Becta harnessing technology next generation learning a summary
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Becta harnessing technology next generation learning a summary

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Becta harnessing technology next generation learning a summary Becta harnessing technology next generation learning a summary Document Transcript

  • July 2008Harnessing Technology:Next Generation Learning2008–14A summaryOn behalf of
  • Harnessing Technology: Next Generation Learning 03Next Generation Learning 2008–14 Harnessing Technology was published by the Government in 2005 and set out a system-wide strategy for technology in education and skills. Three years on, much has been achieved and much has changed in the education and skills system and in the ways learners of all ages use technology. The Department for Children, Schools and Families (DCSF) and Department for Innovation, Universities and Skills (DIUS) have asked Becta to revise Harnessing Technology and develop the strategy Harnessing Technology: Next Generation Learning, for the next six years. This is a summary of that strategy, which is available from Becta [www.becta.org.uk/publications]. An enabling strategy focused on learning The Government has set out ambitious objectives for education and skills, outlined in the diagram below. Technology underpins all of these and quite simply, the objectives of the Harnessing Technology Strategy are these same objectives, with a focus on the contribution technology can make to learning. Supporting the changing context DSCF Children’s Plan DIUS Transformational Gov’t Departmental Departmental Cross-departmental objectives objectives aim to improve services Narrow the gap Improve the skills of the and raise educational population throughout attainment their working lives Improve health and Service wellbeing of children, Build social and transformation young people community cohesion agreement Increase the number Strengthen the Further of young people on and Higher Education path to success systems Revised Harnessing Technology Strategy
  • 04 Harnessing Technology: Next Generation Learning Significant progress to date Access to technology by learners in the UK, and workforce confidence in using technology to support learning, compares well with international levels. Over the last five years, both schools and FE colleges have demonstrated steady progress in e-maturity – the capacity of a learning institution to make strategic and effective use of technology to support educational outcomes. The percentage of e-mature FE colleges rose from 6 per cent in 2003 to 25 per cent in 2008; in schools, the percentage rose from 22 per cent (primary) and 20 per cent (secondary) in 2002 to 27 per cent (primary) and 27 per cent (secondary) in 2007. However, a significant proportion of providers across both the schools and FE sectors remain late adopters, and this has an adverse impact on the experiences and skills of learners. Percentage of teachers with access, competence and motivation to use the internet and computers in classroom situations 70 60 UK, 60.2 Netherlands, 54.7 50 Slovenia, 52.2 Poland, 49.9 Norway, 49.1 Denmark, 48.6 40 Germany, 41 EU average, 37.9 Italy, 34.2 30 Finland, 34 Ireland, 30.2 Sweden, 28 Spain, 24.5 20 France, 19.2 10 0 Empirica (2006), Benchmarking Access and Use of ICT in European Schools The next phase: achieving a step-change in how technology is used Phase 1 of Harnessing Technology saw the establishment of the technological infrastructure and the need for schools and colleges to align their use of technology with their core goals for teaching and learning. The aim of the next phase of the strategy is to bring about a step-change in the way technology is used across the breadth of the education and skills system. The goal is to develop a system which exploits the benefits of technology for learning and delivers tangible and measurable improvements and outcomes.
  • Harnessing Technology: Next Generation Learning 05 Phase 2 Discriminating Phase 1 Confident Learners access learning resources and support at any time Capable and from anywhere Technology-supported Technology planning learning helps build and management Enabled aligned with core higher order skills Basic infrastructure goals and activity Technology helps in place deliver more Professional practice personalised services Existing practice support with technology for learners recognised and Superficial developed All learners gain value including disadvantaged and vulnerable groups Automated Managed Intelligent & agileThis step-change will enable learners to take greater control of theirlearning through access to learning resources at any time, and fromanywhere. It will mean:• use of technology that supports deeper learning and higher-order skills and competencies.• leaders and institutions that are able to use technology to adapt their services and to support personalisation.• better support for all learners – including the disadvantaged, the vulnerable and those with special needs.System-wide change requires consistent and coherent effort, and the changecan only be achieved through collaboration between key partners. Bectaand its partners will work together to develop an ‘e-confident’ system thataddresses each of the five component areas shown in the diagram overleaf.
