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A sample of primary and secondary classroom teachers completed questionnaires on provision, usage and intentions for ICT in the classroom and wider school.
Teachers’ experience of using ICT
Around 70 per cent in both sectors indicated that they used a computer at home: word processing for the purposes of schoolwork was the most frequently identified use, just under half used CD-ROM, graphics and databases. Around half had never used the WWW or e-mail.
Because of differences in subject areas in secondary schools the overall data are not fully comparable with the primary ones. Nevertheless, Figure 3 gives an interesting picture of some of the differences in the two sectors, for example in the use by pupils of CD-ROM. ‘Search for information’ was reported as already well established by 64 per cent of primary teacher respondents, but by only 19 per cent of secondary teachers. Half of the latter expect to introduce this activity over the next two years. The use of the WWW by pupils to access information was regarded as irrelevant to their subject, or not on their development plan by 42 per cent of secondary teachers.
Figure 3: Pupils’ use of ICT in the classroom - ‘In my classroom, pupils use a computer to . . .’
Teachers’ views on the potential of ICT
Overall, the teachers’ views on the potential impact of ICT on the pupils, the staff and the schools were remarkably similar across the two sectors, but different teachers anticipated different kinds of benefits:
Samples of P7 and S4 pupils completed questionnaires on their views of ICT, how they used it and what for. The data from the questionnaires complements those from the assessment component of the study.
Pupils’ attitudes and skills
In both sectors around 80 per cent of pupils indicated that outside of school they had, by some means, access to computers that performed functions other than running games packages. The increasing availability of such technology in the domestic market is perhaps also reflected in the differences noted between pupils in the two sectors with respect to where they acquired their knowledge and skills. Most primary pupils indicated that they acquired their skills at home; for most secondary pupils this occurred in school.
Using computers at home and in school
In both sectors ICT was used by pupils for word processing and drawing, both in school and at home. Secondary pupils used databases, spreadsheets and the WWW most frequently in schools whereas primary pupils used word processing, drawing, CD-ROM and simulations most often. The frequency of use of computing facilities at home was generally lower than at school, but there was evidence of a wide range of usage, from word processing to digital photography. More pupils indicated the use of e-mail at home (24 to 29 per cent) than at school (10 to 11 per cent).
Likes and dislikes about using computers
In the open responses, primary pupils most frequently liked fun and games: ‘It’s really fun to use; they have great games.’ From the secondary pupils, the most frequent responses referred to presentation and efficiency: ‘my work is not so messy’, ‘. . . easier to change and edit’, ‘. . .efficient for essay writing’, and ‘. . . neater presentation of my work.’
Knowing what programme to use and poor typing skills were the most frequently cited difficulties by secondary pupils: ‘. . . typing, because I’m too slow’, ‘. . . learning how to type with both hands in the beginning.’ Frustrations at technical difficulties which were difficult to deal with figured most prominently in the primary responses: ‘. . . when something goes wrong and you don’t know what to do’, ‘. . . when something crashes and stays there’, and ‘. . . when the computer gets jammed and the reset button doesn’t work.’
Both pupils and teachers wanted computers for the same things, for example, the Internet and e-mail, which were by far the most frequently mentioned by both primary and secondary pupils. ‘. . . know more about the Internet’, ‘. . . talk to people on the Internet’, ‘. . . be able to send and receive e-mail and faxes’, ‘. . . mail friends in other schools’, and ‘. . . talk to people around the country.’ ‘. . . Try different things other than typing’ was the response of one secondary pupil, and ‘. . . nothing - I’d rather be playing football’ was the response of two primary pupils.
The importance of learning to use a computer
Fifty to 60 per cent thought it was important, and 30 to 40 per cent thought it very important. The overwhelming majority of pupils in both groups said that computer knowledge would be necessary or useful for gaining future employment. ‘. . . In most jobs you will use a computer’, ‘. . . the pay is good if you do something with computers’, ‘. . . if you want to be a secretary, you have more job prospects if you can use a computer properly.’ This was followed in frequency by observations about the permeation of computers throughout life in general: ‘. . . computers are fast becoming part of everyday life’, ‘. . . computers are a thing of the modern world’, ‘. . . in the future most things will be run by computers.’
This study was set up to provide baseline data at the introduction of a series of ICT initiatives in Scottish schools and to consider, two years later, the extent of the impact of those initiatives. The study is currently at its mid-point but the first phase has established a basis for comparison across a range of measurements.
