ICT Improvement at Elfed High School - Assignment Example

 ICT Improvement at Elfed High School As the business world continues to reel from the effects brought about by technological change, the UK educational community is now experiencing the challenges associated with the transition to a more learner-personalized, ICT-enabled education. Some challenges are technical: How do I turn on the computer? Why is this pointer called a “mouse”? Some questions reflect the search for purpose behind the technology transition: Why do we need to integrate technology into the curriculum? How can technology support learners’ educational experiences? How can technology support a more productive future workforce? But while figures for US ICT infrastructure have been improving, data suggests that integration of ICT into learning practices leave more to be desired (The Digital Disconnect: The Widening Gap Between Internet-Savvy Students and Their Schools, 2002). Appropriate teacher training and orientation on ICT-enabled learning needs further attention. While the US Department of Education points out that change is underway in several schools, it is more probable that changes in the education system will more likely occur as a result of changing learner demographics (ICT-immersed learners, with at least 80% of learners aged 12-35 years old using Internet) rather than government mandate (National Technology Plan, 2004, p. 18). In the UK, ICT-enabled education and learning has been a massive government undertaking. ICT in education is expected to “promote personalisation and choice” (DfES Site, http://www.dfes.gov.uk/publications/5yearstrategy/). Despite the sustained investments in infrastructure, leadership development, teacher training, and content development, the UK ICT implementation seems to share disturbingly similar results with the US experience. The British Educational Communications and Technology Agency (BECTa), in its Corporate Plan 2004-7 reports that “Evidence from inspections, research and elsewhere across all sectors indicates that, while practitioners’ confidence with ICT is growing, its use is far from embedded in their practices. In primary schools, there has been improvement in pupils’ ICT capability but many schools do not exploit the application of ICT across the curriculum.” (Corporate Plan 2004-7) As each school is unique, each institution may be expected to respond to the changes and challenges brought about by ICT in different ways. The variations in each institution’s response determines the impact of ICT in each institution. This paper seeks to document the changes, challenges, responses, and effects brought about by ICT integration to students, teachers, support staff, and administrators of Elfed High School using their Ofsted (2000) report. ICT is one of the most critical ways to improve school performance, as it touches on most aspects of the curriculum, student performance and teacher performance. Objectives of the Study In recent years, there has been notable strategic leadership and investment in ICT initiated and sustained by the UK government. The outcomes are clearly reflected in contemporary developments in UK education. The crucial component in government’s ICT policy was allotting a budget for ICT infrastructure, encompassing hardware, software, and connectivity, among others. The most concrete result is manifested in the substantial increase in computer learner ratio. The primary rationale for selecting this research topic is to evaluate the impact of, and increase awareness towards, ICT provision across all curriculum areas at Elfed High School. Information on ICT progress in educational settings have been gathered from numerous government agencies, including Becta, Ofsted, DfES etc. Secondary data gathering has thus been undertaken through inspection of Becta and Ofsted reports; a thorough review of related literature on ICT education; and by referring to available information from national statistics and survey reports. The current research investigates the effect of ICT usage at Key Stage 3. Certain contexts that reflect the influence of ICT usage on both teaching and learning at this stage are apparent in the wealth of literature discussing educational uses and outcomes of ICT in classroom and other contexts. It was intended to determine the key issues involved in ICT provision. Within the secondary level, Key Stage 3 is acknowledged as a foundation stage; thus, it has been the level focused on in the current study. In particular, the strengths and limitations of ICT implementation and use at Elfed High School shall be assessed based on the following criteria: Leadership and vision Curriculum Teaching and learning Assessment Continuing professional development Resources Standards These criteria have been adopted from Ofsted’s (2005) national report, Embedding ICT in Schools. Review of Related Literature Constructivist Learning Environments and Technology Several empirical studies indicate that technology – specifically computer-based technology – can serve a critical role in developing a new and more conducive learning environment, according to constructivist learning theory (Bagley & Hunter, 1992; Riel, 1994). For instance, Sandholtz, Ringstaff, & Dwyer (1997) purport: Technology is a catalyst for change in classroom processes because it provides a distinct departure, a change in context that suggests alternative ways of operating. It can drive a shift from a traditional instructional approach toward more eclectic set of learning activities that include knowledge-building situations for students (p. 48). These propositions have