

8. When schools in similarsocio-economic circumstanceswere compared, schools with good ICT resources still tended to have better achievements than schools with unsatisfactory ICT. Findings were similar across all subjects.

9. Increasing ICT School level comparisons Exceptionally good teaching with less use of ICT? Mean relative gain for schools in order of ICT usage for mathematics ]

10. Developing institutions High Five. Redefinition & innovative use Four. Network redesign & embedding Degree of transformation Three. Process redesign Two. Internal Coordination One. Localised use Based on MIT model High Low Range of potential benefits

11. What are the key issues: • Critical, institutional level ‘enablers’ are not in place in the majority of institutions. • The rate of change exceed many institutions’ capacity and ability to manage the innovation without external support. • The available support is not coordinated, coherent or aligned with any consistent model of organisational change.

12. Harnessing technology :a unifying e-strategy for children and learners 28 April 2005

13. Overview • ICT activity across Government, across sectors; across stakeholders • ICT adoption increasing yet still a lack of coherence • ICT having amazing potential • ICT not being exploited • ICT – able to transform learning and teaching and Children services

14. Timetable • Open consultation - closed January 2004 • Detailed review and follow up with respondents • Review of evidence and consideration of approaches • Autumn 2005 proposals for Ministers • March 2005 – e-Strategy launched: • Harnessing technology :a unifying e-strategy for children and learners

15. Department for Education and Skills: Five Year Strategy for Children and Learners Putting people at the heart of public services

16. Five key principles of reform Greater personalisation and choice Opening up services Freedom and independence Major commitment to staff development Partnerships Needs of parents and learners centre-stage New providers and partnerships offering flexibility and choice Simple accountability and streamlined funding Support and training to improve assessment, care and teaching To maximise the life chances of children, young people and adults

17. Objectives of DfES strategies Productive time Freedom from bureaucracy Professional teachers Raising workforce skills Social inclusion across sectors UNDER 5’s PRIMARY SECONDARY 14-19 ADULT SKILLS HE Enhanced teaching Adaptive learning Creativity Collaborative learning Flexible study Online communities of practice Integrated online services Online transactions Economies of scale Contributions from e-systems Personalising the Learning Experience Engaging and Supporting Learners Supporting the Learning Workforce Supporting Leaders/ Institutions Integrating the e-Systems Critical dependencies Freedom and independence Flexibility and choice Staff development The 5-year strategy A Self-Improving System Personalised learning Open to partnerships Unifying e-learning – to support the 5-year strategy for children and learners

18. Moving towards an Integrated e-Strategy… From the current barriers… To the drivers of sustainable innovation … Innovation led by enthusiasts Fragmented, sector-based e-learning practice Topic-based content with limited activities Local, sector-based standards and practices Localised procurement practices • Strategic innovation led by institutional leaders • System-wide approach to strategic actions • Adaptive activities supporting learners’ individual needs • Approved technical and quality standards cross-sector • Central framework for ICT infrastructure services

19. Priorities for delivering a unifying e-learning strategy • Personalising the Learning Experience (engagement and personalisation) • Pedagogy: Exploit the full potential of adaptive e-learning • Assessment: Agree programme for e-assessment, diagnostics • Inspection: Drive self-improvement through a ‘maturity model’ for institutions • Support: Mentoring schemes for learners through collaboration • Quality standards: for good pedagogy, promote R&D, challenge industry • Supporting the Learning Workforce (Workforce, leadership and institutions) • Leadership: Help leaders link ICT investment to strategic objectives • Provide the self-diagnostic maturity models to promote partnerships • Provide the tools for managing return on investment • Staff development: Give teachers the information, training, tools and time for e-learning • Career development: Create reward systems for e-learning champions • Integrating the e-Systems • Sharing resources: Agree roadmap for interoperability • Building the thriving market: Define a common learning architecture • Develop interoperability standards for e-learning • Mandate standards for public e-learning systems • Establish the centralised procurement framework • Unifying learner support: Agree the common data set, unique learner record, data warehousing, unified systems for delivery

20. At the outset, we need to be clear why the investment case for ICT remains strong, and why we need an integrated approach Why invest in ICT … • Tomorrow’s society/economy demands it • 90% of all new jobs require ICT skills • Students need to be well educated and digitally literate • A premium on intellectual capital • Growing evidence of impact • Statistical evidence points to positive impact of ICT use • Compelling evidence on transformational impact in individual institutions • Significant potential to drive efficiency and productivity Why an integrated E-strategy … • Common issues across sectors with common solutions • Sectors can learn from and collaborate with each other • Economies of scale • Many cross-cutting issues demand joined-up approaches • To manage learner transitions across sectors • To engage the ICT industries effectively

21. We have made progress against four challenges • In secondary schools 2.4 million learners have email accounts provided Transforming teaching and learning? • Every minute 985,000 primary children are with their teacher in a class using e-learning • 350,000 school teachers use ICT to assist routine administration • For ALI inspections in 2003 68% of prisons were satisfactory or better in e-learning Including difficult-to-reach learners? • With communications software, children with disabilities are increasing in confidence in peer interactions • 16 million users will be connected through FE, HE, Research, ACL and schools by 2007 Transforming links? • Teachers using ICT for lesson planning and admin are saving 4 hours per week Improving efficiency?

