Where does technology fit for our learners?

Why?

What?

How?

When?

www.somersetelim.org

Research conducted by PricewaterhouseCoopers LLP (PwC) between 16th September and 9th October 2009.

'It's often the people facing the toughest times who have the most to gain from what technology has to offer and as the internet is rapidly becoming a tool for everyday life, we should work together to make sure everyone can benefit.' Martha Lane Fox

Research conducted by PricewaterhouseCoopers LLP (PwC) between 16th September and 9th October 2009.

Digitally excluded households are missing out on average savings of £560 per year from shopping and paying bills online. For the 20% of households on the lowest incomes, the average saving is £300 a year.

Internet savvy workers can earn an average increase in lifetime earnings of over £8,000

Government could save at least £900 million a year in customer contact costs if all digitally excluded adults got online and made just one electronic contact per month.

Michael Gove, in launching the curriculum review said:

“We have sunk in international league tables and the National Curriculum is substandard. Meanwhile the pace of economic and technological change is accelerating and our children are being left behind. The previous curriculum failed to prepare us for the future. We must change course. Our review will examine the best school systems in the world and give us a world-class curriculum that will help teachers, parents and children know what children should learn at what age.”

“We want to develop inquisitive, creative, resourceful thinkers; informed citizens; effective problem-solvers; groundbreaking pioneers; and visionary leaders. We want to foster the excellence that flows from the ability to use today’s information, tools, and technologies effectively and a commitment to lifelong learning. All these are necessary for Americans to be active, creative, knowledgeable, and ethical participants in our globally networked society.”

(National Education Technology Plan 2010. U.S. Department of Education Office of Educational Technology)

The EU View

“Effective integration of ICT into education must go beyond replacing, streamlining or accelerating current practices. It should help to create new and more effective ways of operating and support teaching and organisational innovation. ICT is now embedded in our social and economic fabric; it should be similarly integral to education and training.”

May 2010

Tim Loughton (Parliamentary Under-Secretary of State for Children) to the BETT Education Leaders’ Conference"The future of education in this country depends on how well we equip young people to go on and succeed in their lives. And all of us know that if we are serious about achieving that ambition, it has to include giving them access to the very best that technology has to offer.

The time has come to ensure that children and young people are able to take advantage of the wonders that technology brings – without the dangers.The time has come to place technology at the absolute centre of our aspirations for a world class education sector."

“Don't limit a child to your own learning, for he was born in another time.”

Rabindranath Tagore

Piaget:

“We can classify education into two main categories: passive education relying primarily on memory, and active education relying on intelligent understanding and discovery. Our real problem is what is the goal of education? Are we forming children who are only capable of learning what is already known? Or should we try to develop creative and innovative minds capable of discovery from the preschool age on through life?”

Impact of e-Maturity and Pupil Investment in Learning on Whole School Performance

-1

-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

1

LE/LIL HE/LIL LE/HIL HE/HIL

Sta

nd

ard

dev

iatio

n fr

om

mea

n

per

form

ance

by

gro

up

Standardisedscores

Understanding the Impact of Technology: Learner and School level factors 2010 Jean Underwood et al; Nottingham Trent University, University of Birmingham, Becta

Impact of e-Maturity and Pupil Investment in Learning on Whole School Performance

LE / LIL

HE / LIL

LE / HIL

HE / HIL

Where does technology fit for our learners?

Why?

What?

How?

When?

www.somersetelim.org

What is an ICT capable learner? 

What experiences are your learners having?  

What do you want for your learners?

What are your expectations for your learners?

Where does technology fit for our learners?

ICT capable learners

Are able to develop new ICT skills as required in

the context of new learning.

Can select the most appropriate tool and methodology for a

particular task and judge what constitutes an appropriate use

of ICT.

Have a high level of information literacy; can undertake searches for

information, select information and data and

judge it’s validity.

Can explain how ICT enhances their

learning, the impact it makes and how it

“adds value”.

Use ICT effectively to learn both in and

out of school.

Use ICT in experimental, exploratory or creative ways.

What do we want for our learners?

Easi-scopes in the Foundation Stage at Milford Infants

Technology: raising expectations

ICT concepts

What is ICT Capability?

ICT skills

ICT process

I know what a word processor can doI can cut and paste, crop a pictureI can search the Internet safely

I can identify what information is required for a task, search and select information, make judgements about the usefulness of information

I can select appropriate tools to achieve an intended outcome.I recognise that information can be represented in different ways.I recognise the need to critically evaluate information.

