Scottish Government

2004

CONTENTS

ACKNOWLEDGEMENTS
EXECUTIVE SUMMARY
CHAPTER 1 : BACKGROUND
1.1 ICT in schools
1.2 Aims of Masterclass
1.3 Implementation of Masterclass
CHAPTER 2 : AIMS OF THE MASTERCLASS EVALUATION
CHAPTER 3 : STUDY APPROACH
3.1 Qualitative element
3.2 Quantitative element
MAIN FINDINGS
CHAPTER 4 : EFFECTIVENESS OF DELIVERY OF MASTERCLASS
4.1 Expectations held at the outset
4.2 Attitude to Masterclass subsequently
4.3 The initial 4 day training
4.4 Other training participated in
4.5 SETT conference
4.6 The on-line community
CHAPTER 5 : IMPACT OF MASTERCLASS
5.1 ICT equipment introduced in schools
5.2 ICT literacy and skills
5.3 Networking activity
5.4 Sharing good practice
5.5 Creating ICT champions
CHAPTER 6 : LEVEL OF ACTIVITY
6.1 The role that co-ordinators have adopted
6.2 Frequency of using the on-line community
6.3 Degree to which respondents see themselves as networking, sharing good practice and acting as ICT champions
CHAPTER 7 : BARRIERS AND SUGGESTED IMPROVEMENTS
7.1 Selection of Masterclass participants
7.2 Improving the on-line facility
7.3 Ensuring continuity and consistency in follow up activity
7.4 Improving networking activity
7.5 Encouraging sharing of good practice
7.6 The impact of time and resource constraints and what effect their removal might have
CHAPTER 8 : RECOMMENDATIONS
8.1 Improving the role of ICT champions
8.2 Improving support related to Masterclass
8.3 Improving the support from Local Authorities
8.4 Improving support at a national level
ANNEX: EXAMPLES OF BEST PRACTICE

TABLES

CHAPTER 3
3.1 Sample profile
CHAPTER 4
4.1 Expectations of Masterclass
4.2 Rating of quality of initial training
4.3 Rating of training
4.4 Parts of Masterclass on-line community used
CHAPTER 5
5.1 ICT equipment introduced since Masterclass
5.2 Depth of investment in ICT equipment in schools
5.3 Role of Masterclass in accessing the equipment
5.4 Anticipated investment in new ICT equipment
5.5 ICT skills held
CHAPTER 6
6.1 Co-ordinators role
CHAPTER 7
7.1 Ways in which networking opportunities could be improved
7.2 How to improve opportunities to share good practice

CHARTS

CHAPTER 4
4.1 Views on whether Masterclass has had a catalytic effect on use of ICT
4.2 Views on whether ICT developments are due to Masterclass or other reasons
4.3 Useful aspects of initial training
4.4 Views on initial 4 day training session
4.5 Masterclass training sessions attended since initial training
4.6 Likes of SETT conferences
4.7 Proportion of participants making use of facilitators and on-line community
4.8 Usefulness of contact with on-line facilitators
CHAPTER 5
5.1 Extent of networking by Masterclassers
5.2 Change in extent of sharing good practice
5.3 Key methods used for sharing good practice
5.4 Extent of ICT champion activity
5.5 Ways in which Masterclassers have championed ICT
CHAPTER 6
6.1 Frequency with which meetings are held for Masterclassers
6.2 Frequency with which participants use on-line community
6.3 Impact of Masterclass on champion activity
CHAPTER 7
7.1 Initial participation in Masterclass
7.2 Reasons for being a Masterclass candidate
7.3 Whether other staff should be given chance to do Masterclass
7.4 Experience of access problems to on-line community
7.5 Access problems to on-line community
7.6 Whether Masterclassers know how to put ideas into practice
7.7 Whether would like more meetings with Masterclassers
7.8 Whether networking opportunities with other Masterclassers could be improved
7.9 Masterclass as a means of making contact with others
7.10 Views on the time pressures faced by Masterclassers
7.11 Agreement that funding for equipment purchase has been difficult to achieve

This report is available on the Scottish Executive Social Research website only
www.scotland.gov.uk/socialresearch.