yet to be validated. Only a handful of studies have concentrated on the relationship between the creation of constructivist learning environments and the supporting role of technology. Moreover, several researchers have documented their theoretical approaches to the use of technology that mirror constructivist elements. Establishing Criteria for Quality Teaching and Learning What exactly are the activities and outcomes related to quality teaching? What about quality learning? Such an inquiry draws even more questions --- and not surprisingly, produces multiple perspectives as to what should be deemed as “acceptable” quality of teaching-learning. The concept of quality itself presents multiple perspectives. Wikipedia (http://www.wikipedia.org) presents a historical perspective of the concept of quality: First, quality may be viewed as “conformance to internal specifications”. This view is mainly attributed to Phil Crosby in the 1980s. One of the primary difficulties with such a definition is its disregard for customer requirements. Secondly, quality may be viewed as "fitness for use", where fitness is determined by the customer. This view is attributed to Joseph Juran. While this definition focuses on customer requirements, this may be particularly problematic should customers have very different views on what makes for “fitness for use”. Lastly, Noriaki Kano and other proponents posit a two-dimensional model of quality: that of "must-be quality" and "attractive quality". In brief, this model defines quality as: "Products and services that meet or exceed customers' expectations". These definitions of quality then, necessitate the following: (1) an entity (or group) that defines the standard; (2) a standard that must be met; and (3) a managed process for meeting the standard. Therefore, to identify what quality teaching-learning involves, one must first identify the various groups and stakeholders involved in defining the quality standard. The section that follows describes primary and secondary education at the British education system and the various stakeholders of this system. Primary and Secondary Education and the British Education System (http://www.isep.org/handbooks/uk/education.html) In England and Wales, primary education includes learners aged 5-11. Secondary education is completed by age 16. Prior to graduation, students take seven (7) comprehensive exams, called the General Certificate of Secondary Education (GCSE) exams. Upon successful completion of these exams, students intensively study up to four subjects for GCE Advanced Level exams or “A levels”. By age eighteen, students enter higher education. Defining ICT Education Standards Writer Alvin Toffler posits, “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Several government offices define education standards and evaluate the quality of teaching-learning in schools, which includes an assessment of the integration of ICT literacy into the curriculum. This list of offices includes, but is not limited to the following: Department for Education and Skills (DfES) British Educational Communications and Technology Agency (BECTa) Office for Standards in Education (Ofsted) The mandates of each of these offices are provided below. Department for Education and Skills (http://www.dfes.gov.uk) The Department for Education and Skills was established with the purpose of creating opportunity, releasing potential and achieving excellence for all (DfES Site, http://www.dfes.gov.uk/aboutus/). The Department’s Five Year Strategy for children and learners evaluates and suggests recommendations for schools from primary education to higher education. The Strategy distinguishes itself by having “a clear focus on children, learners, parents and employers, not just in setting out what we want to offer, but in designing ways of doing it that promote personalisation and choice” (DfES Site, http://www.dfes.gov.uk/publications/5yearstrategy/). British Educational Communications and Technology Agency (BECTa) (http://www.becta.org.uk) The Becta website (http://www.becta.org.uk/corporate/index.cfm) states the vision a of the agency as follows: Becta is a UK agency which supports all four UK education departments (School sector, Learning and Skills sector, Government and Partners, and Industry and Developers) in their strategic ICT developments. Our purpose is to apply the power of ICT to support learning. We provide strategic leadership on ICT and learning, helping to develop a world-class education system. Becta will guide and coordinate the necessary changes in policy and practice and broker effective partnerships to establish and exploit reliable and sustainable educational technology. Office for Standards in Education (Ofsted) (http://www.ofsted.gov.uk) Ofsted conducts on-site school inspections carried out under Section 5 (s5) of the Education Act 2005 (Ofsted Framework for the Inspection of Schools). Under the Common Evaluation Framework (Ofsted Embedding ICT in Schools – A Dual Evaluation Exercise), schools conduct a pre-inspection self-evaluation in seven categories or ‘strands’: Leadership and vision Curriculum Teaching and learning Assessment Continuing professional development Resources Standards This research will make use of the Ofsted Common Evaluation Framework for to complete a thematic analysis of the impact of ICT in these seven ‘strands’, particularly using the Ofsted (2000) report of Elfed High School. Impact of ICT on Curriculum at Key Stage 3 There has been a premium attached to ICT training of all practicing teachers in the UK. It is encouraging to note that there has been a tremendous growth