Technology: creating new opportunities

www.backdrop.tv single user license £49

Blue screen at Holy Trinity, Taunton (Matt Edwards)

What are your learners experiencing?

Every child – new

opportunities

Learner as collaborator

Learner as creator

Learner as investigator

Learner as consumer

click

look

think

talk

listen

find

construct

share

organise compare

assess

invent

explore

record

explainevaluate

test

do

discusslearn

Level 1 – Exploratory use and developing familiarity.Level 2 – Purposeful use toward specific outcomes.Level 3 – Using ICT to develop ideas and solve problemsLevel 4 – Combine and refine information from various

sources. Interpret and consider plausibility.Level 5 – Combine the use of ICT tools within an overall

structure. Critically evaluate fitness for purpose.

Level 6 – Integration and efficiencyLevel 7 – Scope and implement ICT systemsLevel 8 – Independence and designing for others

Current National Curriculum Expectations

Technology: adding depth to learning

•Modelling skills

•Effective interaction

•Pace of lessons

•Real-life opportunities

•Inclusion for all

•Consolidating learning

Visualiser use atEvercreech Primary School

How do you plan to fit in the technology?

Visit Somerset ICT website for support materials.

www.somersetelim.org

Visit Primary ICT blog to keep up to date.

Finding things out

• Handling data

• Research

Exchanging and sharing information

• Presentation

• Collaboration

Developing ideas and making things happen

• Control and monitoring

• Modelling and simulation

Which experiences do we need to plan?P

lann

ing,

dev

elop

ing

and

eval

uatin

g e-sense

www.somersetelim.org

Give pupils opportunities to plan the process and demonstrate attainment

Begin a task with an open-ended challenge (scaffold as appropriate)

Year 1: Is this true? How can you prove it?

Most people have pets that don’t need taking for a walk.

I’m going camping in Scotland. What clothes should I pack in my rucksack?

Year 5:What will we need to consider? What evidence will we need to collect? How will we collect the evidence? How will we present the evidence?

The ICT process

Implement

Analysis of problem and definition of task

Plan and design

Modify

Test and review

(evaluate)

When is the technology part of the learning?

Children understand concepts

Teachers enable progress

Children build skills

Children develop process

Curriculum contexts

Customise to your school and your curriculum

Technology: increasing independent learning

Fronter at Trinity First School

• Enjoyment of learning

• Ownership of learning • responsibility for own learning• independent choices about where reinforcement needed

• Publish to an audience

• Everyone a voice

• Open-ended learning

• Develop online social skills and e-safety

ALFA Alien E-Game

An interactive game to inspire Key Stage 1 and Key Stage 2 children in gaining a good understanding of the county of Somerset.

Anticipated playing length: approx 1.5 – 2 hours (or less, if focusing on some key tasks).

Teacher Resources included: classroom projects and tasks

CDs will be sent to all Primary Head Teachers in the next few weeks.

http://www.visitsomerset.co.uk/site/inspire-me/childrens-fun/alien-alfa-game 

Twit - half a tweet! (10 words or less)

What do you want technology to be, within the learning experience at your school?

Vision for technology in Somerset Schools

www.wordle.net

Every child and adult in our Somerset school community has the right to access the exciting opportunities offered by technology to create, imagine, learn, discover, question, communicate and care for each other locally and globally.

Technology is valued as an integral and essential part of learning in Somerset schools; providing effective, innovative, flexible and motivating learning opportunities to raise standards and transform the education of our learners.

Technology will enable secure, efficient and reliable communications between a school, parents, other schools, the local authority and children’s services. It supports the partnership with parents and local communities, developing the links between learning in school and learning at home.

Somerset schools believe in the equality of access and opportunities with technology for all learners and will continue to work to provide an environment where the appropriate resources are easily and safely accessible and actively promoted by staff.

Schools are working to facilitate an independent lifelong love of learning which equips learners to adapt to life in the future working with technologies that do not yet exist.

Somerset will work towards a simple and intuitive model of technology where systems work seamlessly and effectively to improve the efficiency of all areas of school life.

Support for:

… and learning with technology across the curriculum

www.somersetelim.org

ICT Advocates: www.somersetelim.org

Where does technology fit for our learners?

Plan for progression

Respond to new innovations

Explore tools

Be clear about learning possibilitiesand outcomes

www.somersetelim.org