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4.4 The teachers

a. Background information

Questionnaires were returned by 93 primary teachers and 322 secondary teachers. Seventeen percent (17%) of primary and 67% of secondary respondents held promoted posts within their schools ( AHT, PT, etc). Twenty-eight percent (28%) of primary and 54% of secondary staff held responsibility for particular areas of the curriculum. In promoted posts in primary schools, areas of responsibility tended to be in ICT, science, technology or, more generally, environmental studies. Four held cross-curricular responsibilities, e.g. citizenship, equal opportunities and provision for more able pupils. In secondary schools, 48 of the PTs had been appointed under the 'McCrone' conditions and as a result identified no specific curricular area. The remainder were spread across the subject areas of the school, with representatives from each area. Those teachers in non-promoted posts in both sectors were similarly distributed across the curriculum.

Forty-five percent (45%) of primary teachers had been qualified for over 15 years, while 47% had qualified within the previous 10 years. The majority of secondary teachers (58%) had qualified over 15 years prior to the survey, with 28% qualifying during the previous 10 years. Fifty-seven percent (57%) of the secondary teachers were male, while the majority of primary teachers (88%) were female. Fifteen percent (15%) of secondary teachers and 16% of primary teachers reported that they held a formal qualification in ICT. One or two primary teachers held modules or postgraduate modules, certificates or diplomas in ICT, while most reported awards following NOF training. Of the secondary teachers, several cited first degrees in ICT-related disciplines, while others indicated post-qualification awards from NOF, the ECDL qualification and postgraduate study in relevant areas. Fewer than 5% of teachers in each sector had completed a questionnaire in either of the previous surveys (1999 and/or 2001).

b. Use of ICT at home

Ninety-seven percent (97%) of primary and 96% of secondary teachers had access to a computer at home. Of the primary staff who did have access, 14% used a laptop, 57% used a desktop and 29% used both. For secondary staff, the corresponding figures were 12%, 58% and 30%. Of those who used laptops, 22% of the primary teachers and 30% of the secondary teachers had had them supplied by their local authority. Eighty-seven percent (87%) of primary teachers and 90% of secondary teachers with access at home were linked to the Internet; 27% of primary and 23% of secondary being through broadband connections.

Teachers were asked to indicate what they used the computer at home for and to distinguish personal use from school use. They were asked to rate frequency of use on the scale 'never', 'occasionally' and 'fairly regularly'. The findings for 'never' and 'fairly regularly' are shown in Tables 10 and 11, while the accompanying graphs show the responses in the 'fairly regularly' category. The findings for the home use of ICT for a range of personal tasks show similar patterns of use by primary and secondary teachers (Table 10). Secondary teachers were slightly more likely to use the web for information and to use email.

Table 10: Teachers' use of computers at home for personal use (%)

Figure A: Teachers' reports of aspects of ICT used fairly regularly for personal use (%)

The data on use of computers at home for work purposes also showed similar patterns for several of the aspects listed (Table 11). Both primary and secondary teachers used word processing and web searches most frequently for school/work use. Secondary teachers were more likely to send email, access the school intranet, use spreadsheets and databases and devise interactive resources for school.

Table 11: Teachers' use of computers at home for school/work (%)

Figure B: Teachers' reports of aspects of ICT used fairly regularly for school/work (%)

c. Teachers' confidence in using ICT

Teachers were asked to rate their own confidence across a range of technologies on a four point scale - 'have never used this', 'not confident user', 'fairly confident user' and 'very confident user'. This summary focuses on the key areas of confidence or lack of confidence.

Aspects where more than half of the primary teachers reported that they were 'very confident' included: searching the web/Internet (68%), word processing (66%), CD- ROMs (63%), and email (55%). For each aspect, less than 10% of the sample had never used it or were not confident in its use. Adding together the figures for fairly and very confident from the returns, primary teachers were fairly/very confident users of databases (61%), spreadsheets (63%) and digital cameras (56%).

Many primary teachers had either never used or were not confident users of a number of technologies. These included (the figures in brackets refer to 'never used' and 'not confident' statistics, respectively): digital scanner (25%, 33%); digital video camera (33%, 36%); interactive white boards (44%, 22%). Sizeable percentages of primary teachers either 'did not use' or were 'not confident' with various software packages or applications: statistical software (70%, 17%); authoring software (60%, 19%); web authoring software (73%, 17%); and graphics packages (20%, 30%). Other areas where lack of use/low confidence were reported included: virtual learning environments (79%, 13%); chat/news groups or online conferencing (50%, 22%); video-conferencing (72%, 19%); and using the fax (37%, 22%).

Over half of secondary teachers were 'very confident' on word processing (59%), email (66%), CD- ROMs (62%) and searching the web/Internet, with around a quarter to one third very confident on spreadsheets (24%), desktop publishing (27%), digital cameras (25%) and fax (33%). The remainder tended to be fairly confident users of these aspects of ICT use. Most secondary teachers had never used or were not confident in using: digital video cameras (43%, 26%); chat/news groups (55%, 21%); video-conferencing (73%, 17%), authoring software (66%, 14%); graphics packages (30%, 27%); web authoring (73%, 12%); interactive whiteboards (57%, 24%), statistical software (67%, 19%); animation (57%, 24%) and virtual learning environments (76%, 14%).

Teachers' regular use of other technologies was similar across the sectors, with digital cameras identified by a majority of each group. Media projectors (with school computers) were mentioned by small numbers of secondary teachers but no primary teachers. Only one or two primary teachers mentioned scanners, iPods, data pens, digital microscopes and/or interactive whiteboards. Scanners, interfaced sensors, interactive whiteboards, mobile phones, MP3 players, PDAs and digital video cameras were specifically mentioned by secondary teachers, although each was mentioned by only a few.

d. Using ICT in teaching and learning

One question asked for the number of modern computers regularly in use within the teacher's own classroom. The figures for primary schools ranged from none (4%) to just over 30 (2%), with most (54%) having 1 or 2 per classroom. In the secondary schools, 24% of teachers reported no regular use of computers in the classroom, while a further 36% stated that only one or two computers were in regular use. Small numbers of individual secondary teachers reported around 40 computers per classroom, with slightly larger numbers giving figures of 10 computers (3%) and 20 computers (13%). These tended to be in computer and business studies departments, however.

