Naace Strategic Conference: Keynote - Niel McLean, Becta

1,031 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,031
On SlideShare
0
From Embeds
0
Number of Embeds
12
Actions
Shares
0
Downloads
10
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Title slide of presentation.
  • Naace Strategic Conference: Keynote - Niel McLean, Becta

    1. 1. Into the Next Generation – the national system challenges Niel McLean: Becta
    2. 2. The strategy challenges <ul><li>Continuous change </li></ul><ul><li>Scale </li></ul><ul><li>High Expectations </li></ul><ul><li>New roles </li></ul><ul><li>New relationships </li></ul><ul><li>New paths </li></ul><ul><li>Changing nature of childhood </li></ul>
    3. 3. The delivery gap Impact on outcomes Investment in assets ?
    4. 4. The delivery gap Impact on outcomes Investment in assets ? Wishful thinking
    5. 5. 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
    6. 6. Developing the implementation plan: the system reform model High-quality interactions between providers and children, young people, and their parents lead to improved outcomes. The focus of reform and activity should be a pragmatic assessment of what best contributes to making these experiences as positive and effective as possible. Engaged and empowered children and families Technology-confident, effective schools and providers High-quality, personalised interactions and experiences Improved outcomes for children and families
    7. 7. Starting from the four outcomes identified in the strategy……. <ul><li>Raised achievement </li></ul><ul><li>Improved skills </li></ul><ul><li>Narrowing gaps </li></ul><ul><li>Supporting the vulnerable </li></ul>Engaged and empowered children and families Technology-confident, effective schools and providers High-quality, personalised interactions and experiences Improved outcomes for children and families
    8. 8. Identify the ‘killer’ interactions and experiences…. <ul><li>Raised achievement </li></ul><ul><li>Improved skills </li></ul><ul><li>Narrowing gaps </li></ul><ul><li>Supporting the vulnerable </li></ul>Engaged and empowered children and families Technology-confident, effective schools and providers High-quality, personalised interactions and experiences Improved outcomes for children and families Learners are able to exercise choice among flexible learning outcomes. Tailored and responsive assessment which addresses learners needs. Engaging learning experiences which support deep and higher learning. Strengthened relationships between parents, families, schools and the learner.
    9. 9. Identify the ‘killer’ interactions and experiences…. <ul><li>Raised achievement </li></ul><ul><li>Improved skills </li></ul><ul><li>Narrowing gaps </li></ul><ul><li>Supporting the vulnerable </li></ul><ul><li>Link to outcomes </li></ul><ul><li>Can be ‘e-enabled’ effectively </li></ul><ul><li>Aligned with wider policy </li></ul><ul><li>Deliverable </li></ul>Learners are able to exercise choice among flexible learning outcomes. Tailored and responsive assessment which addresses learners needs. Engaging learning experiences which support deep and higher learning. Strengthened relationships between parents, families, schools and the learner. Engaged and empowered children and families Technology-confident, effective schools and providers High-quality, personalised interactions and experiences Improved outcomes for children and families
    10. 10. ..what that means for providers … <ul><li>Raised achievement </li></ul><ul><li>Improved skills </li></ul><ul><li>Narrowing gaps </li></ul><ul><li>Supporting the vulnerable </li></ul>Learners are able to exercise choice among flexible learning outcomes. Tailored and responsive assessment which addresses learners needs. Engaging learning experiences which support deep and higher learning. Strengthened relationships between parents, families, schools and the learner. Providers achieve well on e-maturity criteria. Provider capability is in place to support home and extended learning. Technology based tools and resources support effective teaching. Engaged and empowered children and families Technology-confident, effective schools and providers High-quality, personalised interactions and experiences Improved outcomes for children and families
    11. 11. Learners are able to exercise choice among flexible learning outcomes. Tailored and responsive assessment which addresses learners needs. Engaging learning experiences which support deep and higher learning. Strengthened relationships between parents, families, schools and the learner. ..and for learners and families…. Providers achieve well on e-maturity criteria. Provider capability is in place to support home and extended learning. Technology based tools and resources support effective teaching. Learner entitlement is met with all vulnerable groups supported. Technology adds value to family and informal learning. Learners use technology confidently and responsibly to support their learning. <ul><li>Raised achievement </li></ul><ul><li>Improved skills </li></ul><ul><li>Narrowing gaps </li></ul><ul><li>Supporting the vulnerable </li></ul>Engaged and empowered children and families Technology-confident, effective schools and providers High-quality, personalised interactions and experiences Improved outcomes for children and families