in the books, online materials, and handbooks for sharing and exchanging ideas, curriculum materials and case studies (Loveless & Ellis, 2001). As an outcome, ICT has been gaining steady popularity among KS3 teachers specifically for drafting and implementing lesson plans in the classroom. The extent to which ICT is integrated in various subjects significantly differ – sometimes, within a single educational institution. There are numerous schools that are still utilizing the Internet to make global links through e-mail with other schools or to conduct research using world wide web sites. Still others have made substantial investments in interactive whiteboard technologies; this option is being seriously considered by many others. In several contexts, students and teachers have expressed positive views on the impact that whiteboards may exert on learning (Becta, 2002). More than 50% of QCA’s respondent schools purport that there has been a notable increase in teaching time for ICT. The key factor that has been cited for such a decision has been the KS3 national strategies. This indicates that the national strategy has had a strong influence on teachers’ curriculum planning. Teaching and learning support from technology use has been marked with significant growth. There are certainly commendable examples of effective ICT use in majority of subjects. Such positive outcomes are noted in the areas of Design and Technology, Geography, Arts, Music, English, and Physical Education. Those who have conducted inspections have purported that teachers’ planning has been significantly enhanced by the Key Stage 3 strategy. Moreover, they have asserted that there is an increase in the number of challenging lessons instructed; however, teachers’ and students’ achievement remain to be modest. In fact, in 2003, only 67% of students from across the country have hit the expected criterion of Level 5 or higher in ICT at the conclusion of KS3 (QCA, 2004a; 2004b). There has also been a statistically significant, positive correlation between intensive ICT use and achievement by the closure of key stage test in Science. A 90% percentage of secondary schools utilize the ICT strand of the Key Stage 3 strategy, resulting in increased offering in 24% of sampled learning institutions (QCA, 2004a). Tasks that are mainly administrative may be accomplished by teachers with greater efficiency and by staff with the use of ICT (Greene et al., 2002). It has been noted that ICT assists in gathering and analyzing student performance data, and allows more effective objective setting (Greene et al., 2002; Becta, 2002; Yong, 2003). Analysis and Recommendations Consistent with the results of this study on Using an Ofsted report for an establishment not known to you identify possible future actions to be taken by the school to improve performance, the following results were noted per strand based on the Ofsted report of Elfed High School. Strand 1: Leadership and Vision The most critical factor in good ICT leadership was the involvement of senior managers, especially the headteacher. The way in which this was complemented by effective coordination of ICT was also critical. In Elfed, there was a clear vision for ICT, although the degree of ambition varied widely. This vision was carried forward through an explicit reference to ICT in the school development or improvement plan, and usually underpinned planning for the deployment and use or resources. Only rarely, however, was this vision articulated and shared with sufficient clarity. Elfed did not have a strategic plan that saw ICT as a tool for raising standards. They ought to draft a strategic plan so that senior managers may have a clear overview of the quality of provision across the school and ensure that there was an ongoing debate about how ICT was used, the way in which it engaged learners and the gains in learning and teaching. A key element of the development of ICT across the school was the involvement of subject leaders or heads of department in ensuring that ICT played a full part in the teaching and learning in their subject. Because there was not such a plan in Elfed, there was inconsistency in the extent to which subject leaders were involved in such developments. Senior staff in Elfed recognised the need to introduce a more systematic approach to implementing and checking the cross-curricular provision of ICT. This required improved monitoring and evaluation of the impact of ICT on teaching and learning. Additionally, similar to many schools, it required the updating of ICT policies to promote more explicitly the application of pupils’ skills and capabilities across the curriculum as well as the use of ICT to facilitate more cross-curricular links (Ofsted, 2000) . Strand 2: The Curriculum Elfed has made at least satisfactory curriculum provision for ICT, including some balance between teaching ICT skills and its application across subjects. However, it was still not in a position where ICT was embedded in pupils’ learning to the extent that it was a frequent and natural part of their day-to-day learning. The effectiveness with which Elfed was able to implement the ICT curriculum was largely dependent on the quality of their ICT schemes of work, the support, training and guidance for staff and the accessibility of reliable and appropriate resources as and when they were needed. Where these were good they contributed to a high level of ICT capability, which pupils developed as they progressed through the school and which they could apply progressively in a range of subject contexts. Computers were usually available to pupils outside of