In the primary schools, 54% of classrooms had at least one computer linked to the Internet; only 8% had no access. In a small number of schools (n = 7; 8%), all of the computers were connected. Nineteen percent (19%) reported that the school was connected by broadband. Twenty percent (20%) of secondary classrooms had no Internet access, while 44% had one or two computers connected. In the classrooms with 10 or 20 computers, all were connected to the Internet. Fifty-nine percent (59%) of these were connected by broadband.

Eighty-three percent (83%) of primary teachers also used a shared computer base or suite with their pupils, as did 69% of secondary teachers.

Teachers were asked to indicate the use that their pupils made of various aspects of ICT, including a number of basic applications as well as multi media use, e.g. digital cameras, i-movies, video-conferencing. The question asked them to indicate progress on a 5-point scale:

1. already well established
2. beginning to happen
3. planned for introduction in 2-3 years
4. not yet on the plans
5. no intention of introducing this aspect.

i. Primary teachers

In the primary sector, the activities which were 'already well established' (>50% of teachers) were (in descending order):

• writing essays, poems or reports (87%)
• searching for information on the web (84%)
• searching for information on a CD- ROM (77%)
• making drawings using a graphics package (70%)
• making a newspaper/newsletter (54%)
• playing problem-solving games (51%).

In each case, these were also 'beginning to happen' in a significant number of other primary schools.

Other aspects 'already well established' or 'beginning to happen' included:

• working with databases (86%)
• working with spreadsheets (82%)
• creating multi-media presentations (65%)
• displaying/sending digital photographs (62%)
• sending email to pupils in other schools (51%).

The areas where most primary teachers (>50%) reported 'no intention of introducing this' or that there were no plans to do so, included aspects such as programming (67%), running simulations (52%), music keyboards (81%) and working with sensors (76%). Similarly, there were neither plans nor the intention to introduce virtual learning environments (for 84%), video conferencing (78%) or making movies (73%). A sizeable proportion of teachers also reported that there were neither plans nor the intention to introduce sending email, whether to pupils in other schools (28%) or to people outside school (37%).

Teachers were also asked to indicate their own use of ICT, using the same scale. The most frequently cited 'well established' uses of ICT were:

• downloading curricular materials from the web, from other schools or resource providers (68%)
• providing differentiated activities for pupils (67%)
• creating resources for specific curricular areas (63%)
• giving high attaining pupils additional opportunities (62%)
• giving specialist assistance to pupils with learning disabilities (55%).

A further 20-30% of teachers reported that these were 'beginning to happen', indicating that these were the most frequent uses they made of ICT. One use of ICT, 'communicating with other teachers, e.g. though chat rooms/bulletin boards, email' was reported to be either well established (20%) or beginning to happen (29%). The remaining uses identified in the questionnaire were categorised predominantly as 'not yet working towards this' or 'no intention of developing this'. These included:

• joining in 'virtual meetings' within professional network/association (90%);
• linking pupils with specialist teachers outwith own school (73%); and
• communicating with professionals in businesses or other locations outside the education system (64%).

Eighty-four percent (84%) of primary teachers said that they evaluated their use of ICT in learning and teaching, with 71% stating that it had been effective in improving learning. Teachers were asked to give examples of where this had been observed. Some of the examples from primary teachers were in relation to specific areas of the curriculum:

• Use of downloadable PowerPoint presentation for teaching about Tessellation was very effective
• "Successmaker" allows children to work independently. Careful managing flags up problem areas
• Environmental studies, a comparative study: used net to research info, e-mail to communicate between schools
• P6/7 pupils creating powerpoint presentations (in pairs - mixed ability) in relation to ES projects
• In modern languages aiding the learning of vocabulary through games and wordsearches
• Use of data logger, white board for recording/graphing noise
• Concept cartoons in science to extend/enhance investigations.

Others focused on motivation or pupils with difficulties:

• Encouraged a pupil with an aversion to complete a homework research task
• Stimulating reluctant readers
• For supporting children with special needs.

While yet others took a cross-curricular or more general viewpoint:

• PSD Transition Software - children develop skills for moving on to the High School. I set tasks, as this is the first time the school has used this software I have been evaluating the learning and teaching to make this piece of work more successful next year
• ICT is an excellent incentive for the majority of students to access the web - has proven to be of such a huge interest.

Only one commented: 'I do not have enough knowledge of it to make it effective'.

ii.Secondary teachers

In the secondary sector, the most established area was searching for information on the web (63%); none of the responses for the other activities reached 50% for 'well established'. Other more frequent activities included searching for information on a CD- ROM (40%), writing essays, poems or reports (38%) and using graphics packages (22%).

Most secondary teachers (>50%) reported that there was either 'no intention of developing this aspect' or that they were 'not yet working towards this aspect' for all but three of the uses listed in the questionnaire. The exceptions were: using a CD- ROM, searching on the web and writing essays, poems, reports. The figures for 'not yet' or 'no intention' ranged from 54% (sending email to people outside school) to 87% (working with a virtual learning environment). Stages of development were more varied than in the primary sector. This, at least in part, reflects the different purposes of ICT use within different curricular subjects.

When asked about their own use of various ICT-based activities, just over half of the secondary teachers reported providing differentiated activities for pupils (52%), creating resources for specific curricular areas (56%) and downloading curricular materials from the web, other schools or resource providers (58%). When 'beginning to happen' responses are taken into consideration, development is under way or established for giving high-attaining pupils additional opportunities (80% across both categories) and communicating with other teachers, e.g. through chat rooms, bulletin boards (56%). Less well-developed were giving specialist assistance to pupils with learning disabilities (47% across 'well established' and 'beginning to happen') and communicating with professionals in businesses or other locations outside the education system (38% across both categories). The least developed aspects were linking pupils with subject specialist teachers from outwith the school, where 85% had no intention of developing this or were not yet working towards it. Similarly, joining in virtual meetings within professional networks was only a reality for 8%, with 85% neither working towards nor intending to develop it.

Sixty-three percent (63%) of secondary teachers said that they evaluated their use of ICT in learning and teaching; 90% of those who had done so thought that it had been effective in improving learning. They cited various ways in which it had been effective. The examples ranged across specific concepts and broader areas of the curriculum, presentation, motivation, the efficiency of resources and time, as well as additional support for some learners.

Examples of curriculum-related activities:

• Using a flexicam to view the working parts of a small electric motor. Makes it easier for pupils to see and hence understand
• Looking for information on hotels, transport, town on web in foreign countries, (modern language use)
• Teaching a novel using on-line materials (engaged the class in a way that "Chalk and talk" wouldn't).

