Harne s s ing Tec hnology
Le arning in the 21 s t Ce ntury
S te phe n Cro wne
Chie f Exe c utive , Be c ta
11 Oc to be r 2007

Harne s s ing Te c hno lo g y in Educ atio n and
Childre n’s S e rvic e s
• DfE S S tra te g y, Ma rc h 20 05
• A s ys te m -wid e a p pro a c h to IC T in e d uc a tio n, s kills
a n d c h ild re n ’s s e rvic e s
• F o ur ke y o b je c tive s
– Tra ns form te a c h ing a n d le a rning
– E n g a g e ‘h a rd to re a c h ’ le a rn e rs ,
– B u ild a n o p e n a c c e s s ib le s ys te m ,
– Ac h ie ve g re a te r e ffic ie n c y a n d e ffe c tive n e s s ,
• A p a rtne rs h ip s tra te g y - a ll ‘DfE S G ro u p’ a g e nc ie s ,
a n d a ra n g e o f o th e r pa rtn e rs

The de live ry plan: Be c ta’s c urre nt prio ritie s
• P utting th e e duc a tion a nd s kills
s ys te m on th e wa y towa rds
Capability and unive rs a l a c c e s s to le a rning
capacity of Outcomes th roug h te c h nolog y
the workforce, and benefits
• Ma king ours th e s a fe s t online
providers and for learners
e nvironm e nt for le a rne rs in th e
learners and children
world
• E ns uring s c h ools a nd c olle g e s
h a ve im prove d th e ir us e of
Efficiency,
Fit for purpose te c h nolog y
effectiveness
technology •
and value for Im proving te a c h e rs ’ us e of
and systems money across te c h nolog y to s upport
the system pe rs ona lis a tion
• S a ving th e e duc a tion s ys te m
£100M ove r th re e ye a rs
• S e c uring b e tte r te c h nolog y-
inform e d polic y

Ho w far have we c o me ? Impro ve me nts
Ac c e s s to te c hno lo gy co ntinue s to improve : Rapid g ro wth in the us e of ICT res ourc e s to
s uppo rt learning
For e xample , a ratio of 1:3·6 in Se c ondary
•So urce : Ha rne ssing Te chno lo gy schools surve y (Kitche n e t a l 2007)

Inte rnatio nal be nc hmarks 2006: UK do e s
we ll
•http://ec.europa.eu/information_society/eeurope/i2010/docs/studies/final_report_3.pdf

But the re are c halle ng e s
F or e xa m ple :
• B uilding of ‘e -m a turity’ a t th e ins titution a nd e duc a tion provide r le ve l is
s low
• E duc a tion provide rs , pa rtic ula rly s c h ools , a re s till fa c ing unne c e s s a ry
te c h nic a l / c h nolog y h urdle s
te
• Le a rning a nd te a c h ing : c urre nt prog re s s re la te s prim a rily to e nh a nc ing
a nd e nric h ing e xis ting pra c tic e
• Ne w pra c tic e , wh ic h works , is in re la tive ly is ola te d poc ke ts
• S till th e c h a lle ng e of le a rne r a c c e s s – to de vic e s , c onne c tivity, tools ,
re s ourc e s a nd ne tworks

Re fo c us ing the Harne s s ing Te c hno lo g y
S trate g y
P ha s e 1:
• B u ild in g c ore c a pa b ilitie s , c a p a c itie s a nd in fra s tru c tu re
• E n s u ring te c h n olog y a dd s va lue to c urre n t e d uc a tio na l pra c tic e
P ha s e 2:
• Te c h n olo g y p la yin g a ke y role in e n s uring th e e d u c a tion a l
e xp e rie nc e m e e ts d iffe re n t le a rne r n e e d s
• S u pp o rtin g th e b ro a d e r m ove to a m ore u s e r-foc u s e d e d u c a tion ,
s kills a n d c h ild re n ’s s e rvic e s s ys te m

Phas e 2 de ve lo pme nt: what’s impo rtant?
E d uc a tio n s ys te m s m us t b e re s p on s ive to :
2. What learners bring with them
• P re fe rre d wa ys of in te ra c tin g a nd le a rn in g
• C h a n g ing ra pid ly in th e c o n te xt of you ng
pe o ple ’s e ve ryda y we b -b a s e d a n d ne tworke d
e xp e rie nc e
5. T world we’re preparing learners for
he
• Inc re a s ing ly d is trib ute d kno wle d g e s ys te m s
• Ne two rks , c o lla b o ra tio n a n d c re a tivity-e n a b ling
c om pe titive e dg e
• F a s t-c h a n g in g g lob a l e c on om ic e n viro n m e n t
Diana Oblinger, Vice President, Educause