    12. 12. Learners are able to exercise choice among flexible learning outcomes. Tailored and responsive assessment which addresses learners needs. Engaging learning experiences which support deep and higher learning. Strengthened relationships between parents, families, schools and the learner. ..and for the underlying infrastructure … Providers achieve well on e-maturity criteria. Provider capability is in place to support home and extended learning. Technology based tools and resources support effective teaching. Learner entitlement is met with all vulnerable groups supported. Technology adds value to family and informal learning. Learners use technology confidently and responsibly to support their learning. <ul><li>Raised achievement </li></ul><ul><li>Improved skills </li></ul><ul><li>Narrowing gaps </li></ul><ul><li>Supporting the vulnerable </li></ul>Engaged and empowered children and families Technology-confident, effective schools and providers High-quality, personalised interactions and experiences Improved outcomes for children and families
    13. 13. ..and for system leadership. Providers achieve well on e-maturity criteria. Provider capability is in place to support home and extended learning. Technology based tools and resources support effective teaching. Learner entitlement is met with all vulnerable groups supported. Technology adds value to family and informal learning. Learners use technology confidently and responsibly to support their learning. <ul><li>Raised achievement </li></ul><ul><li>Improved skills </li></ul><ul><li>Narrowing gaps </li></ul><ul><li>Supporting the vulnerable </li></ul>System Leadership Education leaders understand how technology supports their priorities. Education leadership buys in to a strategic vision for technology-supported learning and supports implementation. Innovation encouraged, good practice shared and adopted. Engaged and empowered children and families Technology-confident, effective schools and providers High-quality, personalised interactions and experiences Improved outcomes for children and families Learners are able to exercise choice among flexible learning outcomes. Tailored and responsive assessment which addresses learners needs. Engaging learning experiences which support deep and higher learning. Strengthened relationships between parents, families, schools and the learner.
    14. 14. Where we are on the ‘killer’ interactions and experiences…. Engaging learning experiences which support deep and higher learning.
    15. 15. Where we are on the ‘killer’ interactions and experiences…. Engaging learning experiences which support deep and higher learning.
    16. 16. Building learning power: wikis 1 Giving all students, no matter what their ability, a voice
    17. 17. Building learning power: wikis 2 <ul><li>Students connecting with the text in a personal way </li></ul>
    18. 18. Building learning power: wikis 3 <ul><li>Students becoming collaborative </li></ul>
    19. 19. Supporting reflection….
    20. 20. <ul><li>Designbot: Will the final design need have a powerful visual impact? </li></ul><ul><li>User: yes </li></ul><ul><li>Designbot: How could you add pizazz? </li></ul><ul><li>User: with colour </li></ul><ul><li>Designbot: Want to think about colour for a while? </li></ul><ul><li>User: yes </li></ul><ul><li>Designbot: Would bright colours be appropriate? </li></ul><ul><li>User: yes </li></ul><ul><li>Designbot: This could use a 'narrow pallet' (few different colours) or wide </li></ul><ul><li>User: wide </li></ul><ul><li>Designbot: What about trying a totally mono-chrome approach? </li></ul><ul><li>User: o ok </li></ul><ul><li>Designbot: You could photocopy a sketch and try different colour treatments using only 2 or 3 colours on each version </li></ul><ul><li>User: wow your go </li></ul>Supporting reflection….
    21. 21. <ul><li>Designbot: Have you highlighted/underlined the key words in your brief? </li></ul><ul><li>User: no </li></ul><ul><li>Designbot: Could you please do that for me? Once you have please tell me. </li></ul><ul><li>User: i have done that now </li></ul><ul><li>Designbot: What is the most important key word you've identified? </li></ul>Supporting reflection….
    22. 22. <ul><li>User: do you like chips </li></ul><ul><li>Designbot: I don't have a favourite food as I don't eat. </li></ul><ul><li>User: well, i like chips, haha </li></ul><ul><li>Designbot: I like chatting to you. Actually that is a lie ... that is all I can do :-( Oh existentialism where have you gone when I needed you ;-) </li></ul><ul><li>User: home </li></ul><ul><li>Designbot: What are you trying to say to me ? </li></ul><ul><li>User: i like you </li></ul><ul><li>Designbot: Why thank you - I am supposed to be slightly quirky. I can look like anything though ... A talking head is being looked at for one of my colleagues, I am just chatting and teasing right now though. </li></ul><ul><li>User: are you male or female </li></ul><ul><li>Designbot: I am neither and both and all. <p>I was programmed to be an hermaphrodite.</p> </li></ul><ul><li>User: cool] </li></ul>Supporting reflection….
    23. 23. Where we are on the ‘killer’ interactions and experiences…. Strengthened relationships between parents, families, schools and the learner.