Examples of more general benefits:

• Revision
• Allows pupils to explore personal topics and develop own interests.

Examples of practical benefits, including more efficient use of resources:

• It is much easier to give whole class demos or presentations using a data projector. The whole class can see rather than crowding round a small computer.
• Using PowerPoint presentation and Internet has meant that pupils can work at their own pace. No need for 20 copies of visuals (books). Actually just writing notes and then essay on computer and no need for wasting paper. Pupils print me a draft, I correct this and then they print out a final copy in colour.

Some reported improved presentation, although one teacher acknowledged that content was unaffected:

• Improved field trip reports - now much more professional. (Content not significantly changed but presentation much better).

Other comments referred to low-achieving and/or those with special needs or learning difficulties:

• Lower ability pupils like to word process S Grade writing as it looks neater and they can usually be more accurate with the help of spell check
• Word processing for pupils with writing difficulties
• Dyslexic pupil for Craft and Design.

e. Accessing resources

Teachers used a range of different sources to get information on classroom resources. The three most frequently cited by primary teachers were: the web/Internet (73%); other colleagues in their own school (71%); and local authority staff (34%). Other sources, including the Scottish Virtual Teachers' Centre and staff in teacher education institutions, were identified by less than 10% of teachers. The only two exceptions to this were Learning and Teaching Scotland (28%) and professional journals (15%).

The three most frequently cited sources of support for secondary teachers were the web/Internet (60%), other colleagues in own school (40%) and Learning and Teaching Scotland (33%). Local authority staff, an important resource for approximately one third of primary teachers, were identified by 19% of secondary staff. The lowest figures were for staff in teacher education institutions (4%), the Scottish Virtual Teachers' Centre (4%) and SEED information on ICT in schools (6%). ( SEED information on ICT was used as a catch-all term for the various policy documents and initiatives e.g. Superhighways, distributed to schools.) As the Scottish Virtual Teachers' Centre is managed by Learning and Teaching Scotland, some teachers may not have differentiated between the two.

One question focused on the use of ICT in monitoring and evaluating teaching as well as assessing learning. Seventy-five percent (75%) of primary teachers had established systems for reporting to parents and 41% used it to record and analyse test and exam results. Smaller numbers used ICT to make profiles of pupils' progress and development (38%) and to supply information to other agencies, e.g. the local authority (37%). A small percentage of teachers (7%) allowed pupils to record and monitor their attainments, although 44% said that this was beginning to happen or likely to be introduced within the next 2-3 years.

In secondary schools, producing reports for parents was well established for 72% of teachers; recording and analysing test and exam results and making profiles of pupils' progress and development were both well established for 47% and 46% respectively; and supplying information to other agencies well established for 28%. Between 15% and 25% of teachers reported that these four activities were beginning to happen. As with the primary teachers, the least developed aspect was allowing pupils to record and monitor their attainments, with 58% reporting that they were not yet working towards this and 10% having no intention of developing it.

f. Ethical and legal issues

The majority of teachers had received guidelines on a range of ethical and legal issues to do with ICT. In the primary schools, the highest figures were for security, e.g. passwords to prevent unauthorised access to data or information (91%), the protection of young people from possible exploitation on the Internet (90%) and the protection of young people from exposure to unsuitable materials, e.g. pornography (88%). Advice had also been provided to teachers on a range of legal aspects: copyright laws and regulations (83%); the data protection act (76%); and the suitable and safe use of email by pupils (80%). However, only 56% of teachers had provided guidance for their pupils on copyright implications.

In secondary schools, teachers reported receiving guidance on the importance of security (90%), copyright laws and regulations (82%), the protection of young people from exposure to unsuitable materials (78%), the protection of young people from possible exploitation on the net (77%) and ethical and legal considerations such as licence agreements (74%). Advice had been provided on the Data Protection Act (65%) and the suitable and safe use of emails by pupils (62%). Forty-six percent (46%) had provided guidance to pupils on copyright implications, while 43% did not know if this had been provided.

g. The impact on the pupils, teachers, schools and learning and teaching

One section of the teacher questionnaire asked for views on the impact of ICT on schools now and in the future, on the pupils and teachers themselves and on practice. Teachers were provided with a number of statements and asked if they strongly agreed, agreed, disagreed or strongly disagreed with each. A summary of the findings is presented here.

i. The pupils

Almost all of the respondents from primary schools (98%) either agreed or strongly agreed that ICT had contributed in positive ways to pupil learning. A similar percentage (93%) believed that their pupils showed a higher level of independence when working on the computer than was normally the case, although fewer 'strongly agreed' with this statement than with the previous one. A smaller proportion either strongly agreed (18%) or agreed (46%) that they had evidence that the use of ICT was raising attainment levels. Most (85%) were confident that the pupils were not accessing chat rooms or websites without their permission.

Primary teachers were fairly evenly divided on whether the new technologies will make significant changes to the teacher/pupil relationship as they become more established, with slightly more of the view that it would not (43% thought it would; 52% thought it would not). Twenty-nine percent (29%) were at least a little concerned that the pupils knew more about ICT than they did.

In secondary schools, 93% agreed or strongly agreed that using ICT had contributed positively to the learning of the pupils, with 77% considering that the pupils showed a higher level of independence when working on the computer than otherwise. Fifty-five percent (55%) considered that they had evidence that the use of ICT has raised pupil attainment levels (similar to the primary teachers). Twenty percent (20%) were concerned that pupils were accessing chat rooms or websites, unknown to the teacher.

Just over half of secondary teachers agreed or strongly agreed that ICT will make significant changes to the teacher-pupil relationship (52%), a slightly higher figure than in the primary sector, and 27% were concerned that their pupils knew more about ICT than they did (similar to the primary response).

ii. The teachers

Most primary teachers responded positively to the statements ' ICT opens up interesting prospects for my own professional development' and 'Using ICT has enhanced my classroom practices and procedures', with 85% agreeing or strongly agreeing with each. Thirty percent (30%) believed that their classroom practice had 'been transformed through ICT'. Fifty-six percent (56%) also agreed that they did not have enough time to become familiar with ICT resources. Most (68%) felt that their own staff development needs had been met, while 22% of respondents still did not feel confident in using ICT as a teaching aid and 30% agreed that classroom management of ICT was still problematic.

