Scottish Government

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)

CONTENTS

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
CHAPTER 8 : RECOMMENDATIONS
Appendix 1 - Case Studies

TABLES
CHAPTER 3
3.1 Profile of Qualitative Sample
3.2 Quantitative Sample Profile - Participants
CHAPTER 4
4.1 Expectations of Masterclass
4.2 Rating of quality of initial training
4.3 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 facilitators
4.6 Parts of Masterclass on-line community used - top mentions 2004
4.7 Parts of Masterclass on-line community used - top mentions 2005
CHAPTER 5
5.1 ICT equipment introduced since Masterclass / over past year
5.2 Depth of investment in ICT equipment in schools (2004/2005)
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 between Masterclassers could be improved
7.2 Ways in which networking opportunities with non-Masterclassers could be improved
7.3 How to improve opportunities to share good practices

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 initiatives
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 Change in networking activity between Masterclassers over past year
5.2 Change in networking activity between Masterclassers (view of co-ordinators)
5.3 Change in extent networking activity with non-Masterclassers over past year
5.4 Extent of networking with non-Masterclassers (view of co-ordinators)
5.5 Change in extent of sharing good practice
5.6 Key available methods used for sharing good practices
5.7 Change in extent of sharing good practices with other colleagues / non-Masterclassers
5.8 Extent of ICT Champion activity within schools (view of co-ordinators)
5.9 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

Acknowledgements

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.

August 2005