22. Whilst significant progress has been made, we need to recognise and tackle a set of explicit challenges Challenges Key underlying issues Sub-optimal use of ICT by teachers, lecturers • High variation in use across and within institutions • Leaders not universally confident regarding ICT benefits and approaches • Insufficient training, incentives, opportunities to use ICT, for many in the workforce • Traditional assessment can discourage use • Fragmented user demand ( multiplicity of subjects, approaches, learning styles, technical platforms), with content not uniformly based on effective pedagogy, or of sufficient quality • Supply industry is still young and fragmented, with high development and marketing costs • Insufficient sharing or systematic development of the best resources Sub-optimal content supply, not meeting user needs consistently enough • High variation in provision across and within institutions • Workforce and leaders are not universally confident regarding ICT benefits, approaches • Insufficient personal and home access for disadvantaged groups • Learner support services are not yet sufficiently accessible, joined up or personalised Sub-optimal access for learners • Multiplicity of quality, interoperability, technical standards • Insufficient technical service support to ensure reliability • Procurement, development of infrastructure does not leverage scale and knowledge fully • Limited usage of infrastructure outside normal working hours Sub-optimal infrastructure, not sufficiently effective, reliable or efficient

23. Looking forwards, the vision puts learners at the heart … System model By 2008/09 every learner entitled to: more learning in groups, being creative, developing e-skills, using challenging game-like online activities through partnerships with schools, colleges, a wide range of topics provided by accredited providers able to study at a place and time to fit individual needs, learning at work, learning at home, and learning online online access to informal tasters, linked to leisure or domestic activities, enabling progress to the next stage online store of all personal electronic documents and achievement records, with easy links to advice agencies online access to information, advice and guidance, self-evaluation to help assess progress, set targets • A wider variety of ways of learning • Greater choice of subject at place of study • More flexible study • An easy way to start • Access to own, personalised digital learning file • Help for moving on Learners & children (parents, employers) at the heart of learning & children’s services

24. … supported by teachers, lecturers, carers that apply ICT fully and appropriately … System model By 2008/09, every teacher, lecturer entitled to… • Enabling leadership that creates the environment that promotes effective ICT use • Personal access to appropriate ICT hardware to carry out their work • 24/7 access to online information, resources and tools including • Institution’s intranet, high quality ICT tools, teaching resources, diagnostic data on learners, support, advice • Networked communities of practitioners to help them improve practice • Develop their skill with professional development that keeps them skilled, confident, equipped Learners & children (parents, employers) at the heart of learning & children’s services The workforce

25. … supported by institutions with resources, data, equipment, underpinned by effective infrastructure and a supportive environment … System model By 2008/09, every institution with… • Freedom to make, accountabilityfor, front-line decisions • Good management information and data systems to reduce bureaucracy, improve efficiency and monitor progress • Good value, effective ICT hardware, systems • Support to procure and manage ICT to ensure value for money • A coherent, reliable, effective national ICT infrastructure • Leaders who are confident, equipped to lead on ICT use, supported by • High quality professional development • Tools, resources to facilitate organisational change to enable ICT use • Opportunities to collaborate and learn from other institutions, engage with parents, employers, other children’s services Learners & children (parents, employers) at the heart of learning & children’s services The workforce High performing front-line institutions

26. … supported by a coherent national system … A National System that System model • Fosters personalisation & choice • Builds partnerships with parents, employers … • Encourages a diverse supply side • Captures scale economies • Is clear about roles, and devolves responsibility • Ensures taut performance management • Encourages collaborative learning Learners & children (parents, employers) at the heart of learning & children’s services The workforce High performing front-line institutions The wider national system, incorporating: DfES, national partners, local authorities, regional offices (private/voluntary sectors)