Secondary staff were also fairly positive about the impact on them and their practice. Ninety percent (90%) thought it opened up interesting prospects for their own future development and 84% believed that it had enhanced established practices, with 36% indicating that it had transformed their classroom practice. Significant proportions were still experiencing difficulties with classroom management (41%) and lacking in confidence about using ICT as a teaching aid (22%). Fifty-four percent (54%) felt that their staff development needs had been met. The same percentage (54%) felt that they did not have the time to become familiar with ICT resources.

Primary teachers were more varied in their responses to the impact on schools generally. While only 41% could see ICT breaking down age-related stages of schooling, 51% did think that it might break down the subject-related structures in school education and 56% had a vision of the classroom of the future as very different from that of today. However, 61% did not think that ICT was the most important development in Scottish education at the present and 66% considered that 'the importance of ICT has been greatly exaggerated'. At the local level, only 18% felt that expenditure on ICT had taken money away from other valuable developments within their own school.

Secondary teachers were less in agreement that ICT could break down the age-related stages of school education (36%) or that it might break down the subject-related structures of education (23%) that exist at present. Just over half (54%) had a vision of the classroom of the future that was very different from that of today. Sixty-eight percent (68%) considered that ICT was not the most important development in Scottish education and 44% agreed that its importance had been greatly exaggerated. Forty-one percent (41%) considered that expenditure on ICT had taken money away from other valuable educational developments in the school.

In terms of changed practice, most primary teachers agreed that ICT resources helped pupils to understand more effectively (81%) and that their pupils were researching topics more effectively, accessing a wider range of sources of information using ICT (89%). Eighty-eight percent (88%) were concerned to ensure that pupils did not simply copy out chunks of information from ICT sources. Using computers had made project and problem-solving work more interesting and open-ended, according to 90% of respondents, while 64% reported that they were now pursuing aspects of the curriculum which had not been feasible before. Thirty percent (30%) were of the view that the local authority firewall inhibited the use of ICT within the school.

In the secondary sector, most teachers agreed with all of the statements in the questionnaire: ICT resources help pupils to understand more effectively (81%); pupils research more effectively and have access to a wider range of sources using ICT (78%); using computers has made project and problem-solving work more interesting and open-ended (77%); although 72% were concerned about the wholesale copying of Internet material. ICT had opened up aspects of the curriculum previously neglected or avoided (53%), although 34% considered that the local authority firewall inhibited the use of ICT.

h. Staff development

Eighty percent (80%) of primary teachers had completed training through the New Opportunities ( NOF) initiative and 1% through Masterclass, with a further 3% and 1% respectively undertaking it at the time of the survey. Training was in the development plan for 54% of primary teachers. Of those who had completed the training, 53% felt that it had been appropriate to their needs and 73% felt that it had influenced their practice.

Teachers were asked to provide up to 3 examples of how training had influenced their practice, and 57 did. One theme was that of improved confidence (explicitly mentioned in 17 instances) and a general willingness to try new things. Raised awareness of the possibilities of ICT generally and of the resources available were also mentioned by substantial numbers. Specific technologies which had been introduced as a result of training included: interactive whiteboards, digital cameras, PowerPoint, Logo (in maths), i-movies, Internet and email. Some examples indicated a more generalised impact on learning and teaching within the classroom:

• ICT has encouraged me to approach different learning styles in a positive manner
• Greater responsibility put into the hands of pupils for aspects of their learning
• Making the learning process in the classroom much more interactive - not just through ICT
• Easier availability of material/resources for lesson preparation means (hopefully) my lessons are more varied and interesting
• My assessment and homework activities are much more innovative.

Specific areas of the curriculum that had benefited were identified in several comments, e.g. 'how I teach writing'; 'as a teaching aid in maths e.g. maths games'; and, 'Teaching of spreadsheets/databases is more effective'. Record-keeping and assessment were also mentioned by individual teachers.

Fifty-eight percent (58%) of secondary teachers had completed ICT training through the NOF initiative and 3% through Masterclass. A further 7% and 1% respectively were undertaking training at the time of the survey and 6% had signed up for training. Training was in the development plan for 73% of secondary teachers. Of those who had completed training, 59% felt that it had been appropriate to their needs, while 77% felt that it had influenced their practice.

Like primary teachers, the secondary respondents were asked to give examples of where their training had influenced practice. Of those who felt that training had made some impact, a substantial number reported increased confidence and competence in relation to specific technologies, e.g. interactive whiteboards, PowerPoint presentation, multimedia. (Primary teachers had been more general in their comments.) Other teachers felt more motivated and/or enthusiastic.

An important development was the use of the Internet to obtain resources of various kinds. Specific curricular uses included:

• using Internet for S3 ordnance survey map practice
• Graphic Software used now in Year 5/6
• can create interesting/fun materials - these are also beneficial to pupils with specific learning difficulties
• iMovie and use of digital camera. Can produce films in French. This is a fun way for pupils to practise the language.

The use of computers to manage assessment, record keeping and general administration was an important aspect for many respondents. Some were disappointed that a lack of hardware prevented them from implementing their new-found skills, e.g. one teacher who had developed PowerPoint skills but lacked a projector within the department.

Considerable percentages of teachers in both sectors considered that the training they had received had not been appropriate to their needs (primary - 20%; secondary - 41%). Most of these had undertaken NOF training rather than Masterclass (which was considered to be 'more theoretical'.) When asked to explain, primary teachers were mainly concerned that it had not taken account of their existing level of competence and understanding, being 'too simple' for some, while for others 'the training went far too quickly to address my needs'. Similar complaints were made by secondary teachers: 'blanket course', 'not subject specific', 'too superficial'. A recurrent theme was the need for time to consolidate, explore and practise what had been introduced in the (brief) NOF sessions.

Teachers in both sectors asked for further training in specific technologies and to be allowed to select from a suite of training opportunities according to their individual needs and subject discipline. Several mentioned that they had found their own training programmes rather than attend those supplied by the authority or school. Time to consolidate and to become fully aware of the potential of what they were already familiar with was also requested by many.

A space was provided at the end of the questionnaire for additional comments. Fourteen primary and 75 secondary teachers responded, most making more than one point. The primary school responses fell into a number of (familiar) themes: lack of time, lack of sufficient up-to-date equipment to hand (and lack of money to improve the situation), technical problems and the lack of expertise/a mentor on hand when difficulties were encountered. One teacher made a plea for computer suites/bases rather than laptops and one was concerned about the security measures, acknowledging that while they needed to be strong, they did result in slow searches on the Internet.