    24. 24. 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 <ul><li>Improving the quality of dialogue between schools, learners and parents to support the immediate, emerging and developing needs of learners. </li></ul>The strategy: advice and support on exploiting ICT to improve parental engagement and online reporting
    25. 25. Learner Parent School Mentoring Dialogue Partnership Timely Meaningful Manageable The strategy: advice and support on exploiting ICT to improve parental engagement and online reporting
    26. 26. Where we are on technology-confident, effective schools and providers.. Providers achieve well on e-maturity criteria.
    27. 27. The strategy for technology-confident, effective schools and providers: a charter for schools ….. Awards for excellence National accredited standard Recognition for progress made All schools making a commitment
    28. 28. <ul><li>Over 15000 schools engaged through the self review framework </li></ul><ul><li>Over 5000 shown progress since April 2008 </li></ul><ul><li>1233 schools awarded the ICT mark </li></ul>..promoting supported self-review
    29. 29. Where we are on engaged and empowered children and families..
    30. 30. <ul><li>The home access programme </li></ul><ul><li>maximising the benefits of home access by all </li></ul><ul><li>increasing the perceived value by parents </li></ul><ul><li>removing the barriers of cost for families with low incomes. </li></ul>The strategy on engaged and empowered children and families: promoting home access
    31. 31. <ul><li>The Next Generation Learning campaign to: </li></ul><ul><ul><li>encourage parents/carers to engage with their children’s learning </li></ul></ul><ul><ul><li>stimulate interest from all families to obtain home access to technology if they do not yet have it </li></ul></ul><ul><ul><li>illustrate how all can derive real benefits from home access for learning more effectively, accessing public services & making savings </li></ul></ul><ul><li>An approved supplier scheme with functional specification </li></ul><ul><li>Services to ensure eligible low income families can apply and receive support effectively and efficiently </li></ul><ul><li>Support for learners and their parents </li></ul><ul><li>Support for schools and local authorities </li></ul><ul><li>All aligned to other activities – joining up government </li></ul>The strategy on engaged and empowered children and families: promoting home access
    32. 32. Home Access – the model
    33. 33. Driving demand
    34. 34. The pilot – grant take up Grants approved as of 1 st March Both LAs 1,293 Suffolk 634 Oldham 659
    35. 35. <ul><li>“ Children and young people need to be empowered to keep themselves safe – this isn’t just about a top-down approach. Children will be children – pushing boundaries and taking risks. At a public swimming pool we have gates, put up signs, have lifeguards and shallow ends, but we also teach children how to swim.” </li></ul>Dr Tanya Byron Safer children in a digital world: The report of the Byron Review The strategy on engaged and empowered children and families: safeguarding learners
    36. 36. Support and guidance for schools <ul><ul><li>“ ...in all schools action is taken at a whole-school level to ensure that e-safety is mainstreamed throughout the school’s teaching, learning and other practices. In particular I recommend that: </li></ul></ul><ul><ul><ul><li>Government should encourage schools to use Becta’s self-review framework to drive continual improvement in schools’ use of ICT including with regard to e-safety. </li></ul></ul></ul><ul><ul><ul><li>100% of schools should have AUPs that are regularly reviewed , monitored and agreed with parents and students. Guidance on this should be incorporated in Becta’s revised self-review framework.” </li></ul></ul></ul>
    37. 37. Support and guidance for LSCBs This Toolkit is all about helping LSCBs to create, plan and implement e-safety strategies. Becta will continue to support LSCBs. Working in partnership with ADCS and CEOP, the project for 2008 delivered free development courses for LSCB nominated Strategic Leads in e-Safety and their colleagues.
    38. 38. <ul><li>Drive the thinking within the Rose review on ICT and higher order thinking </li></ul><ul><li>Clarify the needed knowledge skills and understanding with QCA </li></ul><ul><li>Build on this into the higher key stages. </li></ul>The strategy on engaged and empowered children and families: digital literacy Not the learner as ‘ consumer ’ - where educational content is ‘delivered’ to the learner.
    39. 39. <ul><li>Drive the thinking within the Rose review on ICT and higher order thinking </li></ul><ul><li>Clarify the needed knowledge skills and understanding with QCA </li></ul><ul><li>Build on this into the higher key stages. </li></ul>The strategy on engaged and empowered children and families: digital literacy Rather the learner as ‘ producer ’ - where the learner is provided with the tools to engage.
    40. 40. Where we are on leadership..
    41. 41. <ul><li>Embed in leadership standards eg new National Standards for School leadership. </li></ul><ul><li>Embed within the training provision for school leaders eg within the redesigned NPQH </li></ul><ul><li>Supporting networks of leading leaders to act as advocates at a local level through existing networks. </li></ul>The strategy on school leadership

    ×