  • 06 Harnessing Technology: Next Generation Learning System leadership Strategic leadership Shared learning and innovation Provider capacity Personalised Learner, parent, and capability learning employer Confident leaders Tailored content Informed demand and workforce Flexible pathways Equitable access Innovative use Personalised assessment Proactive support Self improving Technology Joined-up information World class resources The e-confident system System leadership The strategic leadership of organisational change is critical in realising the benefits of technology. Together with our partners – the Higher Education Funding Council (HEFCE), the Higher Education Academy (HEA) and the Joint Information Systems Committee (JISC), the new FE improvement body (LSIS), the National College for School Leadership (NCSL) and the Leadership Foundation – Becta will take action to ensure that leaders at all levels of the education system are well supported to exploit technology fully so it transforms learning and improves institutional effectiveness. Leaders in all sectors need to be involved in making this happen, and we will invite them to take on roles as ‘Technology Leadership Champions’ to enable this. This network will be open to leaders from schools, colleges, providers, universities, local and national government and industry, and will build a shared understanding of how technology can help address their problems and priorities. Becta will also look to NCSL, LLUK and the HEA to take account of the strategic leadership of technology as a key area of understanding and competency, and consider the link to leadership qualifications frameworks and programmes.
  • Harnessing Technology: Next Generation Learning 07A key theme for the strategy is to make better use of the capacity and capabilityalready in the system and actively support transfer and joint development ofgood practice with technology. Becta will encourage the TechnologyLeadership Champions to share innovation and build understanding withintheir networks – and beyond – of ‘what works’ across the system.Personalised learningA key role of learning professionals is to ensure that programmes of learningare geared to the needs of individuals and provide the right level of challenge.Technology-based tools can improve assessment for learning by providingways in which learners can demonstrate and share their achievements, aswell as providing information on progress. Combined with tailored contentand resources, there are greater opportunities for a more differentiatedlearning experience where learners’ needs are better understood and met.Becta will address the need to ensure that high-quality digital resources areavailable wherever and whenever learning takes place. Making such resourcesmore easily accessible to both learners and practitioners will help to ensurethat learners have greater choice and control over their learning programmes,where appropriate enabling learners to adapt the pace and depth of study.A shift towards more personalised learning is fundamental to the Government’sapproach to education and skills and will entail significant development ofpractice with technology. Becta, TDA, LLUK, SSAT, NCSL, GTCE, the NationalStrategies and others will work together to identify what these changes are andto help provide the support that practitioners will need.
  • 08 Harnessing Technology: Next Generation Learning Engaged and empowered learners The DCSF Children’s Plan and DIUS’s strategic objectives emphasise reform of the education and training system to become more demand-led, client focused and personalised. A key element of the strategy will be to listen to learners and those who represent them, and share that understanding with partners and leaders. Our aim is to ensure that no learners are excluded from learning opportunities through inability to access the services they need. Becta will work with DCSF to agree a national target for 5–19-year-olds and their families for access to technology and learning services. Becta’s work with the Home Access taskforce will feed into future programmes to ensure that no learner is left behind. A key aspect of proactive support for learners is ensuring that they – and those who represent and support them – have access to the information they need when they need it. For practitioners this means making good use of the richer evidence and data that information systems can provide, and Becta will work with partners such as QCA, NAA and TDA to support this. For learners and their families, it means having closer links with schools, community learning and learning resources, and using technologies such as learning platforms to enable continuity of learning.
  • Harnessing Technology: Next Generation Learning 09Strengthen the capacity and capability of providersAll education and learning professionals should have the skills andcapabilities they need to use technology to meet the needs of learners,including an understanding of how technology supports more personalisedapproaches to learning. Becta will reinforce these expectations by workingwith partners to improve workforce standards and encourage organisationalself-review.Alongside workforce development there will be efforts to increase theavailability of the technology resources and tools that help raise the qualityof teaching and improve learning outcomes. Becta will work with nationalpartners to provide better, practically focused support in the following areas:• Assessment for learning, to secure a closer curriculum match and better differentiation• Lesson and learning design – addressing issues of optimum pace, use of time and learning styles• Resource location, access and integration – including the use of media and communication/collaboration tools for first-hand, authentic learning• Teaching interactions including presentational techniques and strategies to increase learner engagement• Monitoring, evaluating and reporting to learners, parents and employers, using whatever technology is appropriate to their needs.During the next six years we need all education, skills and trainingorganisations to become mature and responsive in their use of technology.To support this Becta will promote and develop the use of self-reviewframeworks for schools, colleges and providers, including an e-maturityframework for FE and skills which recognises the dynamic and complexnature of this sector.