First, it has provided evidence of the range of knowledge and skills which pupils already possess. The picture shows some variation, with some pupils demonstrating considerable expertise (for example mounting the school’s web pages) while others are virtually illiterate when it comes to using computers; overall they got about half of the questions right. The evidence is that word processing, graphics packages and information searching (through CD-ROMs and the Internet) are among the most frequent ICT uses.
Teachers are similarly varied in their confidence and competence in using the range of ICT opportunities available to them but the majority remained positive and saw advantages in developing further their skills and understanding. They clearly need support in doing this - however, computer competence is not the aim. Teachers see the main benefits lying in the development of learning and teaching strategies which take advantage of the opportunities provided by the ICT initiatives. The second survey is due to take place during 2000 - 01; the data gathered then should give some indication as to how effectively the initiatives are meeting the aspirations of teachers and pupils in Scottish schools.
The full report, The Impact of ICT Intitiatives in Scottish Schools,
is available from
the Impact of ICT Initiatives Project, Smith Building, Faculty of Education,
University of Strathclyde, price £10.00.
The views expressed in this report are those of the authors and do not necessarily reflect those of the Scottish Executive Education Department.
The Interchange series
1. Homework Policy and Practice
2. School to Higher Education: Bridging the Gap
3. Teaching, Learning and Assessment in the National Certificate
4. Developing School Managers
5. Transition from School to Adulthood of Young People with Recorded Special
Educational Needs
6. Discipline in Scottish Schools
7. Training the Trainers’ Programmes: Effective Management and Monitoring
8. Introduction of the New Further Education College Council System
9. Young People’s Experience of National Certificate Modules
10. Costs and Benefits of Adult Basic Education
11. Performance Indicators and Examination Results
12. An Evaluation of the Advanced Courses Development Programme
13. Staying the Course
14. A Study of Probationer Teachers
15. Making School Boards Work
16. Professional Development through Research
17. Students’ Views on SWAP
18. Specific Learning Difficulties: Policy, Practice and Provision
19. Foreign Languages in Primary Schools: the National Pilot Projects in
Scotland
20. Towards More School Based Training?
21. Patterns of Attainment in Standard Grade Mathematics 3-6
22. Patterns of Attainment in Standard Grade English 3-6
23. Implementing 5-4: a Progress Report
24. Education-Business Links: Patterns of Partnership
25. Foreign Languages for Vocational Purposes in Further and Higher Education
26. School for Skills
27. Effective Support for Learning: Themes from the RAISE Project
28. Marketing Means Business
29. Adult Education: Participation, Guidance and Progression
30. Studies of Differentiation Practices in Primary and Secondary Schools
31. Health Education: What Do Young People Want to Know?
32. Social and Educational Services for Children Under Five
33. Issues in Teachers’ Continuing Professional Development
34. Primary Teachers’ Understanding of Concepts in Science and Technology
35. Putting 5-14 in Place: An Overview of the Methods and Findings of the
Evaluation 1991-95
36. Implementing 5-14 in Primary Schools
37. Implementing 5-14 in Secondary Schools
38. Provision for Special Educational Needs
39. Methods of Teaching Reading
40. Criteria for Opening Records of Needs
41. Guidance in Secondary Schools
42. Higher Grade Examination Performance (1987-1994)
43. Pupils with Special Educational Needs: The Role of Speech & Language
Therapists
44. Evaluation of the National Record of Achievement in Scotland
45. Part-time Higher Education in Scotland
46. Educational Provision for Children with Autism in Scotland
47. Exclusions and In-school Alternatives
48. Devolved School Management
49. Implementing 5-14 in Primary and Secondary Schools: Steady Development?
50. Early Intervention: Key Issues from Research
51. Youth Work with Vulnerable Young People
52. Evaluation of the Technical and Vocational Education Initiative (TVEI)
Extension
53. Cost of Pre-School Education Provision
54. Managing Change in Small Primary Schools
55. Baseline Assessment Literature Review and Pre-School Record Keeping in
Scotland
56. Schools and Community Education for the Learning Age
57. Accelerating Reading Attainment: The Effectiveness of Synthetic Phonics
58. Teachers’ ICT Skills and Knowledge Needs
59. Foreign Languages in the Upper Secondary School: A Study of the Causes
of Decline
60. Practices and Interactions in the Primary Classroom
61. Providing drug education to meet young people’s needs
62. The attainments of pupils receiving Gaelic-medium primary education in
Scotland
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