Effe c tive Le arning
S uc c e s s ful le a rning is b a s e d on:
2. C ons truc tion
A proc e s s th a t involve s s e e king s olutions to
prob le m s a nd re la ting ne w e xpe rie nc e s to
e xis ting knowle dg e
3. C onve rs a tion
With te a c h e rs , oth e r le a rne rs a nd ours e lve s a s
we q ue s tion our c onc e pts , a nd with th e world a s
we c a rry out e xpe rim e nts a nd e xplora tions
4. C ontrol
Le a rne rs in c ontrol, c a rrying out a n a c tive a nd
c ontinuing c yc le of e xpe rim e nta tion a nd
re fle c tion
Mike Sharples, P rofessor of Learning Sciences,
University of Nottingham

Phas e 2 de ve lo pme nt: what’s impo rtant?
C e n tra l to th e s tra te g y m ovin g fo rwa rd :
• Th e le a rne r p e rs p e c tive a n d e xp e rie n c e
• E c on o m ic , b us in e s s a n d e m plo ye r p e rs pe c tive s
• Te c h n olo g y o pp ortu nitie s : tre n ds a nd d e ve lo pm e nts
• Le a rn ing a n d te a c h ing : b u ild in g ne w p ra c tic e a n d c om pe te nc ie s
• B ro a d e r p olic y c on te xt: e du c a tio na l p rioritie s , e du c a tio n s ys te m
re form

Ho w we are going to re vis e the s trate gy
S trate g y Dire c tio n S e tting Po lic y and De live ry
Re s e arc h &
De s ig n
Analys is
Re s e arc h
Co nfe re nc e •De ve lop in g c a m p a ig n , e xte n de d ne tworks ,
in c re a s in g vis ib ility a n d s ig n in g u p of p a rtn e rs
Harne s s ing
Te c hno lo g y Re vie w
P rog re s s to da te o n c u rre n t
s tra te g y a nd ke y is s u e s
Natio nal P a rtn e rs h ip
b u ild ing a n d
Co nfe re nc e
What are What are What c an Ho w mus t Ho w mus t Ple nary
1 7th S e p t 20 07 e xte n s ion
Ag re e m e nt with
the le arne r e mplo ye r te c hno lo g y e d. e d. s ys te m ke y p a rtne rs
ne e ds ? ne e ds ? o ffe r? prac tic e c hang e ? La un c h C a m pa ig n
De ve lop in g a
Mob ilis e p a rtne rs
c hang e ? p a rtne rs h ip p la n
Mo b ilis e ind us try
C h a ir E s te lle
C h a ir:
B ring in g it
C h a ir: P rofe s s or C h a ir: Ka re n Mo rris (B a ro n e s s Mob ilis e re g ion s
S te ve G ill
Initial Re c e ptio n C h a ir: P ro fe s s o r to g e th e r
Tim B rig h ou s e P ric e , (C h ie f Morris )
(MD HP UK) 6 th No v 2 0 07
Dia n a La u rilla rd
E xe c utive e -s kills
UK)
An ou tlin e o f ke y
17th S e pte mbe r A fra m e wo rk o f •Ha rne s s in g
s ys te m re fo rm s
A d ra ft le a rn e r
A s h o rtlis t of ke y wh a t c h a ng e s in
A dra ft e m plo ye r a n d s tra te g y to
2007 Te c h n olo g y
e ntitle m e nt for
te c h n o log ie s a n d p ra c tic e a nd
n e e d s fra m e wo rk a c h ie ve
te c h n olog y P olic y u pd a te s with p o lic y le a d s with in
A s tra te g y to h e lp
m od e l for th e ir p ro c e s s e s will b e DC S F a nd DIUS
tra n s form
u s e to m e e t ne e de d
e d uc a tion fo r th e P olic y im ple m e n ta tio n p la n
ne e d s
C a ll to Ac tio n 2 1s t c e n tury
2 nd Oc t 20 0 7 1 6 th Oc t 20 07 S e c tion F
2 5 th S e pt 20 07 4 th Oc t 20 07
Brie fing and 1 2 Oc t 20 07
th
2 nd No v 20 07
• Ke y Qu e s tio ns F orm a l c on s ulta tio n with :
Bac kg ro und E d u c a tio n p ro fe s s io n
Pape rs Le a rn e rs a n d p a re n ts
Na tio na l S tra te g y G ro up
In d us try
F E a n d S kills n a tio na l Ao C , AS C L, B e c ta , C E L, C o n fe d ,
E d uc a tio n
E ve n ts F u ture la b , G TC E , HE A, HE F C E ,
1 .De ve lop in g th e n e xt ph a s e a nd
F o llo w u p s e m in a rs
J IS C , J a ne t-UK, LS C , NAAC E ,
Ke y Qu e s tio ns
NAHT, Na tio n a l S tra te g ie s , NC S L,
2 Ha rne s s in g Te c h n o log y C E L, F u tu re la b , LS C , QIA, Ofs te d ,
End Re s ult - Thre e ye ar/s ix
S tra te g y Ma rc h 2 0 05 QC A, QIA, S S AT, TDA
3 B e c ta De live ry P la n
ye ar te c hno lo g y s trate g y
4 Ha rne s s in g Te c h n o log y 1 8 th Oc t 2 0 07
to s uppo rt and e nable
R e vie w
g o ve rnme nt e duc atio n
5 B e c ta An n ua l R e vie w
6 Th e C a s e fo r Ha rne s s in g
plans
te c h n olog y
S e pt 17 -23 S e pt 24 -30 Oc t 1-7 Oc t 8-1 4 Oc t 1 5-21 Oc t 2 2-28 Oc t2 9 –No v4 Nov 0 7 De c 07 J a n 08 F e b 0 8
7 Le itc h Im p le m e n ta tion P la n
8 Le a rn e r Vo ic e a n d DVD