  • 10 Harnessing Technology: Next Generation Learning A world-class, joined-up technology infrastructure Becta will work with Government, agencies and local authorities to put into place joined-up information systems that support the Government’s objectives. A key aim is to introduce cross-system information sharing and connected services that ensure consistent and personalised services for learners and providers alike. This includes the implementation and take-up of MIAP (Managing Information Across Partners) and ULN (Unique Learner Number), and ‘one-stop’ programmes for learner support. These developments are intended to facilitate the transfer of information between disparate information platforms and systems, and are essential for the successful transition of learners between, and across, institutions and sectors. Digital resources to support learning and teaching are now increasingly available across sectors and borders. In this next phase we will explore how the best resources can be made available to support all learners. We also need to pool effort in the way such resources are procured, and will therefore promote national arrangements for the collaborative development of content and services, to enhance front-line value for money and reduce duplication of effort. Building the e-confident system Becta’s aim is to build an e-confident system that fully exploits the benefits of technology for learners. In addition to building good overall capability in using technology to support learners, the strategy will place a particular emphasis on change in five key areas: Learner entitlement Whilst more than 80 per cent of households now have a computer with internet access, the impact of the ‘digital divide’ is increasing for those learners in those households that do not. Becta will work with Government, learners and providers to develop a framework for a universal entitlement of access to technology that can be tailored to meet the needs of learners of different ages and in different contexts. This is a cornerstone of our work because it will promote a change in the way that providers approach their use of the technology for communicating and working with learners, parents and carers.
  • Harnessing Technology: Next Generation Learning 11Learner Entitlement FrameworkBecta will work with Government, learners • entitlement to tools to support learning,and providers to develop a framework that can and support to become fluent and proficientbe tailored to meet the needs of learners of in their usedifferent ages in different contexts. This will • integrating online learning with provisionneed to encompass: in school, or in the workplace• personalised learning which reflects learners’ • the need for accessible online information, interests, preferred approaches, abilities advice and guidance that will raise and choices, and tailored access to materials aspirations, facilitate learning pathways and content and enable access to employment• access to online support and tuition, • access to continuing support to acquire and alongside tailored personal support from update skills, including support for using trained advisors and other professionals technology safely • appropriate methods and avenues for learner consultation and engagement. Engaging family and informal learning Becta will use the Next Generation Learning campaign and work with local authorities and partners to inform all parents and carers concerning what they should expect in terms of online information and guidance in using technology to support and extend learning at home. This will apply particularly to disadvantaged and ‘hard to reach’ families, and will require research into new ways of reaching and supporting them through technology.
  • 12 Harnessing Technology: Next Generation Learning Professional tools and support for teaching The success of the strategy will depend on the capability of the teaching workforce to exploit technology for teaching and learning. Teaching practitioners should have access to as good a range and quality of support, tools and resources as is available to other professions to help enhance their status and build professional expertise. Becta will continue to develop a common understanding of what constitutes quality resources for learners and professional tools for teachers and trainers, identifying those resources and tools which are considered high quality and have been shown to raise learner attainment when effectively deployed. We will work with TDA and others to promote networks of expertise and disseminate evidence on best practice with technology. Mobilising technology leadership In today’s schools and colleges, excellence and effective leadership are concentrated among a minority of high-performing providers, and too many give insufficient priority to the provision and deployment of technology solutions. Becta will work with NCSL, Ofsted, LLUK and others to drive and support leadership in technology in all sectors. In addition, Technology Leadership Champions will work with Becta to support change, with a particular emphasis on supporting cross-sector groups within this network. Fit-for-purpose sustainable technology based on personal ownership Many of the technology devices used by learners are now directly funded by parents, learners and employers, so public funds can now be directed towards supporting their use for learning rather than replicating provision. However, this also means that increasingly leaders need to ensure effective management of a ‘mixed economy’ of publicly funded and personally owned technologies, and need to be extra vigilant to ensure that no learner or family is disadvantaged due to lack of access to technology. Mixed ownership also raises other issues, including those relating to licensing and liabilities, data protection, and health and safety. Becta and its partners will provide advice and guidance on each of these areas. Industry partners including internet service providers, hardware and educational service providers, will be fully involved.