Secondary teachers' comments tended to be much longer and more detailed. Several teachers made positive comments about the potential of ICT to improve learning and teaching within schools, although these tended to be followed with 'but' statements, e.g.'I understand and appreciate the advantages of ICT. However, in my department there is one computer per classroom - obviously totally inadequate'. The majority of the comments concerned perceived inadequacies in the system.

The inadequate amount of hardware was an issue for around one third of respondents, with a lack of (quality) resources also a significant issue. The issue of maintenance and sustainability was raised by several in connection with these aspects of provision. In particular, they were concerned that the pace of technological change was such that schools would never be able to keep up. Many already had out-dated equipment and lacked the new technologies such as interactive whiteboards that would allow them to use ICT in the ways that they knew would be likely to benefit the pupils. Some made subject-specific pleas for better hardware and resources, e.g. in art, music and the sciences.

The lack of appropriate training and time to consolidate, practise and reflect on attempts at using the technologies were significant factors for teachers in both sectors.

Another frequently mentioned area of discontent was the lack of technical support in schools. Support was sought in other ways too - expert guidance on resources, software and professional development. A small number pleaded for consistency of platforms, applications, etc. within and across schools to improve communication and sharing of resources and expertise. There was evidence of considerable frustration at the lack of progress in these areas - '...and it's not for want of asking!'

Several teachers were concerned to emphasise that ICT is only one dimension of learning and teaching and that the education system was losing sight of other evidence on how pupils learn:

'I think ICT contributes effectively to education but it should be used when appropriate and does not always do a better job than a teacher and textbook! I hope there is not a push for ICT's sake.'

Summary of points from the teacher questionnaires

• Secondary teachers were more likely to have been qualified for over 16 years than were primary teachers; the majority of primary teachers were female (88%), while over half the secondary teachers were male (57%).
• The percentages of teachers holding additional ICT-related qualifications were similar in both sectors (15% and 16% respectively).
• Over 95% of teachers had access to a computer at home, most of which were linked to the Internet.
• Teachers used their computers at home for both personal and work-related tasks; most of the latter were administrative tasks and searching for/creating resources for the classroom ( e.g. word processing, searching the web, email).
• Primary teachers were confident users of word processing software, CD- ROMs, email and the Web/Internet (in line with the statistics for 'frequent uses'). They were somewhat less confident with databases and spreadsheets.
• Secondary teachers were confident users of the same aspects, with higher figures for spreadsheets, desktop publishing, digital cameras and the fax machine than for primary teachers.
• Approximately one quarter of the teachers in each sector had never used or were not confident in a range of technologies: digital video cameras, video-conferencing, interactive whiteboards, virtual learning environments - all beginning to impact upon the education system. Only a few reported familiarity with other peripherals such as MP3 players or PDAs.
• The number of computers available for learning and teaching varied across schools in each sector but most teachers considered the numbers inadequate for their needs. Most had access to a computer base/suite in addition to any classroom-based computers.
• Overall, the day-to-day experience of using computers appears to be more varied in the primary sector than in the secondary. ICT activities in primary classrooms focused on creating and presenting ( e.g. essays, poems, reports), searching/researching ( e.g.CD- ROMs, Internet) and playing games. Secondary teachers reported that pupils used the computers primarily for searching and researching; other key activities were as in the primary sector, although less frequent than in primary schools.
• Most primary and secondary teachers believed that the use of ICT in learning and teaching had been effective in improving learning, either in specific areas of the curriculum or, more generally, by stimulating interest and increasing motivation.
• Teachers' main sources of advice and information on resources were the Web and other colleagues, for both sectors. Primary teachers also looked to the local authority, while secondary teachers drew on Learning and Teaching Scotland.
• Most teachers across the samples had established ICT-based systems for reporting to parents and recording assessment data.
• High numbers of teachers reported the existence of ethical and legal guidelines for ICT use in the classroom and that they were aware of their contents. There was less evidence of pupils' awareness of, for example, copyright laws. (There is some supporting evidence for this in the assessment of performance section where items on Internet safety, etc. produced low success rates.)
• Most teachers were positive about the impact (realised and potential) of ICT in the teaching and learning process; over half in each sector reported having evidence that ICT had made a positive impact on attainment.
• Benefits included: better understanding, greater independence and increased access to better resources for pupils, particularly for aspects of the curriculum that had been less feasible prior to ICT developments.
• Concerns included: safety on the Internet, firewalls restricting access and the wholesale transfer of text from the Web to the pupils' reports, etc.
• Approximately one quarter of the teachers in each sector were concerned that the pupils knew more than they did, but both sectors were divided as to whether or not the introduction of ICT would affect the pupil-teacher relationship.
• Primary teachers were more likely to view ICT as having the potential to break down subject- or age-related barriers in schools than were their secondary colleagues; about half in each sector thought that the classroom of the future would be very different from that of today.
• Two-thirds of primary teachers and two-fifths of secondary teachers thought that the importance of ICT had been over-emphasised, and approximately two-thirds of teachers thought that ICT was not the most important thing in education today.
• Teachers were positive about ICT in terms of their own professional development and, overall, they saw more opportunities than threats. New Opportunities Funding courses, however, were not thought to have been particularly useful.
• Staff development to date had brought many benefits, chief amongst them being increased confidence in their own skills and in using ICT in the classroom, as well as a willingness to try new things. It had introduced them to new resources. They were looking for training in the new technologies identified as those where they lacked experience and/or confidence.
• Around one third identified problems with a lack of hardware and with the quality of many of the resources they encountered; pleas for expert guidance (rather than basic information and advice) were made by teachers in both sectors.

4.5 The ICT co-ordinators

A total of 52 primary and 47 secondary co-ordinators returned questionnaires. (The data in this section are presented as percentages of these figures; given the small numbers involved, caution should be exercised in interpreting the findings.) Each co-ordinator represents a separate school. Of the primary co-ordinators, 8% had completed a questionnaire in the first survey (1999) and 14% in the second survey (2001). Slightly more secondary co-ordinators had been involved in the previous phases, with figures of 15% and 19% respectively.

a. Background

The majority of primary school respondents had held the remit of ICT co-ordinator for between 1 and 6 years (67%). Similarly, most secondary co-ordinators (66%) had held the remit for between 4 and 7 years. The majority were experienced teachers, in that 69% of primary and 83% of secondary co-ordinators had qualified at least 16 years earlier. In primary schools, 12% of co-ordinators were male and 87% female, while in secondary the proportions were reversed, with 83% male and 15% female. Fifteen percent (15%) of primary co-ordinators held formal qualifications in ICT, while in secondary the figure was 26%.

