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The way forward
For effective development of ICT skills and knowledge, and enhanced use of ICT in schools, teachers require:
- appropriate training (appropriate in terms of skills, knowledge, relevance to
educational goals and priorities, and delivery)
- ready access to ICT
- ongoing support and advice to encourage progression beyond initial training
set within a culture which encourages change but at a pace appropriate to teachers and schools.
Training and development (7.1)
- future training and development opportunities should focus on
- applications and benefits for pupils and teachers and not simply on how to use the
technology - this will create the interest and incentive to learn
- broadening awareness of a wide range of ICT resources, with less emphasis on word-
processing and more on resources which are currently underused, such as the Internet and
WWW, e-mail, and video conferencing
- ICT as a tool for lifelong learning for teachers as well as their pupils
- information literacy as well as ICT literacy - by focusing on the content of ICT and not
only on the technology, teachers will become more aware of the value and benefits of ICT
to themselves and their pupils
- training must be focused on the types of ICT resources available to teachers in school: training in the use of ICT resources before they are available to teachers on a day-to-day basis will result in demotivation and wasted effort
- training and development must enable teachers to work with a range of computers and operating systems: despite the fact that some authorities are moving towards a more coordinated approach in terms of hardware, teachers still need to be able to transfer their skills between different types of computer
- teachers need to be encouraged to reflect on, and make decisions about, their own ICT development needs on an ongoing basis. This will ensure more involvement and ownership, and greater integration of ICT within the teaching and learning process; it should also avoid the problem of training being undertaken which is not appropriate to the ICT available in school
- training and development opportunities must be flexible by allowing choice and guidance where appropriate for teachers who are at different stages of ICT literacy, who teach different levels and curricula, and who are at different stages in their own career progression
- opportunities for continuing professional development (CPD) need to be available on an ongoing basis, i.e. not only the one-off event but also opportunities for teachers to continue to develop at a pace which suits their local circumstances and resources
- teachers need to be encouraged to integrate self-development of ICT skills and knowledge into their normal development planning.
Access to ICT (7.2)
Ready access to ICT is not simply a matter of providing more ICT resources: much can be done to ensure that existing resources are managed effectively to increase awareness and access:
- systems are required in each school to publicise and inform all teachers about the availability of ICT resources: teachers need to be made aware of the existence of ICT within their own school (e.g. location and availability), as well as its potential
- all schools, but particularly secondary schools, need to seek ways of sharing what are relatively expensive ICT resources (to some extent primary schools are already more inclined to do this): this could take the form of centralised cataloguing (with evaluative reviews) of resources even if the resources are held in different departments or centralised siting of multi-purpose, cross-curricular resources, such as the Internet, in the school library
- there is a need to build ICT into strategic planning and budgeting in each school: this has immediate implications for those already in managerial positions who will benefit from mechanisms which encourage the sharing of knowledge and experience, and the provision of advice from education authorities; it should also be built into the longer-term staff-development of all teachers whose careers progress along a management path.
- education authorities, schools and/or SOEID should consider providing computers for use by teachers at home: access to a computer at home will encourage those who are motivated towards ICT to make greater use of ICT in school, by providing the space and time for development which is often lacking in a busy school day
Support and advice (7.3)
- support is an essential component: mechanisms need to be put in place to ensure that teachers have adequate access to technical support and advice, and to ensure that teachers do not feel that they have to become technical experts themselves. The support need not only be in the form of an in-school technician, but could take the form of one designated individual who also networks with others with similar roles
- mechanisms should be put in place to support teachers in identifying, selecting and evaluating the ICT resources appropriate to their needs. Methods which allow teachers themselves to disseminate their knowledge and critical appraisal of materials are likely to be particularly effective
- the new Scottish head teacher qualification should address the need for all head teachers to be ICT literate. Head teachers need to be aware of the potential of ICT, to be aware of issues relating to the planning and management of ICT within schools, and to be able to develop effective ICT and CPD strategies within schools. Head teachers have a particular role to play in encouraging the use of ICT - they in turn need to be aware of the benefits of ICT across the school, in all contexts, and can set examples by being seen to be using ICT themselves where appropriate.
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