  • Harnessing Technology: Next Generation Learning 13 Delivering the strategy This strategy will be supported by implementation plans and step-by-step activity for each sector of the education and skills system. In addition to co-ordinating the strategy within each sector, Becta will play a key role in ensuring that there is coherence and knowledge transfer between the sectors. The governance of the strategy is shown below.Governance Structure Policy Reporting Ministers (DIUS and DCSF) ICT Champions group Becta Board and Executive Expert Advisory Group National Strategy Group Implementation Reporting HE Joint e-Learning Technology Programme Schools, Families and Partnership Board Board for FE and Skills Children’s Services Board Cross-sector Board
  • 14 Harnessing Technology: Next Generation Learning There will be Implementation Boards for each sector, supported by an Expert Advisory Group, comprising high-level experts and leading educational influencers. Becta has agreed with HEFCE, HEA and JISC that this strategy will provide the overarching framework of support and challenge and complement their strategy to enhance learning and teaching in higher education. We will work with them on setting up effective linkage between the HE sector strategy and the Harnessing Technology Strategy. The role of local authorities This national strategy means very little unless it supports needs at a local level. Local authorities are a natural and important ally for us in the strategy’s further development within a local context. Over the next year Becta will begin our work with local authorities to ensure that technology can be better used to support local Children’s Plans and achieve positive outcomes for all learners. Many communities are also developing innovative and coherent approaches to using technology across a spectrum of services, including making practical use of new technology to design smarter services and deliver them more efficiently. Becta will work more closely with local authorities and with the Local Government Association, the Association of Directors of Children’s Services, the Association of Chief Executives, Regional Government Offices and others to look at how this national strategy can better support local communities. Performance Framework Delivery of the strategy will be based upon solid evidence and performance data relating to the benefits of technology for improving learning outcomes, on the performance of the system in providing and realising those benefits, and on progress towards realistic but stretching targets for improvements. The main vehicle for providing this intelligence and feedback will be a Performance Framework, shown opposite. Our goal is to ensure technology enables the development of a productive and ‘agile’ education and skills system, with self-improving organisations and a workforce that is confident and capable in its use of technology.
  • Harnessing Technology: Next Generation Learning 15Performance Framework for the Harnessing Technology Strategy Policy impacts – technology contributions to National Educational Objectives Raising achievements and Narrowing gaps and supporting Improving capacity, quality improving skills the vulnerable and efficiency • Technology confident providers • Technology improves • Technology supported learning deliver better student outcomes engagement of disadvantaged increases capacity in learning • Technology improves parental groups and supports provision engagement in children and vulnerable learners • Technology confident providers young people’s learning • Technology supported do better in quality assessments • Technology for learning assessment improves retention • Technology based business improves engagement in and progression rates systems improve provider work-based skills development • Systems safeguard learners efficiency online and improve wellbeing System outcomes – impacts of strategy on system Improved personalised learning experiences • Learners able to exercise choice among flexible learning options • Tailored and responsive assessment which addresses learners’ needs • Engaging learning experiences which support deep and higher order learning Confident system Technology confident Engaged and Enabling infrastructure leadership and effective providers empowered learners and processes innovation • Providers achieve • Learner entitlement • Systems for learner • Education leaders well on e maturity is met with all services fully understand how criteria vulnerable groups integrated technology supports • Provider capability supported • High quality, tailored their priorities in place to support • Technology adds resources available • Partners buy into home and extended value to family and to all learners strategic vision and learning informal learning • Infrastructure actively support • Technology based • Learners use designed for efficiency implementation tools and resources technology confidently and sustainability • Innovation support effective and safely to support encouraged, good teaching their learning practice shared and adopted Strategic changes – interventions to realise system ambitions Sector-based Implementation Plans Becta Business Plan Partnership Agreements
  • © Copyright Becta 2008 Millburn Hill Road Science ParkYou may reproduce this material, free of charge, in any format Coventry CV4 7JJor medium without specific permission, provided you are notreproducing it for financial or material gain. You must reproduce Tel: 024 7641 6994the material accurately and not use it in a misleading context. Fax: 024 7641 1418If you are republishing the material or issuing it to others, E-mail: becta@becta.org.ukyou must acknowledge its source, copyright status and date www.becta.org.ukof publication. While great care has been taken to ensure thatthe information in this publication is accurate at the time ofpublication, we accept no responsibility for any errors oromissions. Where a specific product is referred to in thispublication, no recommendation or endorsement of thatproduct by Becta is intended, nor should it be inferred.07/DD08-09/259/TT/1k