Developing an E-confident Workforce

8/14/2019 Developing an E-confident Workforce

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Developingan e-condentWorkforceInternational Benchmarkingof Practitioner ICT Capability

in Further Education

Further Education and Skills

January 2010


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Rationale

The research is clear: used properly, technologyimproves teaching and learning and businessprocesses; learners are more motivated, makefaster progress and get better results; learningproviders are more efcient and offer betterservices. Learners and employers increasinglyexpect technology to play a major role inprogrammes. Many learning providers arealready using technology very innovatively and

effectively, and the numbers that are developingtheir expertise is growing.

If learners are to get the best from technology,it is essential for the education workforce to haveup-to-date skills and knowledge. Becta is workingwith national partners to support learningproviders in developing an e-condent workforce,which includes learning from internationalexperience to rene the UK strategy.

appRoacHThis benchmarking programme arises fromthose ambitions. Focused on teaching staff ingeneral further education institutions, theproject seeks to engage the English FurtherEducation and Skills sector and as many asfour other European systems in a mutuallybenecial comparative exercise.

The approach takes account of indicators usedin broader exercises assessing features suchas institutional e-maturity and system-wideICT focus as well as in frameworks for 21stcentury skills.

Importantly, the indicators used here are intendedto add value to the local and national ndingsof the annual Becta and Lifelong Learning UK(LLUK) surveys and the Generator, thetechnology improvement leadership tool forfurther education and skills, self-assessment

model in England and to their equivalents inother countries.

indicatoRs

The benchmark is designed to assess 12indicators through practitioner responses toaround 40 statements based on a ve pointLikert scale ranging from Strongly Agreeto Strongly Disagree.

M

1. My personal ICT capability2. My learning style

Myrr

3. My learners ICT capability4. My learners expectations

Myurruum

5. Learning content6. Assessment models

Myrg

7. Infrastructure provided8. Organisation culture

Myu

9. My external inuences10.My peer inuences

thum

11.ICT impact on my work12.ICT impact on my learners

dvg-Wrfr


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FRaMeWoRk

The indicators and statements are situatedwithin an overarching framework, representingthe key factors (Dimensions) that conditioneach practitioners response to the use of ICTin teaching and learning.

This approach recognises that ICT cannot beadopted in isolation or simply driven by the skillsor enthusiasm of the individual practitioner.The six dimensions (me, my inuences, my

learners, my curriculum, my organisationand the outcomes) therefore represent theecosystem within which teaching and learningtakes place, with all its natural tensions andpotential synergies.

MWhat can I do with ICT and how do I acquireand update those skills?

MyuTo what extent is my use of ICTshaped by my colleagues or by external inuences?

MyrrWhat ICT skills do my learnerspossess and what expectations do they have ofusing them in their learning?

MyurruumTo what extent do the curriculum

content and its assessment allow me to use ICT?MyrgWhat does my organisationrequire me to do with ICT and what opportunitiesdoes it encourage?

thumDoes ICT have a benecial impacton my work or on the results of my learners?

Furthermore ICT in education is itself subject

to external forces, notably national policy andtechnology trends, to be taken into account inthe analysis of the international data.

pRactitioneRcontext

The benchmarking survey in 2010 aims to collectdata from the English Further Education andSkills sector and as many as four other Europeansystems, amounting to around 2000 practitionerresponses. In order to situate those responses,

the survey will collect personal data on gender,age and employment mode and also informationabout the subject areas, learner types and agesserved by each respondent.

We are interested to see whether the 12practitioner indicators differ, for example,between teachers of teenagers and over 50sor between Vocational Education and Training(VET) and community learning, as well asbetween national systems.

Me

Myinfuences

My practice

Mylearners

Myorganisation

Mycurriculum

Outcomes


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Millburn Hill RoadScience ParkCoventry CV4 7JJ

Tel: 0800 877 8777Fax: 024 7641 1418E-mail: [email protected]

www.becta.org.uk

Copyright Becta 2010

You may reproduce this material, free of charge, in any formator medium without specic permission, provided you are notreproducing it for nancial or material gain. You must reproducethe material accurately and not use it in a misleading context.If you are republishing the material or issuing it to others,you must acknowledge its source, copyright status and dateof publication. While great care has been taken to ensure that

the information in this publication is accurate at the time ofpublication, we accept no responsibility for any errors oromissions. Where a specic product is referred to in thispublication, no recommendation or endorsement of thatproduct by Becta is intended, nor should it be inferred.

01/09-10/WR233/TT22880/15808/1000

Becta leads the UKs ambition to inspire and guidethe effective and innovative use of technologythroughout learning. It has published animplementation plan, Next Generation Learning The Implementation Plan for 2009-2012: Technology

Strategy for Further Education, Skills and

Regeneration, for delivering the national strategyin the Further Education and Skills sector.

www.becta.org.uk/publications/festrategy

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Developing an E-confident Workforce