27. To realise this offer the overall system must focus effort to deliver 4 key outcomes, by addressing a set of priorities System applying ICT to deliver 4 key outcomes: By addressing the following system-wide priorities: 1. Transform the process of teaching and learning • Personalise the learning experience (including learning, teaching, assessment, curriculum, transitions) • Train, equip, motivate the workforce and leadership to apply ICT to best effect • Stimulate supply of high quality, innovative e-learning resources that meet user needs and facilitate the discussion around innovative pedagogy 2. Reach out to specific, difficult to reach groups • Target support on learners with special needs that are critical to learning achievement • Motivate learners (who would benefit) to re-engage with the education & skills system • Widen the choice of place and pace of learning to support those unable to participate 3. Transform the external links between our institutions and services and the outside world • Give parents, children, learners and employers access to the services and information they require, and to give voice to needs • Ensure that educational and children’s services respond effectively to these needs 4. Improve the efficiency and effectiveness of the management of our institutions and the overall system • Improve system-wide efficiency by automating, streamlining and aggregating processes and activities • Equip frontline institutions, leaders and the workforce with the best available data and knowledge, to help them manage and lead more effectively • Put in place a reliable, efficient, accessible infrastructure to underpin all these plans

28. Schools sector actions: Priority is to improve the effective front-line use of ICT to transform teaching and learning Priority areas Specific priority actions/ deliverables • By 2008 every learner will have a personalised learning environment. Every school will have a network (learning platform) that fully supports teachers’ and learners’ preferred place, pace, and time of activity both at school and beyond the school day and environment; and that improves assessment for learning and personal productivity 1. Transforming of teaching and learning • Every teacher and leader will get access to high quality support and learning - including guidance and exemplar practice on how ICT and e-assessment enhance every curriculum and subject area • Learners and teachers will get easier and quicker access to a growing pool of rich, subject-related, interactive content • By 2008 disaffected learners will have access to a comprehensive customised range of multimedia resources linked to ICT supported non-school models of learning 2. Including difficult-to-reach learners • All non-school learners will get advice, support on accessing the curriculum effectively using ICT • Children in hospitals and other groupings of non-school learners will get help to collaborate and engage more effectively using ICT 3. Transforming links between our services and the outside world • By 2008 parents will access on-line services (within DirectGov) including help with choosing and enrolling in schools • Local communities will be encouraged to collaborate and involve themselves in schools through improved services and more user friendly school website access • By 2008 arrangements will be in place to procure, provide and support ICT systems and services that are best value for money and minimise administrative burdens on schools 4. Improving efficiency and effectiveness of the system • Learning, teaching and whole school management will be enhanced through improved and more streamline data management systems and services • Models of institutional maturity will be created for school leaders to provide customised roadmaps to drive ICT development and usage Bold indicates highest priorities

29. CYPF sector actions: Priority areas Specific priority actions/ deliverables • Provide a single online point of access to information, knowledge and resources from across central government – the Every Child Matters workforce website. • Develop opportunities for the workforce to participate in web-based hot seats. • Enable video streaming and digital TV broadcasting to important sections of the children’s workforce as appropriate 1. Transforming teaching, learning and wellbeing 2. Including difficult-to-reach groups • Develop ISA child indexes and electronic case records for children with additional and complex needs • Provide online databases of national and local specialist groups and voluntary organisations • Investigate the possibility of developing an extranet community to assist communication and coordination of children’s services between central, local government and partners • Develop the on-line offer for parents and practitioners (within DirectGov), including: access to on-line transactional services (choosing, applying, enrolling in childcare, nursery, extended schools), and information regarding health and social services • Develop services that foster local community collaboration and involvement in children services 3. Transforming links between our services and the outside world • Roll-out information sharing and assessment system for front-line professionals • Ensure that multiple online services from across central government are brought into one framework and link clearly with services provided locally. 4. Improving efficiency and effectiveness of the system Bold indicates highest priorities

30. Summary of key priorities • an integrated online information service for all citizens • integrated online personal support for children and learners • a collaborative approach to transforming teaching and learning • a good quality training and support package for practitioners • a leadership and development package for organisational capability in ICT • a common digital infrastructure to support transformation and reform

31. Summary of key priorities • an integrated online information service for all citizens • integrated online personal support for children and learners • a collaborative approach to transforming teaching and learning • a good quality training and support package for practitioners • a leadership and development package for organisational capability in ICT • a common digital infrastructure to support transformation and reform

32. Priority 5: Provide a leadership and development package for organisational capability in ICT System actions • Encourage partnerships and collaboration among institutions and organisations through the use of ICT • Build a development programme for leaders that brings together the good practice from across all sectors in leading organisational change incorporating the use of ICT • Develop leaders and managers in planning and managing the strategic embedding of ICT across the activities of their organisation and to ensure that ICT is embedded appropriately within the school’s strategy

33. Priority 5: Provide a leadership and development package for organisational capability in ICT Schools Sector-specific actions • Develop a school-focussed national framework for models of e-enabled schools, so that leaders can identify where they are on an ICT journey, what their next step should be and the support available to assist them • Embed ICT within the school improvement approach • Provide leadership and management development to develop strategic ICT capability, and to ensure that ICT is embedded appropriately within the school’s strategy.

