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Harnessing Technology:
A briefing for Governors
Noel Fowler
Regional Delivery Manager
[email protected]
0782 781 9098
April 2009
Becta is the government agency leading
the national drive to ensure the effective and
innovative use of technology throughout
learning.
The e-confident school
This step-change will enable learners to take greater control of their learning through
access to learning resources at any time, and from anywhere.
Agenda
• Next Generation Learning
• Home Access
• Parental Engagement
• Safeguarding
• Self Review
What is Next Generation Learning?
• It is aiming to raise the
effective use of
technology for learning
amongst learning
providers
Where learners are now – from this
Learner outcomes – to this
Most preferred ways to learn
Which three of the following ways do you prefer to learn?
Source IPSOS Mori
Base: All pupils (2,417)
Common classroom activities
Which three of the following do you do most often in class?
Source IPSOS Mori
For young people, technology is a
way of life
Communication
Entertainment
Personal
Management
Education
Young people:
internet use rises at ages 10 and 13
...unlike their parents!
So, for young people, technology
has to be a part of their learning
Learner Entitlement – closing the gap
Universal access
- family and informal learning
Professional tools for teaching
Mobilising Technology Leadership
Sustainable, personal technology
E-confident
system
Internet
Engine Room PR
Online
Advertising
Public Relations
Offline
Proactive PR / Events
Partnership
Home Access Programme
The challenge - narrowing the gap
• Three quarters of a million households with children lack an ICT
device and even more homes lack high quality connectivity
• Lower income households are most likely to lack home access
reducing opportunities to support parental engagement
and compounds social exclusion
• Evidence demonstrates that
penetration is slowing
• The digital divide is not
reducing fast enough.
100
90
% that uses the internet
• Schools find it to difficult to build
on existing ownership and
access
2005
2007
Use by income
80
70
60
50
40
30
20
10
0
<£12,500
£12,500 £25,000
£25,000 £37,500
£37,500 £50,000
>£50,000
Audiences and benefits
Cannot afford
home access
Disadvantaged
Part/whole funding or
more relevant offer
Specific support for
particular needs
Can afford home
access but yet to
be convinced
Removal of barriers to
access
Have home
access
Benefits for all
Without access
Improved educational services e.g.
real time reporting, ‘anytime,
anywhere’ learning
Economic benefits
Increased educational attainment
Flexible access to
online services
Improved links and
communication
Improved parental engagement
Access to guidance and support
Confidence in suitable and safe
home access equipment
Better signposting to services
Home Access - the vision
“To ensure that all pupils aged 5 to 19 in state
maintained education in England have the opportunity
to have access to computers and internet connectivity
for education...at home”
Jim Knight Minister of State for Schools and Learners
Home Access Taskforce principles
• System wide and education led
• Learner and parent focused
• Minimising the burden to schools and LAs
• Sustainable and long term
• More joined up across departments and initiatives
• Funding targeting the disadvantaged
Home Access Taskforce proposals
For there to be benefits
• for all learners
• for all parents
• for all learners and parents
• for families with low incomes & children with specific needs
by
• maximising the benefits of home access by all
• increasing the perceived value by parents
• removing the barriers of cost for families with low incomes.
Five key strands in the programme
• The Next Generation Learning campaign to:
– encourage parents/carers to engage with their children’s learning
– stimulate interest from all families to obtain home access to
technology if they do not yet have it
– illustrate how all can derive real benefits from home access for
learning more effectively, accessing public services & making
savings
• An approved supplier scheme with functional specification
• Services to ensure eligible low income families can apply and
receive support effectively and efficiently
• Support for learners and their parents
• Support for schools and local authorities
All aligned to other activities – joining up government
Summary of phasing
Initial launch Autumn 08 – Autumn 09
• 2 LA-wide phase one pilots
• engagement and collaboration with stakeholders, including industry
• aligning supporting policy and agencies
• building on past achievements
• establishing national financial and legal frameworks
• funding via LAs for targeted groups
Autumn 09 onwards
• national roll-out
• ongoing support for learners parents, schools and intermediaries
• national targeted campaign
Home Access
The pilot: where we are now
• 27th February: full pilot GO-LIVE and approved suppliers began to operate
• Suffolk – 1380 learner applications approved
• Oldham – 1051 learning applications approved
Suffolk:
LA supported, school led parents evenings
Oldham:
LA led, school supported ‘drop off/pick up’ events
Parental Engagement
Summer term 2008
Letter to all
headteachers and
chairs of governors
from:
Jim Knight
Stephen Crowne
IRU
WAMG
The rationale
To improve the quality of dialogue between
schools, learners and parents to support the
immediate, emerging and developing needs of
learners.
