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Ematurity Insights Pittard

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  • 1. e-maturity – insights from evidence Dr Vanessa Pittard Director, Evidence and Evaluation
  • 2. Background: Becta Review 2006
    • Evidence of attainment gains relating to deployment and use of technology in schools
    • Schools progress where there is:
    • - strong vision and leadership
    • - needs-related centralised resource allocation
    • - whole school strategy
    • But large variation in ICT leadership
    • Issue: While ICT is viewed by teachers as the most common CPD need, this view is not shared by Heads
    • Issue: Leaders frequently present their visions as supporting learning within the institution; few have thought about extended learning which would be enabled by the technology.
    • Issue: MIS are critical to institutional effectiveness and reducing burdens. However, effective deployment and use is not widespread
    Source: Becta Review, 2006
  • 3. E-Maturity: Institutional ICT capability Source: PwC 2004
  • 4. 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?
  • 5. ICT Test Bed Evaluation
    • ICT Test Bed 2005
    • ICT Test Bed schools were improving more rapidly than the national picture at KS 2. Comparator schools were performing more or less consistently with the national picture.
    0% 0% +2% KS2 Maths L4+ 0% 0% +2.8% KS2 Science L4+ +3% +4% +8.6% KS2 English L4+ Comparator improvement National improvement ICT Test Bed improvement Subject
  • 6. ICT Test Bed Evaluation: Maturity Modelling
    • Did the money make a difference? E-Maturity
    • 3 levels:
    • Overall e-maturity->
    • Core elements: maturity models ->
    • Dimensions
    • The maturity models:
        • - Technological
        • - Curriculum
        • - Pupil/Learner
        • - Leadership/Management
        • - Workforce
        • - Linkage
  • 7. ICT Test Bed Evaluation: Maturity Modelling
  • 8. ICT Test Bed Evaluation
    • The Technological Maturity
    • Dimension: Extent of connectivity
    • Dimension levels Score
    • 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
    • access. 3
    • 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
    • surpassed. 6
    Source: ICT Test Bed Annual Report 2005
  • 9. 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.
  • 10. 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.
  • 11.
    • 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.
  • 12. 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.
  • 13.
    • Curriculum maturity is a significant predictor
    • What does this mean?
    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
  • 14. 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
  • 15. Current trends
    • E-maturity change
    • Levels of e-maturity have increased significantly between 2002 and 2005.
    • The largest changes in primary schools.
    • Positive association between e-maturity in secondary school and:
    • Lower absence rates
    • KS3 average point scores
    • A*-C grades at KS4
    • Greater KS3-4 value-added in 2005
    Source: Curriculum Online Evaluation: Secondary Analysis, unpublished
  • 16. Factors
    • Factors in e-maturity in primary schools
    • School size: larger schools were more likely to have made progress
    • Learners: schools with more SEN learners were more likely to have made progress
    • School character: schools not in Excellence in Cities were more likely to have made progress
    • Factors in e-maturity in secondary schools
    • School size: smaller schools were more likely to have made progress
    • Learners: schools with more ethnic minority learners were more likely to have made progress
    • School character: specialist science and technology schools were more likely to have made progress
    Source: Curriculum Online Evaluation: Secondary Analysis, unpublished
  • 17. For more information
    • ICT Test Bed Evaluation www.evaluation.icttestbed.org.uk
    • Becta Review
    • http://partners.becta.org.uk/index.php?section=rh&catcode=_re_rp_ap_03&rid=11339
    • Article
    • http://taylorandfrancis.metapress.com
    • Curriculum Online Evaluation
    • http://partners.becta.org.uk/index.php?section=rh&rid=11273&PHPSESSID=e600f6e8aefd028e8ca56deee2b7db77
  • 18. Discussion
    • What are the 3 key things we need to do to ensure technology supports school improvement?
    • How do we do this collectively?