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Exploiting ICT to improve parental engagement, moving towards online reporting

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Exploiting ICT to improve parental engagement, moving towards online reporting - Mike Briscoe, Director Institutions, Leadership and Safeguarding, Becta

Published in: Education, Technology

Exploiting ICT to improve parental engagement, moving towards online reporting

  1. 1. Moving Towards Online Reporting Naace Think Tank ‘ Exploiting ICT to improve parental engagement, moving towards online reporting’ Thursday 20 th November 2008 Mike Briscoe Director Institutions, Leadership and Safeguarding
  2. 2. 2007 School Leaver
  3. 3. 1995 Reception KS1 5 – 7yrs
  4. 4. KS1 > KS 2 (7-11)
  5. 5. KS2 KS3 (11-14)
  6. 6. KS4 (14 – 16) >>
  7. 8. Communication Entertainment Education Personal Management For young people, technology is a way of life
  8. 9. Strategy: the shift to the personal Configured the way I want it Anytime learning Supporting independence Supports Individual Learning paths Supports Enduring Educational goals
  9. 10. Strategy: the shift to the demand side Promoting a clear learner entitlement –enabling effective safe and secure use Universal access to powerful learning tools, for family & informal learning Developing system infrastructure for personal ownership & environmental sustainability Securing better teaching -exploiting professional tools & supporting teachers Mobilising leadership through technology networks
  10. 11. Strategy: the shift to the demand side Promoting a clear learner entitlement – enabling effective safe and secure use Universal access to powerful learning tools, for family & informal learning Developing system infrastructure for personal ownership & environmental sustainability Securing better teaching -exploiting professional tools & supporting teachers Mobilising leadership through technology networks
  11. 12. Where learners are now – from this
  12. 13. Learner outcomes – to this
  13. 14. Engine Room PR Offline Online Proactive PR / Events Advertising Public Relations Internet Partnership
  14. 18. Learner Entitlement – closing the gap Universal access - family and informal learning Professional tools for teaching Mobilising Technology Leadership Sustainable, personal technology E-confident system So, for young people, technology has to be a part of their learning
  15. 19. <ul><li>“ The renewed strategy will clarify the learner’s entitlement to technology, it will help to secure better quality teaching and leadership in this area, and it will secure universal support for family and informal learning. Technology is no longer optional” </li></ul><ul><li>Jim Knight, Minister of State for Schools and Learners </li></ul><ul><li>ICT for Education conference 3 July 2008 </li></ul>
  16. 20. What learners are entitled to Media To have access technology and use it wherever and whenever their learning requires to : Access information on their personal learning goals and progress Use a wide range of online learning resources and collaborative tools to share and work with others In a learning environment which: Provides identical online learning services wherever they are Provides access to formal learning support and teaching when needed
  17. 21. Learner Entitlement – closing the gap Universal access - family and informal learning Professional tools for teaching Mobilising Technology Leadership Sustainable, personal technology E-confident system So, for young people, technology has to be a part of their learning Media
  18. 22. <ul><li>Parents will be contacted by a staff member at secondary school before their child starts at the school; </li></ul><ul><li>Parents will be able to attend information sessions at the new school; </li></ul><ul><li>Every child will have a personal tutor who knows them in the round, and acts as a main contact for parents; </li></ul><ul><li>Parents will have regular, up to date information on their child’s attendance, behaviour and progress in learning; </li></ul><ul><li>Parents Councils will ensure that parents’ voices are heard within the school; </li></ul><ul><li>Parents’ complaints will be managed in a straightforward and open way. </li></ul>Department for Children, Schools and Families The Children’s Plan Building brighter futures Presented to Parliament by the Secretary of State for Children, Schools and Families by Command of Her Majesty December 2007 Parental engagement
  19. 23. “ Parents we consulted over the last six months all said they wanted to be more involved in their children’s education. And schools see the benefits of greater engagement with parents...We know from schools around the country that if families are going to be involved really effectively, they need a good two way flow of information - a channel which is more efficient and more frequent than a once a year written report, or a letter home when there is a problem or a cause for celebration. Jim Knight, minister of state for schools and learners at the Bett show, January 2008 What is government saying?
  20. 24. What is it that makes a difference? A father’s interest in a child’s schooling is strongly linked to educational outcomes for the child; ( Hobcraft. CASE briefing Nov 1998) It is the ‘at-home’ relationships and modelling of aspirations which play the major part in impact on school outcomes. ( Desforges 2003 ) Very high parental interest is associated with better exam results than for children whose parents show no interest ( NCDS 1999 ) … It’s what parents do rather than who they are that counts Pupils’ achievement in the schools where the impact of parental involvement was [judged to be] outstanding had clearly improved . (Ofsted 2007) They [parents] should be supported… providing the results of periodic assessments for parents in an easy to understand format, such as using ‘traffic lights’ to indicate children’s understanding of key concepts ( 2020 Vision: recommendations )
  21. 25. Learner Parent School Access from Home Learner access Access to information
