ICT Test Bed 3 Local Authorities, 30 institutions £34m over 3 years (2003-2006 Evaluation: Did the money make a difference? What can we learn about the effective deployment and use? Impact on learner outcomes?
Most computers are standalone. External link by low speed connection. 1
There is a networked central resource or some clusters which are
networked with low speed connection shared across the network. 2
Most computers are networked with a shared broadband institutional
All systems (management and curricula) are networked together allowing
the sharing of resources and data. 4
All systems (management and curricula) are networked together allowing the
sharing of resources and data. Differential internal and external access to
the network. Awareness of need for security. 5
An empty sixth box to be used in cases where other levels have been
Source: ICT Test Bed Annual Report 2005
What makes ICT make a difference to attainment at KS1 AND KS2? Management systems. ‘ Data collection’ are significant at KS1. Systems to support leadership and management are significant at KS2 What does this mean? Schools use ICT to store and analyse data across a range of applications. Data is available to staff at work and at home. It allows tracking of learners’ progress and supports target setting. Managers actively collect, analyse and use data from a wide variety of sources. Data flows smoothly in and out of the school.
What makes ICT make a difference to attainment at KS1 AND KS2?
Enabling ‘critical thought appropriate to relevant key stage’.
What does this mean?:
Digital literacy is embedded in school strategy. Learners are active critics of information. Digital literacy is embedded in school planning. Learners are active users of a range of information sources using ICT.
Technical support. ‘Reactive technical support’ was a significant predictor
What does it mean?
What makes ICT make a difference to attainment at KS2? Proactive technical support is available on-site when needed. This is often under a service level agreement. There is a recognised process for technical support throughout the school.
What makes ICT make a difference to attainment at KS2?
External linkage is a significant predictor.
What does this mean?
Learners can use ICT to access school information at home. Help is readily available. Links with parents and the community provide access and training. Dynamic and active website. Electronic communication with homes is well-established. Parents access curriculum and pupil information electronically. They know about curriculum and ICT developments.
What makes ICT make a difference to attainment at KS2 AND A-level? ICT is used to monitor effectiveness of learning Planning and preparation: ICT supports creation and re-use of materials Staff are active critics of information and information sources ICT is used to administer and support assessment ICT clearly placed in vision, policy and action for the school
Maturity model findings: what makes technology make a difference to attainment at A-Level? Technological maturity ( specialist technologies in particular) What does this mean? ICT clearly placed in vision, policy and action for the school Detailed, constant and costed replacement, renewal and upgrading policy All systems are networked to support data flow and resource sharing Security recognised as important High levels of access, particularly to specialist equipment