Ho w do e s pe rs o nal ac c e s s to te c hno lo g y fit
in?
It supports a vision for learning:
Providing increased opportunities for all learners to:
– engage with the curriculum and resources
beyond the confines of lessons or the school
day
– extend their learning into areas that match their
personal interests, abilities and aspirations
– develop the skills they will need to pursue and
drive their learning independently, and to
participate in an increasingly networked world
And for families of learners to become more
involved in supporting their learning

21st century learning and technology
Empower
Learners take
Deep
control of
learning and use
Extend
ICT to research
Using ICT
and manage own
significantly
learning
Enhance alters the way
Deeper learning, that teaching and
Learning
Enrich enhanced
learning takes
Using ICT makes engagement and
place
motivation are
lessons more
achieved through
interactive and
Exchange
the use of
gives teachers
Traditional tools
access to a wider technology-based
and methods of
range of teaching learning resources
teaching are
resources and
exchanged for
Shallow
methodologies
technology-
facilitated ones
Passive Personalised/active
Learner engagement

Enhance
Deeper learning,
enhanced
engagement and
motivation are
achieved through
the use of
technology-based
learning
resources

Extend
Using ICT
significantly
alters the way
that teaching and
learning takes
place

Empower
Learners take
control of
learning and use
ICT to research
and manage
own learning

Handhe ld Le arning : Evaluatio n S tudie s
B ris to l ‘Hand e-learning’ & Wo lve rh a m pto n ‘L earn2Go ‘p roje c ts
B e ne fits :
• Motiva tion a n d e n g a g e m e n t;
• Own e rs h ip o f le a rnin g , ind e pe n de nc e in m a n a g ing le a rn ing
• ‘B rid g e ’ b e twe e n te a c h e r-dire c te d a n d a uton om o us le a rn in g ;
fo rm a l a nd in fo rm a l le a rning
S u c c e s s de p e n d e n t o n:
• R e a d in e s s : m a tu rity o f infra s truc tu re a nd s ys te m s
• IC T s up ply-s id e : re s p on s ive ne s s
• C P D m od e l: b e yo nd s kills
• Le a rne rs : c ritic a l a n d inform a tio n s kills
• P a re n ts : b u y-in a nd s up p ort
(Un ive rs ity o f B ris to l, 20 07 )

Me e ting the c halle ng e
B u ilding in c re a s e d p e rs on a lis a tio n
• C o ntin uin g to e n s ure th e u nd e rpinn in g IC T m a tu rity is
d e ve lop e d
• B u ild in g ne w a p pro a c h e s to le a rn in g a n d te a c h in g , a n d le a rn in g
re la tio ns h ip s
• An e ffe c tive d ia lo g ue with th e IC T s u pp ly s ide
• Ne w s kills a n d c om p e te n c ie s for le a rn e rs a nd te a c h in g
p rofe s s io na ls : wh e re a n d h o w s h ou ld th e y b e d e ve lo pe d?
• Un de rs ta nd in g wh a t’s po s s ib le a n d wh a t works , a n d s h a rin g it

THANK YOU
S te phe n Cro wne
Chie f Exe c utive
Be c ta