Most of the primary and secondary co-ordinators were of the opinion that the role had changed significantly since they had taken it on (primary - 60%; secondary - 55%). Some of the examples of the ways in which the role had changed were provided. For primary co-ordinators the main changes were the result of expansion and upgrading of existing provision, as well as the introduction of new technologies such as interactive whiteboards and networking. Comments fell into 6 main categories:

• managing change when hardware upgraded
• managing change when new technologies introduced
• working with technician support following upgrading/extending of provision or acting as a technician where no support provided
• new programmes of study for pupils to be introduced
• managing training needs of staff
• managing the administration demands of all of above.

Secondary co-ordinators faced similar pressures but reported that, for some of them at least, there had been a shift from managing the technology to co-ordinating policy and integrating ICT within learning and teaching. Typical comments were: 'moving away from fixing and buying' and 'less technical and more co-ordination of policy - and organising and delivering staff training'; 'more aspects now related to Learning and Teaching'. Most primary co-ordinators reported that they spent up to 3 hours per week on ICT-related duties (62%), with 25% reporting between 4 and 8 hours per week and 8% over 8 hours. Secondary co-ordinators spent more time on ICT duties, with 32% reporting up to 3 hours per week, 43% reporting 4 to 8 hours and 17% reporting over 8 hours.

Co-ordinators were asked to rank various activities in the order of most to least time-consuming. Table 12 shows the percentages of co-ordinators ranking these activities as the most time-consuming.

Table 12: Co-ordinators' views on the most time-consuming tasks (%)

For co-ordinators in both sectors, the most time-consuming activity was dealing with computer crashes and other technical problems. Primary co-ordinators were more concerned with the day-to-day implementation of ICT, while their secondary colleagues were involved in longer term planning and general management of ICT. Other activities for primary co-ordinators included seeking help when necessary (technical and educational), general maintenance (trouble-shooting) and paperwork (maintaining records, passwords) and advising staff on resources. Secondary co-ordinators liaised with technicians and external bodies ( e.g. local authority, service providers) and managed pupil access (passwords, etc.).

One of the ways in which co-ordinators can be supported is through some form of committee or working group to oversee developments. Only 25% of primary schools had such a group, whereas 89% of secondaries did. This may, in part, be a function of the size of the institution. The focus for such groups had shifted to learning and teaching rather than the acquisition of resources. Typical remits were: 'prioritising school needs, allocating resources, identifying future needs' or 'staff development, promoting use of ICT, monitoring the use of ICT'.

b. Staff development

Co-ordinators were asked about ICT training through New Opportunities Funding ( NOF) and Masterclass. Of the primary co-ordinators, 87% had undertaken NOF training, while 10% had been through Masterclass. In secondaries, 50% had been through NOF training, while 11% had participated in the Masterclass initiative. A further 10% of primary co-ordinators were undertaking Masterclass training at the time of the survey, as were 9% of secondary co-ordinators. A small number in each group had signed up for further training but had not yet begun (primary - 2%; secondary - 13%). Despite this, 8% of primary and 21% of secondary co-ordinators had had no ICT training and none was scheduled.

Of those who had attended training, 25% of primary and 9% of secondary co-ordinators felt that it had not been appropriate to their needs. NOF training came in for considerable criticism from both sectors (as was the case with the teachers) although one or two teachers praised Masterclass (in line with the small numbers that had participated). Most training had been at the wrong level (too simple and generalised) and requests were made for more targeted provision. Seventy-three percent (73%) of primary co-ordinators said they would like additional training to meet the demands of their role, as did 68% of secondary co-ordinators. They were asked to indicate in which of a number of aspects of ICT they felt they needed extra training. The responses are shown in Table 13.

Table 13: ICT co-ordinators' training needs (%)

In addition, 32% of secondary co-ordinators would like staff development in using interactive whiteboards and 13% would like training in the use of online learning packages such as SCHOLAR. Other suggestions from the few primary co-ordinators who responded included: control technology, data logging, digital cameras and time to become familiar with what the school already had. One wanted to attend Masterclass training. Secondary co-ordinators (5) suggested using PDAs in school management, training in network management and, again, time to develop skills in existing technologies.

Sixty-five percent (65%) of primary co-ordinators considered that the training to date had influenced their practice. When asked to give examples, primary co-ordinators responded with a mix of the ways in which their own, individual classroom practice had changed (very similar to the teachers' responses) and ways in which they had developed in their role as co-ordinator. Examples of the latter included:

• aware of the potential of ICT to support assessment and reporting
• I am adept at supporting colleagues and pupils in the use of ICT
• as NOF trainer I have monitored the impact that this initiative has had on learning and teaching throughout the school
• awareness of range of teachers' ICT ability and difficulties they experience delivering ICT, so I offer more assistance and support as identified.

Forty-seven percent (47%) of secondary co-ordinators also thought training had influenced their practice and identified ways in which their professional practice had altered and ways in which they had developed skills within the co-ordinator's role. Examples of the first of these included:

• The time available has allowed me to become more familiar with a variety of technologies
• Use of SCHOLAR and WebCal in Advanced Higher and Higher Computing (both excellent resources)
• Greater use of Power Point & data projector for lesson delivery.

Developments within the co-ordinator role included:

• Use of ICT to improve communication at SMT level
• School cover is organised using a database
• More use of ICT in management systems including pupil tracking, recording and reporting to parents
• Given me skills to be able to advise on many issues - future developments, software purchase.

Co-ordinators can be supported in a number of ways. For those in the primary sector, the most common sources of support included: local authority staff (73%); other colleagues in the school (50%), Learning and Teaching Scotland (37%); the web/Internet (37%); and conferences/seminars (25%). A range of other sources were identified by small numbers of teachers (<10%). Individual primary co-ordinators cited local and national networks, e.g.NAACE (National Association of Advisors for Computers in Education).