lesson times. These provided access for pupils to continue with projects or homework or for recreational activities, and occasionally for planned work including the promotion of independent learning. Strand 3: Teaching and Learning There were good examples of the effective use of ICT across subjects in Elfed High School. Often, however, it remained the case that the skills developed by pupils were not transferred effectively across the curriculum. For example, pupils in Year 6 could word process, but this was not applied in other subject areas. Consequently, even if ICT was used in the foundation subjects, pupils’ word processing skills tended to be used to improve the presentation of work in these subject areas, rather than for drafting, editing and improving the content and structure of their writing. These good examples notwithstanding, many teachers in Elfed still lacked the confidence to use ICT as a tool to raise standards, or were limited in what they could do with the resources available to them. In order to improve teaching, several issues needed to be addressed, and programmes of CPD are required in: when and when not to use ICT, for example considering the need of younger pupils for concrete experiences through practical activities to support their cognitive development new software and how this might be used in the classroom to enhance provision and raise standards interactive use of ICT by pupils use of assessment to inform planning about pupils’ ability to apply their knowledge of ICT to support and enhance their learning, and thus to provide appropriate levels of challenge (Ofsted, 2000). Strand 4: Assessment Assessment was the weakest area of provision at the high school. Even where ICT work was assessed, pupils did not receive sufficient feedback of how they could improve their work. Most teachers, with some exceptions in mathematics and English, were too easily impressed with mediocre application of ICT by pupils, accepting work that had not sufficiently extended their learning. In the minority of schools where examples of good assessment practice in ICT were found, this was not consistent across all staff. Even in those schools where a policy has been developed, assessment of ICT was often largely a matter for individual teachers. Schools generally used end-of-unit assessments to track pupils’ progress. In the most effective practice, pupils used ICT to develop their work following feedback from the teacher. They knew when they were achieving well and used ICT with confidence. However, in the vast majority of schools teachers did not evaluate specifically how well pupils applied and used their ICT skills across the curriculum. The summative assessment of ICT capability at the end of Key Stage 3 was variable and often lacked sufficient moderation even within the school. This was often based on too narrow a range of a pupil’s work and meant that the capacity of the pupils to apply what they had learnt in new contexts was not adequately measured. Strand 5: Continuing Professional Development At Elfed, the ICT confidence and competence of staff had improved in recent years, but more so in using ICT applications themselves than in making effective use of applications to engage pupils in learning. Where practice was good, schools recognised the need to develop a structured and coherent programme of CPD that was closely allied to the overall school vision for ICT and linked to whole-school objectives. Elfed ought to maintain audit of staff training needs that included effective classroom practice and how ICT could enhance achievement. There were examples of good quality training, including demonstration lessons provided by schools’ own staff or consultants from the national strategies. In particular, the acquisition of IWBs has often been matched with good CPD. Where staff had received relevant training and support in their use, this has impacted very favourably on the quality of teaching and learning in all types of school. Even where there was good provision for CPD, there remained insufficient opportunities for staff to observe good practice. The monitoring and evaluation of training, including its dissemination and impact, were generally inadequate at Elfed High School. The most effective practice was found where schools had invested in time for staff to observe each other’s practice, where they were used to questioning the impact of ICT on learning and where there was sharing of good practice, ideas and resources. Strand 6: Accommodation and Resources The layout of computer rooms at Elfed was found to be unsatisfactory, usually because there was no room for pupils to undertake work away from machines. Where there was a flexible and spacious arrangement, this enabled a greater variety of teaching and learning styles in lessons and facilitated better lesson planning in line with the ICT strand of the Key Stage 3 Strategy. Elfed had some provision for technical support. In some cases a permanent member of the support staff had been specifically trained and could assist with both technical and curriculum requirements. Teachers who lacked confidence found this level of support invaluable and were reluctant to use ICT without it. Such support also enabled the ICT coordinator to remain focussed on curriculum and staff training as opposed to non-curricular matters Strand 7: Standards ICT generally impinged on standards in other subjects in indirect ways, for example through improved opportunities for pupils to work collaboratively, creatively and to solve problems. Pupils were interested, enthusiastic and curious about ICT and this contributed to