  22. 26. Access <ul><ul><ul><li>Parents overall: </li></ul></ul></ul><ul><ul><ul><li>90% (83% Broadband) </li></ul></ul></ul><ul><li>Ofcom (2008): </li></ul><ul><ul><ul><li>Trend indicator: </li></ul></ul></ul><ul><ul><ul><li>Internet access for </li></ul></ul></ul><ul><ul><ul><li>2 parent households </li></ul></ul></ul><ul><ul><ul><li>2001 69% </li></ul></ul></ul><ul><ul><ul><li>2004 78% </li></ul></ul></ul><ul><ul><ul><li>2006 92% </li></ul></ul></ul><ul><ul><ul><li>(DCSF/BRMB 2007) </li></ul></ul></ul>
  23. 27. <ul><li>Three quarters of a million households with children lack an ICT device and even more homes lack high quality connectivity </li></ul><ul><li>Lower income households are most likely to lack home access reducing opportunities to support parental engagement and compounds social exclusion </li></ul><ul><li>Schools find it to difficult to build on existing ownership and access </li></ul><ul><li>Evidence demonstrates that penetration is slowing </li></ul><ul><li>The digital divide is not reducing fast enough. </li></ul>The challenge - narrowing the gap
  24. 28. Learner Parent School Access to information Access from Home Learner access
  25. 29. Young people: internet use rises at ages 10 and 13
  26. 30. 84% of UK young people play computer games at least once a fortnight The challenge - narrowing the gap
  27. 31. 72% of UK teachers never play computer games The challenge - narrowing the gap
  28. 32. Learner Parent School Access from Home Learner access Access to information
  29. 33. <ul><li>The principles: </li></ul><ul><ul><li>Extending what is already good practice </li></ul></ul><ul><ul><li>Making best use of what is already in place and available </li></ul></ul><ul><ul><li>Efficient and effective practice (enter once, use many times) </li></ul></ul><ul><ul><li>Not a duplication or replacement of the annual report </li></ul></ul><ul><ul><li>Developing sustainable approaches and processes (including assessment and recording) </li></ul></ul>The rationale Is to improve the quality of dialogue between schools, learners and parents to support the immediate, emerging and developing needs of learners. Learner Parent School
  30. 34. Learner Parent School
  31. 35. What can we expect? <ul><li>The expectation is that by September 2010 all secondary schools will need to offer parents the opportunity for secure online access to learner information wherever they are and whenever they want and that primary schools must also meet the online requirement by 2012. </li></ul><ul><ul><li>Secondary schools should already be looking at how they can improve their practice and sharing that learning with others, they are encouraged to engage with this now and not to wait until the 2010 deadline arrives.  </li></ul></ul><ul><ul><li>Many primary schools are already active and developing good practice, they too need not wait until the target date – they can already be benefiting from the move towards online reporting and start supporting the improvement dialogue right away. </li></ul></ul>
  32. 36. Learner Parent School Timely Meaningful Manageable Mentoring Dialogue Partnership Exploiting ICT to improve parental engagement, moving towards online reporting
  33. 37. Learner Parent School Community information Access from home Parents resources Access to resources Home and course work Access to materials Online reporting Parent and learner days Electronic reports Email exchanges Mobile phone alerts SMS texting
  34. 38. Community information Access from home Parents resources Access to resources Home and course work Access to materials Online reporting Parent and learner days Electronic reports Email exchanges Mobile phone alerts SMS texting Online reporting supporting parental engagement Learner Parent School
  35. 39. Online reporting supporting parental engagement Limited use of data held in Management Information Systems Aspirational and innovating Coherent and embedded Moving in a number of areas Developing new approaches Little in place 1 2 3 4 5 Exploiting ICT to improve parental engagement, moving towards online reporting A B C D
  36. 40. Support for schools to do better….. <ul><li>ALL schools </li></ul><ul><li>More consistently </li></ul><ul><li>In all circumstances </li></ul><ul><li>Focus on key areas </li></ul><ul><ul><li>Recording and reporting </li></ul></ul><ul><ul><li>Engaging Parents </li></ul></ul><ul><ul><li>Workforce involvement </li></ul></ul><ul><ul><li>Exploiting technology </li></ul></ul>
  37. 41. A range of resource and advice <ul><li>Framework, guidance and actions </li></ul><ul><li>Video case studies </li></ul><ul><li>School experiences </li></ul><ul><li>Presentations </li></ul><ul><li>Advocates </li></ul><ul><li>Hothousing </li></ul>
  38. 42. Supporting schools Evidence and research papers Introduction to the agenda Examples of existing practice Video examples and experiences Guide to making a start and developing a strategy Framework for review and planning Guide to using the framework Whole-school review School experiences (case studies) On-line diary / blog EPRA toolkit and support Regional workshops Supplier and technical information Local peer advice
  39. 43. Introduction to the agenda Clear introductory guide to the agenda with links and advice on how to get started Online version with links, updates and further material
  40. 44. School experience and online diaries Online school experiences (case studies) and diaries showing experiences, tips, ideas, support and links to resources
  41. 45. Practical guidance on how to consider what is right for your school, to determine benefits and priorities Review material designed to support peer review and assist with action planning – content developed by school practitioners
  42. 46. Learner Parent School Community information Access from home Parents resources Access to resources Home and course work Access to materials Online reporting Parent and learner days Electronic reports Email exchanges Mobile phone alerts SMS texting

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