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Listen
The National Grid for Learning Progress Report Three
Chapter 5: Monitoring Progress
5.1 ICT Annual Survey
We are currently reviewing the way in which we collect information in order to ensure maximum accuracy with minimum burden on schools and authorities. As a result of this review no ICT survey took place in 2003.
5.2 ICT data from the School Census
The summary results of the September 2002 school census were published on 26 August 2003 and include information regarding ICT provision. ( www.scotland.gov.uk/stats/bulletins/00272-00.asp)
Information from the report and related observations for the period Sept 2001-Sept 2002 are listed below.
- There has been an increase across all publicly-funded schools (Primary, secondary and special needs schools) in the percentage of teachers and pupils with an email address allocated by the school or local authority ( 1).
- The greatest increase in email addresses has been in primary schools, where the percentage of pupils and teachers with an email address has increased from 16% to 52% and 38% to 63% respectively.
- There has been an increase in the percentage of publicly funded schools with school email addresses and access to the Internet - all secondary schools have Internet access and the number of primary and special schools with Internet access has risen from 84% and 68% to 97% and 83% respectively.
- There has been an increase of approximately 16,300 modern computers used for teaching and learning in publicly-funded schools: Primary 7,600; Secondary 8,300 and Special 400.
- Increases in modern computers have led to decreases in the pupil:modern computer ratio. See table below.
| Primary | Secondary | Special |
2001 | 2002 | 2001 | 2002 | 2001 | 2002 |
Pupil:modern computer ratios | 11 | 9 | 5 | 5 | 4 | 3 |
% of teachers with email addresses | 38 | 63 | 80 | 94 | 25 | 46 |
% of pupils with email addresses | 16 | 52 | 68 | 80 | 8 | 23 |
% of schools with email addresses | 75 | 92 | 91 | 96 | 63 | 75 |
% of schools with access to the Internet | 84 | 97 | 100 | 100 | 68 | 83 |
5.3 Research
5.3.1 The Impact of ICT Initiatives in Scottish Schools
Phase 2 of the research entitled The Impact of ICT Initiatives in Scottish Schools took place in 2000 - 2001. The results were summarised in the last progress report and a full copy of Phase 2 findings is available at www.scotland.gov.uk/library5/education/ins2-00.asp. This is one of a number of Insight publications which summarises relevant research ( www.scotland.gov.uk/about/ED/IAC/00014478/page1283307525.aspx).
Phase 3 has been commissioned. It is expected that an interim report will be completed by mid 2004 with a final report available early in 2005.
5.3.2 Evaluation of the Heads Together Pilot Project
Heads Together is an online community offering Scottish headteachers opportunities to support and learn from each other and to engage in dialogue with policy advisers and decision-makers (see Chapter 7). In 2002 the Scottish Executive commissioned George Street Research to conduct an evaluation of the SEED-funded Heads Together pilot project.
The researchers were asked to assess the use of Heads Together; identify criteria for effective use and barriers to use; and identify the impact on users.
The main findings are listed below.
- A broad range of different channels of communication is utilised by headteachers and there is little antipathy to the use of ICT as one channel of communication. However, channels of communication are selected on the basis of specific requirements and headteachers cite instances where there is a preference for using other channels of communication.
- One barrier to the effective introduction of Heads Together is inconsistency in hardware and software packages provided, and in ICT training across local authorities.
- Access and usage of Heads Together is relatively limited. Only a minority of respondents is accessing the website on a daily basis or as regularly as a few times a week.
- There is an assumption from some headteachers that Heads Together duplicates other information sources rather than being unique as a source of advice, help and support.
- Facilitators need to adopt a very pro-active role in communicating the benefits of Heads Together to headteachers. A range of different channels of communication should be utilised.
- A number of key messages relating to the future promotion of Heads Together are identified for dissemination to head teachers, namely that Heads Together can be useful in the context of:
- offering access to the views of headteachers across Scotland, not just restricted to one local authority;
- a platform for sharing and exchanging information/ideas/problems/issues;
- keeping headteachers up to date on topical issues and providing information in relation to legislative and educational changes;
- making a unique contribution, not available elsewhere;
- improving access to other headteachers across the whole of Scotland;
- preventing feelings of isolation;
- offering a strategic viewpoint;
- providing information (that is not covered elsewhere) on topical issues impacting on headteachers;
- offering speedy and immediate answers to questions;
- providing support and advice not offered elsewhere;
- offering opportunities to clarify issues of importance with other headteachers; and
- having the capacity to download school policies and help to reduce workloads.
- Third party endorsement of Heads Together is seen to be independent, objective and credible. Promotors of Heads Together should utilise third parties wherever possible to help encourage use of Heads Together. These include local authorities, local champions and existing users of the website.
- There are long term opportunities to open up Heads Together to other types of teacher and extend the number of closed communities.
The full evaluation (www.scotland.gov.uk/library5/education/headsfinal.pdf)
and the summary evaluation (www.scotland.gov.uk/library5/education/headsfinals.pdf) are also available on the web.
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