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The National Grid for Learning Progress Report Three
Chapter 9: Progress with the Use of ICT in Learning and Teaching (provided by Her Majesty's Inspectorate of Education (HMIE))
9.1 Primary schools
Until summer 2003, HMIE inspected ICT as part of a carousel of subjects alongside English and mathematics in primary inspections. In the new inspection model, ICT is no longer inspected as a discrete subject but rather as a permeating skill across the curriculum. Issues emerging from the previous inspection focus are as follows.
Access to hardware and software for learning and teaching
Some schools had set up well-organised computer suites. In the best practice, teachers made good use of small group demonstrations in the classroom before pupils moved to activities in the computer suite. Also in the best practice, pupils from P1 to P7 had regular access to computers and were given good opportunities to use them for a range of purposes in their class work. These opportunities included word processing using graphics, work with databases and spreadsheets, using digital cameras to record details of visits and using CDROMs to carry out research.
ICT programmes
In nearly a third of schools inspected the programme for ICT was good or very good. However, in the majority of schools inspected, important weaknesses in the programmes restricted pupils' progress. Too often programmes did not permit the appropriate development of pupils' skills in controlling and modelling, collecting and analysing and in communicating and collaborating. Some schools had adopted commercial schemes that used a structured system of work cards to give pupils support in developing their ICT skills. The skills developed by these schemes were not always integrated effectively into pupils' work in other areas of the curriculum.
Use of ICT in learning and teaching
In most schools the teaching of ICT was good or very good. Classroom assistants were deployed in some schools to provide good support to pupils. In the majority of schools pupils were making good or very good progress in the work set for them. However, overall too few primary schools ensured that pupils had sufficiently regular opportunities to use computers in their class work. Too often pupils who were first to finish other tasks that did not involve the use of ICT were then set to work on unrelated tasks on the computer. Pupils in only a few schools met expected levels of attainment as set out in 5-14 national guidelines for ICT. Almost all schools inspected had not yet developed effective assessment procedures to evaluate the quality of pupils' use of ICT.
ICT in support of learning and teaching
There were signs of developing good practice in the use of ICT to support learning and teaching. In the best practice, schools were using ICT-based systems very effectively to track and monitor pupils' progress. Many schools were now using computer-based reporting formats in their reports to parents. A few schools were making good use of dedicated software to develop individualised educational programmes.
9.2 Secondary schools
HMIE does not inspect cross-curricular ICT as a separate subject area in secondary schools, but does inspect business education, computing and technical education as subjects. Just over a quarter of the reports on schools inspected as part of the general inspection programme included a main point for action to improve the use of ICT. Most commonly, the recommendations referred to the need to improve learning and teaching and ensure that pupils' ICT skills were developed systematically across the school.
Access to hardware and software for learning and teaching
Access to computers and related ICT equipment was good in the majority of secondary schools. In many schools, suites of computers had been established in business education, computing and technical education. These suites were often supplemented by further whole-school ICT resources in the library or learning resource centre. Computer suites typically provided access to a maximum of 20 computers. This limitation restricted the use of these suites for subjects such as English in which class groups frequently exceeded 20.
ICT programmes
Most schools provided S1/S2 pupils with a basic course in ICT skills. Such courses most commonly featured word processing, information handling including the use of spreadsheets, use of the Internet and email. At later stages, the planned development of ICT skills was restricted almost entirely to business education, computing and technical education departments. These programmes were effective in developing appropriate skills.
Use of ICT in learning and teaching
Many schools gave S3/S4 pupils effective opportunities to use ICT to develop skills in business education, graphic communication, art and music. These opportunities were continued in S5 and S6, and in some science departments included the use of virtual laboratories and the SCHOLAR programme. There was a clear correlation between those departments in which assessment requirements for national qualifications required pupils to have frequent exposure to ICT hardware and those with the most frequent use of ICT. In subjects such as mathematics and English, it was rare for pupils to make regular use of ICT in their work. Pupils' progress in developing ICT skills was too slow overall in some schools.
ICT in support of learning and teaching
A third of secondary schools inspected were now using ICT effectively in their administration, communication and guidance systems. These schools made regular use of email and used ICT well to track and record pupils' progress.
