How are schools engaging with ICT? Bob Harrison looks at Becta's latest Harnessing Technology survey, extracts the key points and asks the questions that will interest school leaders going through capital projects like Building Schools for the Future

The BECTA Harnessing Technology 2009 Schools Survey provides some useful context and evidence for schools embarking on their Building Schools for the Future (BSF) journey.

The report was created by the National Foundation for Educational Research (NFER) and sets out the main findings from the Harnessing Technology Schools Survey 2009 which looks at the use of ICT in primary, secondary and special schools in England. This latest research, carried out at the end of 2008 and the beginning of 2009, involved 831 schools, 2,862 teachers, school leaders and ICT co-ordinators.

These findings provide both a clear picture of the uses of new technologies for teaching and learning, and a solid evidence base which local authorities and schools can draw from in order to plan progress in this area.

So what does the report tell us, and, what are the questions it raises for the BSF programme? Here are summaries of the key points in each section of the report, followed by questions that should be asked by all those involved in capital projects like Building Schools for the Future.

Infrastructure

• Infrastructure has improved and the number of computers available for teachers and learners has increased;
• Schools feel they are “well equipped” in terms of new technologies;
• interactive whiteboards and projection technologies still tend to dominate daily use;
• Mobile and handheld devices and Web 2.0 technologies are used in less than 10 per cent of schools;
• 40 per cent of primary schools and 75 per cent of secondary schools use a learning platform;
• Large proportions of teachers do not have “a full awareness” of the potential learning platforms have for supporting teaching and learning.

Key questions for leaders involved in capital projects

1. Do these findings illustrate any indication of “learning transformation”?
2. Schools feel “well equipped” but is this sustainable and what about learners’ own devices?
3. Given the advances in mobile and wireless devices and web 2.0 technologies in working and social contexts, why is there such a resistance to their use in schools?
4. Even though there are more learning platforms in use why do “large proportions” of teachers not understand how they can support teaching and learning?

The personalised learning experience

• Leaders see ICT as a high priority for personalising learning;
• Use of e-portfolios appears to be an important element of personalising learning although half of schools stated none of their learners are encouraged to use them;
• Home access to a computer for pupils is improving although only 10 per cent reported a specific home access programme;
• 50 per cent of schools communicate with parents online;
• The need for “flexibility” is likely to increase for “anytime, anywhere” learning.

Key questions for leaders involved in capital projects

1. How do schools convert “high priority” into changes in practice to personalise learning?
2. If e-portfolios are an important element of personalisation what do schools need to do to stimulate their use?
3. The Home Access target is for ALL pupils to have access to a computer and connectivity by 2011. How can schools take advantage of this?
4. What more can schools do to develop effective online communication with parents?
5. What are the implications for teaching, learning and assessment of “anytime, anywhere” learning?

 
System leadership and innovation

• 90 per cent of schools have a written ICT strategy/Improvement plan;
• Replacement of kit dominates these strategies;
• Senior leaders feel teachers cpd, e-safety, acceptable use policies and use of the learning platforms are priorities;
• Leaders intend to give a high priority to “new technologies” in the next three years;
• ICT for management and monitoring is well developed;
• 5 per cent or less of the school budget is spent on ICT;
• Schools have become less dependant on local authorities in their purchasing decisions;
• Innovation can be seen in pockets but not at “system” level.

Key questions for leaders involved in capital projects

1. What do leaders need to know and do to bring about “system” innovation?
2. What are the “new technologies” which will be available in your capital project?
3. What proportion of the budget is an appropriate spend for ICT?
4. How do schools manage to innovate within the managed service?

Technology confident effective providers

• Majority of teachers “enthusiastic and positive “about using ICT;
• More than 50 per cent of teachers feel they are “effective” in using ICT for a range of tasks, except communicating with parents;
• Teachers are saving more time through the use of ICT;
• Teachers are more adept at creating and sharing digital resources.

Key questions for leaders involved in capital projects

1. How do schools convert “enthusiasm” into effective practice?
2. How do schools ensure that 100 per cent of teachers feel they are “effective” using ICT, including communicating with parents?
3. How do teachers “reinvest” the time saved?
4. How do schools encourage learners to create and share digital resources?
5. How will your BSF project make use of the VITAL project?

Engaged and empowered learners

• E-safety is a priority for schools although they seem less aware of wider “data” security issues;
• Home access is still an issue but HAT should address this by 2011;
• 86 per cent of schools have a website;
• Remote access is more likely if the school has a home access policy;
• Although learners use technology for games and social networking they also use it for homework and schoolwork.

Key questions for leaders involved in capital projects

1. How do schools balance the tension between e-safety and open access to resources?
2. What is the purpose of the school website and consequently what functionality is required?
3. How do schools manage the “blurring” of the boundaries for learning between school and home?
4. Does the BECTA research really reflect the digital skills and expectations of next generation learners?
5. How will learners’ perspectives be built into the BSF visioning and design process?

You can download the full report, Harnessing Technology 2009 Schools Survey, here

Bob Harrison is a BSF leadership programme facilitator with the National College, teacher, school and college governor. He also works with Becta and is an education adviser for Toshiba. He can be contacted at www.setuk.co.uk.
You can read his blog on the Futurelab Flux website