their engagement and motivation, including some who were otherwise reluctant learners. This drove them to explore the potential of ICT, sustained their concentration and promoted their independent learning. However, this was dependent on being part of a well-planned broader context such as appropriate teacher input and support to enable them to use ICT independently and successfully. Conclusion This study on Using an Ofsted report for an establishment not known to you identify possible future actions to be taken by the school to improve performance concludes that learning with technology accounts for much of the present thinking about the utilization of technology as a supporting tool for learning (Jonassen, 1996). Bonk, Hay, & Fischler (1996) assert “ currently popular ideas about students using electronic tools to be designers of knowledge are related to Dewey’s arguments that children must actively construct and interrelate knowledge by learning in more authentic ways” (p. 95). Based on this perspective, when technology becomes core to the classroom learning environment, it furnishes a tool for both students and teachers for expediting novel roles and instructional strategies. As a tool, technology can be a means of finding and processing information, and to reflect on one’s understandings, beliefs, and thinking processes. Utilized in such a manner, technology is “empty” as it permits the learner to enter information and explore new content relationships (Maddux et al, 1977). Ordinary application software such as word processing, spreadsheet, graphics, presentation, and database software, problem solving software , simulations, electronic mail and the Internet are technological tools that fit into this category. These applications, tagged as Type II by Maddux et al. (1997) provide the user with control of almost everything that transpires, including the interaction between the user and the machine. The dynamic and interactive nature of technology and the power of its information-processing capabilities permit Jonassen (1996) to purport that when students learn with technology, it becomes a “mindtool”. He depicts mindtools as “computer-based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner in order to engage and facilitate critical thinking and higher order learning” (p. 9). Utilizing conventionally available software (databases, spread sheets, electronic mail, multi-media, hypermedia and others) allows learners to use technology for both the construction and representation of knowledge. This principle is parallel to Pea’s (1985) conception of cognitive technology as “…any medium that helps transcend the limitations of the mind… such as memory, inactivities of thinking, learning, and problem solving” (p. 168). Creating Constructivist Learning Environments Supported by Technology Electronic, virtual, and real-world elements synergize to provide tools and resources for learners’ knowledge construction. The synergy of constructivist learning environments with technology is complicated and yet critical for the gearing up learners for the knowledge requirements of the 21st century. Students live in an Information Age where geographic mobility, intellectual flexibility, and the synthesis of work and learning are the norms of the workplace (Dolence & Norris, 1995). Educators have the chance to encourage students to and help them develop critical thinking skills that will make them viable and contributing members of society in the next century. Professional development about constructivist learning environments, technology, and the interplay between the two is necessary. A critical ingredient frequently missing from most technology implementation initiatives is professional development that assists teachers in “think[ing] about how technology can support one’s own instructional goals and learn how to orchestrate a class in which students are doing challenging projects, portions of which are technology based” (Means et al., 1993, p. S-4). The current study has demonstrated that overall, the use of ICT at the K3 level has yielded significant benefits for both teachers and learners. Areas of difficulty in terms of its implementation ought to be addressed; and strengths on ICT deployment be leveraged on. References Bagley, C. & Hunter, B. (1992). Restructuring constructivism and technology. Forging a new relationship. Educational Technology, 32(7), 22-27. Bonk, C., Hay, K., & Fischler, R. (1996). Five key resources for an electronic community of elementary student weather forecasters. Journal of Computing in Childhood Education, 7 (1/2), 93-118. Dolence, M. & Norris, D. (1995). Transforming higher education: A vision for the 21st century. Ann Arbor MI: Society for College and University Planning. Jonassen, D. (1996). Computers in the classroom: Mindtools for critical thinking. Englewood Cliffs, NJ: Prentice-Hall. Maddux, C., Johnson, D. & Willis, J. (1997). Educational computing: learning with tomorrow’s technologies. 2nd edn. Boston: Alynn & Bacon. Means, B., Blando, J., Olson, K., Middleton, T., Morocco, C., Ramz, A., & Zorfass, J. (1993). Using technology to support education reform: Findings from a national study of innovating schools. Menlo Park CA: SRI International. Pea, R. (1985). Beyond amplification: Using the computer to reorganize mental functioning. Educational Psychologist, 20, 176-182. Riel, M. (1994). Education change in technology-change environments. The Journal of Research on Computing Education, 5, 261-274. Sandholtz, J., Ringstaff, C., & Dwyer, D. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers’ College, Colombia University. Read More