34. 1 The strategic challenges: a vision or strategy for your LEA and your schools that will: • Encourage partnerships and collaboration among institutions and organisations through the use of ICT • Build upon a development programme for leaders in leading organisational change incorporating the use of ICT • Support and develop leaders and managers in the strategic embedding of ICT • Ensure that ICT is embedded appropriately within the school’s and LEA strategy and the school improvement approach

36. Developing the ICT Route Map and ICT Mark Update • Mike Briscoe

37. Where are we now: • Well established use of ‘maturity models’ in the business/commercial world • Evidence that school will use tools that support self review • The single conversation with schools through SIPs provides a new channel for challenge and support • School leaders can be engaged at scale, a meaningful programme can be developed for the ‘middle tier’ • ICT to be embedded across the offer to leaders in the learning and skills sector

38. Where do we want to go: A Route Map for the e-enabled organisation: • setting out the stages of ‘maturity’ • to support self-review and benchmarking • linked to an optional accreditation. Supported by: • a national programme of CPD and support for leading and managing ICT • self-assessment tools to aid action-planning, linked to sources of further support • a network of leading leaders and ‘engaged’ intermediaries.

39. An ICT ‘Route Map’ ‘So, how can we help all schools to use ICT effectively and achieve fairness and equality of opportunity? I want to develop a route-map which enables schools to identify where they are, and shows the practical steps they can take. I have asked Becta to work on this so that every school knows where they are and what to do next – ‘models of maturity’ in the jargon.’ Ruth Kelly, Secretary of State for Education and Skills, BETT 2005

40. The e-Strategy 'Harnessing Technology: Transforming learning and children's services' Four overarching objectives: • transforming teaching, learning and child development, enabling children and learners of all ages to meet their highest expectations • connecting with hard to reach groups in new ways • opening up education to partnerships with other organisations • moving to a new level of efficiency and effectiveness in our delivery.

41. PRIORITY 5 - Provide leadership and development package for organisational capability in ICT Develop a school-focussed national self-assessment framework for models of e-enabled schools, so that leaders can identify where they are on an ICT journey, what their next step should be and the support available to assist them. • Develop the national framework, and an ‘ICT Mark’ for the fully e-enabled school, for 2006 • 100% of schools can access the framework and related guidance online, and can choose to seek accreditation from 2006. Embed ICT within the school improvement approach. • 100% of schools can access self review tools, resources and support from 2006 Provide leadership and management development to develop strategic ICT capability, and to ensure that ICT is embedded appropriately within the school’s strategy. • Every leader able to access support to ensure their strategic leadership of ICT and this to be offered to every new head as part of their induction programme, by 2006 • Every head offered the opportunity to develop their strategic ICT capacity by 2007-08.

42. Key components of a Route Map Evidence Self Review Maturity based Model Support Leadership capability

43. The route map Localised Coordinated Transformative Embedded Innovative

44. Based on 7 dimensions: Leadership and management Learning and teaching Curriculum Assessment Professional development Continuity of learning Resources Localised Coordinated Transformative Embedded Innovative

45. Leading towards a vision Our aspiration: the e-confident school Localised Coordinated Transformative Embedded Innovative

46. Supported by a process of self review Our aspiration: the e-confident school Localised Coordinated Transformative Embedded Innovative Growing out of the review of the CEF

47. And an integrated set of diagnostic tools Our aspiration: the e-confident school Localised Coordinated Transformative Embedded Innovative Growing out of the matrix

48. Linked to sources of support SST LEAs Local and national support providers PNS KS3 Using and extending partner assets Our aspiration: the e-confident school Localised Coordinated Transformative Embedded Innovative

49. and a national CPD programme for leadership. Local and national support providers Our aspiration: the e-confident school SLICT Localised Coordinated Transformative Embedded Innovative SST Team and Primary SLICT

50. Leading to an optional accreditation ‘We also need to recognise those schools that are already there. I have heard about the NaaceMark that NAACE along with Becta have produced, for which they must be congratulated. With NAACE’s agreement we are now going to build on this and develop an overarching scheme that will become the quality mark for ICT in schools. I want development to start now, so that within the next year we can have our first schools gaining this award.’ Ruth Kelly, Secretary of State for Education and Skills, BETT 2005