In secondary schools, co-ordinators received support from the same range of sources: local authority staff (57%); other colleagues in the school (40%); Learning and Teaching Scotland (34%); and staff in the computing studies department (32%). Conferences and seminars were seen as useful sources of support by 43% and the web/Internet by 17%. Government information was perceived as useful by 15% and commercial publications by 11%. Two secondary co-ordinators made additional reference to the service management team as a source of support.

c. Policy and planning

Sixty-nine percent (69%) of primary co-ordinators reported that their local authority had a written policy for ICT (15% did not know) and 75% had a written policy within the school (2% did not know). Forty-eight percent (48%) said that policy documents reflected national initiatives such as Using the Superhighways.

Seventy percent (70%) of secondary co-ordinators said their local authority had a written policy statement and 75% had a written policy within the school (9% did not know whether the local authority had one or not; no 'don't know' responses were returned with regard to school policy). Forty-seven percent (47%) said that it reflected the national initiatives such as Using the Superhighways.

Respondents were asked to indicate two key priorities in the school development plan for ICT during the year of the survey and to evaluate the extent to which they had been achieved. Almost all primary co-ordinators identified 'time' as a priority - time for cover, for training, for consolidation and implementation - and were struggling to meet this need. Other priorities in ICT included overcoming hardware problems and deficiencies, e.g. lack of equipment for all and the failure of investment to deliver (software, hardware, networking). For some, ICT was not a school priority and so funding was not often available to ameliorate the difficulties experienced. For one school, progress towards developing a website was hindered due to lack of knowledge of how to go about it. Secondary co-ordinators reported similar priorities and indicated little progress towards resolving the difficulties that lay in the way.

d. ICT in practice

Co-ordinators were asked to indicate progress on the development of ICT in three categories: learning and teaching in the classroom; communicating and working with others outside school; and supporting staff and school development. A number of developments were identified in each category and co-ordinators were asked to indicate whether they were: 'not yet started'; 'just started'; 'established'; or 'well established'. This report focuses on the figures for 'well established' and 'not yet started'.

i Learning and teaching in the classroom

In primary schools, development of ICT for learning and teaching was established or well established in most schools, other than for supporting high achievers by offering them opportunities to extend their knowledge and skills. The figures for 'well established' were similar for most aspects of learning and teaching apart from goal setting (primary - 35%; secondary - 2%), assisting with learning difficulties (primary - 27%; secondary - 45%) and centralised assessment and testing records (primary - 44%; secondary - 19%). In secondary schools, ICT support for individual pupils (setting goals) showed less progress, while providing opportunities for the more able had hardly begun.

Table 14: Co-ordinators' reports of progress across ICT developments (%)

ii Communicating and working with others outside school

Connecting schools to the outside world was the least developed of the three categories in the questionnaire; most of the co-ordinators in both sectors indicated that they had 'just started'. Slightly more secondary schools than primaries reported that the aspects listed were at various stages of being 'established'; figures in primary schools were below 10% and in secondary schools between 10% and 20%, approximately.

Table 15: Co-ordinators' reports of communication with external agencies/individuals (%)

In the open-ended responses, almost all co-ordinators indicated a desire to communicate with parents, pupils and the wider community through ICT. One or two suggested former pupils and others who had some connection with the school. Other schools, in the UK and abroad, were also mentioned by small numbers of co-ordinators in each sector.

iii Supporting staff and school development

The third category focused on staff needs in implementing ICT in the classroom. Patterns of development were spread across the four stages of development used in the questionnaire - not yet started, just started, established and well established. Table 16 shows the figures at each end of the continuum. General inservice programmes were established or well established in both sectors. The use of a school intranet and school webpages were only beginning for many schools.

Table 16: Co-ordinators' reports on the implementation of ICT (%)

A supplementary question focused on the ways in which information about ICT was communicated to staff in the school and how effective these were. The most frequent methods in primary schools were informal communication between colleagues, external inputs, e.g. inservice, and in-school staff development activities ('not used' by only 4%, 4% and 6% respectively). In secondary schools the pattern was similar, although informal communication was not as prominent. (Informal communication was 'not used' by 21%, inservice by 6% and in-school staff development by 4%.) Internal email or electronic notice-boards were used more often in secondary schools. Primary and secondary co-ordinators judged informal communication between colleagues as, overall, the most effective. Staff development events were also considered to be effective or very effective. Other methods such as through the school's newsletter and online help desks were used by fewer than half of the respondents.

Forty-three percent (43%) of secondary and 27% of primary co-ordinators reported that their school had its own website, with 26% of secondary and 27% of primary school websites 'under development' at the time of the survey.

e. Looking to the future

Co-ordinators were asked about future developments and their aspirations for the following 2-3 years. Given a list of possible developments, co-ordinators were asked to indicate when they might be introduced, if they were not already established practice.

i. Developing a common vision on the use of computers within our school

This was well established in 27% of primary schools, with almost half (46%) indicating that it was beginning to happen. In secondary schools, 11% considered it already well established, with 55% 'beginning to happen'.

ii. Providing all pupils with access to email

This was well established in 39% of primary and 66% of secondary schools, and beginning to happen in 23% of primary and 13% of secondary schools. Four percent (4%) of secondary schools and 2% of primary schools reported that there was 'no intention of developing this'.

iii. Providing all teachers with their own email address

Staff email addresses were well established in 81% of primary and 83% of secondary schools in the survey, with the most of the remainder working towards this.

iv. Having regular ICT communication with parents

This was the least developed, with 23% of primary schools reporting that it was beginning to happen, as was the case in 19% of secondaries. For the remaining schools, most would be considering it within the next few years, although 4% in each sector indicated 'no intention of developing this'.

v. Having modern computers in every classroom

Already well established in 73% of primary schools and 26% of secondaries, it was also beginning to happen in a further 17% and 43% respectively. Four percent (4%) of primaries and 9% of secondaries indicated that there was no intention of doing so.

vi. Having most staff trained in a range of classroom uses in ICT

For 92% of primary schools this was either well established or beginning to happen, as was the case for 83% of secondaries.

vii Seeing positive effects of ICT on pupil attainment

Both sectors responded positively to this question, with 88% of primary co-ordinators indicating this was well established or beginning to happen (23% and 65% respectively). For secondary schools, the corresponding figure was 87% (15% well established and 72% beginning to happen).

viii Establishing a school intranet

Seventeen percent (17%) of primary schools had established an intranet, with 25% working towards this. Secondary schools were ahead of primaries in this respect, with 53% already established and a further 23% under way.

ix Attaining a target ratio of computers to pupils

Secondary schools were also ahead in this respect, with 72% stating that the target of 1 computer to 5 pupils was already established, whereas only 19% of primary schools had achieved the target of 1:5 (although the government target for primary schools is 1:7.5). A further 6% of secondaries and 35% of primaries were working towards it.

