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Sue Granville, Kay Russell and Jenny Bell, George Street Research The Scottish Executive Social Research Unit 2005 ISBN 0 7559 1297 7 (Web only publication) This document is also available in pdf format (608k)
EXECUTIVE SUMMARYCHAPTER 1 : BACKGROUND 1.1 ICT in schools 1.2 Aims of Masterclass 1.3 Implementation of Masterclass CHAPTER 2 : AIMS OF THE MASTERCLASS EVALUATIONCHAPTER 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 CHAPTER 8 : RECOMMENDATIONSAppendix 1 - Case Studies
TABLESCHAPTER 3 3.1 Profile of Qualitative Sample3.2 Quantitative Sample Profile - ParticipantsCHAPTER 44.1 Expectations of Masterclass4.2 Rating of quality of initial training4.3 Rating of training (all who undertook each type 2004)4.4 Rating of training (all who undertook each type 2005)4.5 Key purpose of contact with on-line facilitators4.6 Parts of Masterclass on-line community used - top mentions 20044.7 Parts of Masterclass on-line community used - top mentions 2005CHAPTER 55.1 ICT equipment introduced since Masterclass / over past year5.2 Depth of investment in ICT equipment in schools (2004/2005)5.3 Role of Masterclass in accessing the equipment5.4 Anticipated investment in new ICT equipment5.5 ICT skills heldCHAPTER 66.1 Co-ordinators roleCHAPTER 77.1 Ways in which networking opportunities between Masterclassers could be improved7.2 Ways in which networking opportunities with non-Masterclassers could be improved7.3 How to improve opportunities to share good practices
CHARTSCHAPTER 44.1 Views on whether Masterclass has had a catalytic effect on use of ICT4.2 Views on whether ICT developments are due to Masterclass or other initiatives4.3 Useful aspects of initial training4.4 Views on initial 4 day training session4.5 Masterclass training sessions attended since initial training4.6 Likes of SETT conferences4.7 Proportion of participants making use of facilitators and on-line community4.8 Usefulness of contact with on-line facilitatorsCHAPTER 5 5.1 Change in networking activity between Masterclassers over past year5.2 Change in networking activity between Masterclassers (view of co-ordinators)5.3 Change in extent networking activity with non-Masterclassers over past year5.4 Extent of networking with non-Masterclassers (view of co-ordinators)5.5 Change in extent of sharing good practice5.6 Key available methods used for sharing good practices5.7 Change in extent of sharing good practices with other colleagues / non-Masterclassers5.8 Extent of ICT Champion activity within schools (view of co-ordinators)5.9 Ways in which Masterclassers have championed ICTCHAPTER 66.1 Frequency with which meetings are held for Masterclassers6.2 Frequency with which participants use on-line community6.3 Impact of Masterclass on champion activityCHAPTER 77.1 Initial participation in Masterclass7.2 Reasons for being a Masterclass candidate7.3 Whether other staff should be given chance to do Masterclass7.4 Experience of access problems to on-line community7.5 Access problems to on-line community7.6 Whether Masterclassers know how to put ideas into practice7.7 Whether would like more meetings with Masterclassers7.8 Whether networking opportunities with other Masterclassers could be improved7.9 Masterclass as a means of making contact with others7.10 Views on the time pressures faced by Masterclassers7.11 Agreement that funding for equipment purchase has been difficult to achieve
We are grateful to the project team at the Scottish Executive and Learning and Teaching Scotland who provided input and offered advice as required. Additionally, many thanks to Masterclassers and their colleagues who were kind enough to participate in the interviews and to individuals in local authorities and other organisations who assisted us in this work over the past two years.
Page updated: Tuesday, December 13, 2005