Presentation given by Cliff Rose - HMI, Ofsted on 28 March 2014

1. 28 March 2014
Getting to good 1

2. Getting to good 2

3. 3
Presentation
information and
learning
technology
ILT or Information and Learning Technology describes the methods of using
technology to enhance the learning experience within education.
subject-specific
software
virtual learning
environments
interactive whiteboards
presentation softwarethe world-wide
web
social software
pedagogy

4. 4
The best VLEs enhanced learning, giving learners the
opportunity to reinforce aspects of their work as well as the
chance to catch up on missed material.
VLEs were least effective when they had little content or
were just a dumping ground for rarely-used files.
(Virtual learning environments: an evaluation of their development
in a sample of educational settings. Ofsted, January 2009)

5. 5
 An interactive whiteboard is a presentation system that
connects a computer to a projector and screen. Through the
use of either special pens or even fingertips, presenters can
manipulate the images on the screen.
 Many interactive whiteboard companies also sell additional
devices that allow the audience to fully participate in the
presentation by texting or selecting numbers, which then
appear on the board. Interactive whiteboards are used in
classrooms, in the business world or anywhere people need
to make presentations.

6. 6
 Definition – presentation software is used to display
information in the form of a slide show. It has three major
functions: an editor that allows text to be inserted and
formatted, a method for inserting and manipulating graphic
images, and a slide-show system to display the content.
 Often seen as transmissive – a presenter stands before an
audience and provides information – there are often few
opportunities for interaction.
 Are there opportunities to go beyond the linear? Can learners
and presenters branch out depending upon feedback?
 Is there a variety of content? Does the presentation include
video or hyperlinks?

7. 7
 Why are learners using the internet? Is the ‘research
element’ of the work helping learners to accelerate their
progress?
 Or is it just about ‘go away and find out’? Would it be more
effective just to ‘tell them’ what they need to know?
 Or are learners developing other skills that can be
exemplified such as critical awareness, problem solving,
discernment?
 How do we know? How do the learners know?

8. 8
 Social media (such as Facebook) – is it available to
learners, or has its use been restricted? Is it seen as a
“nuisance” and something about learners’ personal spaces,
rather than about an extended learning space?
 Are learners encouraged to collaborate: collaborative writing
and editing using tools such as GoogleDocs, VoiceThread,
MindMeister, WikiSpaces?
 Are learners encouraged to develop links in their learning
using tools such as Pinterest, Evernote?
 Are learners aware of the safeguarding issues around the
use of social software: trolling, cyber-bullying? Do they
know who to report issues to within their learning setting?

9. 9
 Definition: subject-specific software is software that has
been specifically designed to support the acquisition of
vocationally or academically relevant knowledge, skills and
understanding.
 In English, mathematics and functional skills software may
be used for initial assessments and to develop skills in
context.
 We may want to ask: is the software appropriate for the
learner group?
 Do learners make more progress because they are using
this software?

10. 10
 Teachers who are confident in their teaching and learning
styles, and who are clear about the desired outcomes of
teaching, learning and assessment, should find that the use
of ILT knowledge and skills enhances their overall
capability. (Jones 2007, Passey 1998)
 Teaching and learning encourages critical thinking and
informed decision making. We see a focus on the whole
learner and a move towards collaborative and experiential
learning that is multi-sensory and takes account of preferred
learning styles. (Unesco 2000)

11. 11
 How do you judge teacher effectiveness in learning with
ILT?
 Is there a role for learner-managed learning?
 If we don’t see ILT being used – does it (should it) impact on
the ‘grade’?
 In some learning environments, sessions are often taught in
centres/locations where access to ILT is not possible – how
do we get beyond that? Can learners be directed to using
personal ILT as part of home-based work?