The principles:
– Extending what is already good practice
– Making best use of what is already in place and available
– Efficient and effective practice (enter once, use many times)
– Not a duplication or replacement of annual reports or parents evenings
– To support sustainable approaches and processes for reporting:
Pupil progress, Behaviour, SEN, Attainment, Attendance
Exploiting ICT to improve parental engagement,
moving towards online reporting
Timely for the
learner
Home access
to learning
Course and
home work
Materials and
achievements
Community
information
Information
for parents
Meaningful for the
parent
Access to
resources
Parent and
learner days
Email
exchanges
Two way
communication
Online
reporting
Mobile phone
alerts
SMS
texting
Electronic
reports
Manageable by the
school
Safeguarding
Policies and
practices
Education and
training
Infrastructure
and technology
Byron review – what it was
• Independent review of children’s use of technology with
a focus on the internet and video games
• Led by Dr. Tanya Byron – child psychologist, presenter
of House of Tiny Tearaways
• Joint DCMS and DCSF review commissioned by PM
• 6 month review – normally 12 months
• Review started Sept 07 and completed March 08
The Byron Review – Key Becta Recommendations
• Govt should encourage schools to use Becta’s Self Review
Framework to drive continual improvement in schools use of ICT
including with regard to e-safety
• All schools should have Acceptable Use Policies that are regularly
reviewed, monitored and agreed with parents and students. This should
be included in Becta’s revised SRF
• All schools and local children’s services use an accredited filtering
service
• Becta work with Teacher Development Agency and partners to
encourage and support schools to offer family learning in ICT, media
literacy and e-safety
• Work to implement the Staying Safe Action Plan promoting Becta’s
Local Safeguarding Children Board toolkit
Byron Review
Key Recommendations
• Government has accepted all of the Byron
recommendations in full.
• The UK Council for Child Internet Safety was
launched in September 2008 (6 months ahead of
schedule).
• First Child Internet Safety Summit will be hosted by
the PM in Spring 2009.
• Fully supportive of Becta’s role, particularly with
LSCB Toolkit initiative
The underpinning model….
Policies and
practices
Standards and
inspection
Education and
training
Infrastructure
and technology
Self Review Framework
What it’s all about?
“SRF isn’t just about ICT and, interestingly,
that is a key factor of its success. It focuses
the mind on the whole spectrum of school
development.”
Steve Gator – Headteacher, Walker Technology College
Self-review benefits and outcomes
• What are your schools aspirations?
• What does good look like in your
school?
• Where are you in your whole school
improvement and ICT development?
• How does your school compare with
others?
• How will your school progress further?
• What actions will you prioritise?
• Where might your school need support?
The SRF has
taught us to
focus in on
what we need.
It is a quick
and easy way
to evaluate
ourselves and
the school.
Lisa Edwards –
Kings Rise
Community
Primary School
Based on Ofsted school reports, ICT
Mark accredited schools are:
• Four times more likely to be rated as outstanding in the
overall effectiveness of the school category
• Three times more likely to be rated as outstanding in the
Achievement and standards category
• Three times more likely to be rated as outstanding in the
Leadership and Management category
• Four times more likely to be rated as outstanding in the
Teaching and Learning category
Developing the framework
Leadership and Management
NCSL
Curriculum
Strategies
Learning and teaching
Becta
Assessment
QCA
Professional Development
TDA
Extending Opportunities for Learning
Becta
Resources
Becta
Impact on pupil outcomes
Ofsted
Common Language
Leadership and
management
E-Mature
Developing
Implementing
Strategic
Systematic/Effective
Mature/Innovative
Curriculum
5
4
3
2
1
Learning and Teaching
Assessment
Professional
Development
Extending opportunities
for learning
Resources
Impact on Pupil
Outcomes
Next Generation Learning Charter
Judging criteria set above ICT
Mark level
Schools that have reached the
threshold level in all 8 elements
Schools that have reached the
threshold level in 3 elements
(one of which is leadership and management)
All English schools that sign on to
the self-review framework
nextgenerationlearning.org.uk