9.3 Further Education
HMIE conducts reviews of further education colleges as part of a service level agreement with the Scottish Further Education Funding Council. Individual subject reviews include computing and ICT, and office administration, technology and systems. The provision by colleges of ICT equipment and applications, and the use of ICT in teaching and learning form part of the review of all subjects. Almost 15% of main points for action in subject reviews made reference to the need for improvements in access to and use of ICT in teaching and learning. The cross-college review includes the use of resources and services to support the learner. Main points for action in about a third of the reports of college reviews related to the use of ICT.
Access to hardware and software for learning and teaching
All FE colleges were in the process of upgrading and increasing ICT equipment for teaching and learning. In a number of colleges, the ratios of computers to staff and students had met, or were close to national norms. A number of colleges had invested heavily in the past year in open access and flexible learning facilities to support student learning. A few colleges had begun to implement pilot schemes of access to distributed computing facilities to complement the centralised open access areas. Digital projectors and electronic whiteboards were increasingly available.
All colleges had extensive resources for student access to the Internet and a number of colleges provided students with college-based email accounts. Almost all colleges provided students with network-based storage facilities.
ICT programmes
A large number of colleges promoted the development of ICT skills in both staff and students through such programmes as European Computer Driving Licence, Integrated Business Technology, BBC Webwise and a number of short applications-based programmes, delivered flexibly.
Use of ICT in learning and teaching
Almost all students used word processing and spreadsheets effectively as part of their normal college activity.
Almost all colleges had acquired a virtual learning environment but only a few had mounted a significant body of learning materials in this environment. Students in most colleges had access to learning materials in shared network folders. More than a few students had access to appropriate Internet-based learning materials for their programme of studies. In some colleges, librarians were proactive in cataloguing useful web sites so as to enhance student opportunities to access appropriate materials. College intranets were beginning to assume great importance in the role of hosting online learning materials. A few colleges had purchased a large volume of commercial online materials and uptake of programmes based on these materials was increasing.
Colleges serving a scattered population were proactive in the use of ICT to support remote learners. Facilities included online learning materials and tutor support through email, egroups and videoconferencing.
ICT in support of learning and teaching
The Scottish Further Education Funding Council sponsored the launch of a number of ICT projects during the year. The projects included diagnostic software for core skills, an online guidance system, tools for management of flexible learning centres and online support for college intranets. All were at an early stage of implementation.
9.4 Communities
The self-evaluation framework How good is our community learning and development? has provided the framework for HMIE inspections of community learning and development since September 2002. Inspections do not address ICT or its use as a specific point of focus, but integrally as part of evaluating learning opportunities, learning experience and resources. In 2002/2003, about a third of inspection reports included a main point for action related to ICT. These points were concerned with increasing the provision of ICT learning opportunities in communities and with enhancing the use of ICT by staff.
Access to hardware and software for learning and teaching
The availability of ICT-based learning facilities in libraries, learning centres and other community venues was expanding significantly in those local authority areas inspected. These generally well-equipped facilities provided new and innovative opportunities for adults to access learning. The development of new facilities was often the result of collaboration between local authorities, colleges and local enterprise companies. Social Inclusion Partnerships had been important sources of funding and brokers of some important initiatives in disadvantaged areas.
ICT programmes
Community learning workers often used ICT provision and programmes to attract back to learning adults who were otherwise reluctant to return. All community learning partnerships offered ICT programmes at introductory level through courses such as ' computers for the terrified'. Most partnerships ensured that opportunities were available for learners to progress to accredited programmes such as ECDL.
Use of ICT in learning and teaching
The use of ICT was widespread and increasing in both adult learning and work with young people. In some cases, there was very effective development and use of local web sites to support community involvement and engagement. There were good examples of youth workers supporting young people to develop such local web sites providing information and links to other sites on youth issues such as health, homelessness, leisure, jobs and further education. There was also widespread use of ICT-based learning, such as the Connecting Communities programme, to build the capacity of community and voluntary organisations.
In some areas, ICT provided a medium for family learning with children and young people supporting the learning of their parents and carers. Such initiatives built the self-confidence of adults returning to education, and enabled them to return to work or further education or to support their children's learning.
ICT in support of learning and teaching
Community learning partnerships were in the early stages of developing the use of ICT for planning and recording purposes. Some adult literacy and numeracy partnerships were exploring the development of ICT-based tracking systems to facilitate progression for learners between providers and to monitor the outputs and outcomes of their literacy and numeracy action plans .
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