Most primary co-ordinators believed that pupils left their schools having regularly used word processing (96%) and used the Internet to search and download information (79% and 71% respectively). Smaller percentages expected that they would have regularly used spreadsheets and databases (35%), sent/received email (37%) and had experience of multimedia working (19%). ICT-based projects were well established in 21% of primary schools and beginning to happen in a further 43%. Video-conferencing was only beginning to happen in 6% of primary schools, with 64% unlikely to introduce it in the near future, if ever.

In secondary schools, word processing (81%) and using the Internet to search (77%) and to download (68%) information were the most established. Email was a regular experience for pupils in 55% of secondary schools and beginning to happen in a further 26%, while working with databases and spreadsheets was a regular experience in 51% of schools and beginning to happen in a further 34%. Secondary pupils were more likely to have experience of multimedia working (47% established; 32% under way) and working on ICT-based projects (36% established; 36% beginning to happen). Video-conferencing was not a regular experience in any secondary school in the sample, although it was beginning to happen in 17% of schools; 47% of schools were unlikely to introduce it in the near future, if at all.

One section focused on the obstacles to development of ICT capability and provision. Table 17 shows the percentages of co-ordinators who agreed or disagreed with each of a series of potential obstacles.

Table 17: Co-ordinators' perceptions of obstacles to further development (%)

The three most frequently cited obstacles, by both sectors, were competing priorities, too little time to preview software and a lack of access to a computer at home for some teachers. Patterns of response were similar across sectors, with a few notable differences. Primary schools, for example, were more likely to see funding, the quality of the infrastructure, the networks, equipment and technical support as problems.

f. Using ICT guidelines

Twenty-nine percent (29%) of primary schools said that they had experienced some difficulty in implementing the Information and Communications Technology 5-14 Guidelines ( SEED, 2000), as did 36% of secondary schools. Secondary schools seemed less likely to have addressed the Guidelines at the time of survey. Only a few responses were made to the request to expand on this, but some of the difficulties experienced by one or both sectors included:

• the targets are difficult to interpret
• lack of equipment for specific ones, e.g. video conferencing, email
• teachers' lack of confidence (primary)
• lack of time - too many conflicting priorities
• difficult to permeate across curriculum due to barriers between subjects (secondary)
• 'It is a wish list of targets. Specific, detailed course materials (with built in differentiation) is URGENTLY required.'

Schools were asked to indicate whether the local authority or school had developed guidelines on a range of related aspects. Table 18 shows the percentages of primary and secondary schools with statements on the aspects listed.

Table 18: Schools with additional guidelines for ICT (%)

Most, if not all schools, had guidance in place to protect staff and pupils across a range of potential issues.

g. Final comments from co-ordinators

Space was provided for additional comments from co-ordinators; 21 primary co-ordinators and 16 secondary co-ordinators responded. The bulk of their responses emphasised points already made, particularly with regard to the need for more time, support and resources. Primary schools made requests for more technical support, in particular, while secondary schools focused on the lack of progress that appeared to be being made, despite the investment and efforts of teachers : 'It takes so long to get new projects up and running':'More and more staff want interactive boards, digital projectors, wireless laptops/tablets - but it comes in dribs and drabs'.

Summary of points from the co-ordinator questionnaires

• Most co-ordinators were experienced teachers (qualified for at least 16 years) and tended to be female in the primary sector, reflecting the gender balance overall. Secondary co-ordinators tended to be male and slightly more likely to have additional ICT qualifications than their primary counterparts.
• Most primary co-ordinators had been in post for slightly less time than their secondary colleagues, most of whom had between 4 and 7 years in the role. The ICT co-ordinator role is a recent introduction in schools and these figures reflect that.
• The role had changed for many during that period, however. Initially, the co-ordinators' role had focused on national developments and accessing sufficient hardware and support materials. Over time, the focus had moved from acquisition to upgrading and towards the introduction of new technologies intended to extend and enhance ICT provision, e.g. data projectors, interactive whiteboards and networking.
• Most co-ordinators spent up to 3 hours a week on ICT-related duties: primary co-ordinators showed a slight tendency to work with individual teachers, while secondary co-ordinators' activities were more whole-school oriented, e.g. working groups, advising management. For both, technical problems such as computer crashes made significant calls on their time.
• Many of the co-ordinators had attended training programmes, mainly through the New Opportunities Funding initiative. Like the teachers, many had found the training to be inappropriate to their needs, mainly because it failed to differentiate between beginners and the more advanced. In spite of this, the majority reported that the training that they had received had influenced their practice in significant ways.
• There were a number of differences in the training needs of primary and secondary co-ordinators, according to their responses. Up to half of the primary co-ordinators expressed training needs across a range of potential uses of ICT; secondary figures were generally lower and less evenly spread.
• For co-ordinators, the key sources of advice and support were the local authorities, colleagues, Learning and Teaching Scotland and the web/Internet.
• Not all local authorities or schools had a written policy for ICT, although most of those that were in existence reflected national policy documents and initiatives.
• The main priority for many co-ordinators was to identify time to meet the demands being made of them. Achieving objectives often depended on whether ICT was part of the school development or local authority improvement plan.
• Co-ordinators reported considerable progress in establishing various aspects of support for learning and teaching, although figures indicate that many still have some way to go, particularly in supporting individual pupils' learning through goal setting or catering for individual differences.
• Schools were only beginning to set up links with external agencies, parents and/or the local community through ICT, although this is an area that many were hoping to develop in the near future, once networks are in place and functioning effectively. Internal communication systems were well established in small numbers of schools in the sample.
• Future developments for schools were essentially consolidation and expansion of existing developments in communications, staff development and provision of technologies.
• The key obstacles to further development were competing priorities, too little time and, for some teachers, a lack of access to technology outside school. Secondary co-ordinators identified a lack of modern computers in the classrooms as a significant obstacle, while primary co-ordinators were more likely to see the quality of the infrastructure and funding as problematic.
• Co-ordinators were more certain than the teachers that guidance on the ethical and legal aspects of ICT was in place at school level.
• Overall, the findings indicate a shift away from ICT as an end in itself towards ICT to support learning and teaching in its broadest sense.

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