Market Research. Information and Communication Technology in UK State Schools. Full report. Volume I Opinions and Trends

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1 2011 Market Research Information and Communication Technology in UK State Schools Full report 2011 Edition Published September 2011 Volume I Opinions and Trends

2 >> Contents Page 0.1 Acknowledgements Introduction Sampling and school data Executive summary 8-9 VOLUME I: OPINIONS AND TRENDS 1.1 Funding and organisational changes Government policy towards ICT in schools Downgrading of planned ICT investments Impact of reduction in ICT investments Maintaining ICT investments in 2012/13 Additional ICT funding focus in 2012/ Views on ICT provision Desktop computer provision Laptop computer provision LAN provision WLAN provision Broadband provision Digital content provision Interactive whiteboard provision Learning platform provision Peripherals provision Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 1

3 >> Contents Page VOLUME I: OPINIONS AND TRENDS 1.3 Access to ICT Computer access for teachers Computer access for pupils Internet access for teachers Internet access for pupils Availability of interactive whiteboards Availability of digital content ICT requirements Desktop computer requirements Laptop computer requirements Network infrastructure requirements Internet bandwidth requirements Digital content requirements ICT usage and training requirements Pupil-time spent exposed to ICT primary Pupil-time spent exposed to ICT secondary IWB training requirements Learning platform training requirements Digital content training requirements VOLUME II: BUDGETS AND EXPENDITURE available for download Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 2

4 0.1 Acknowledgements Copyright We acknowledge with thanks the support of all those schools across England who completed the survey questionnaire. We are also indebted to all those involved in the survey process and in this publication. Special thanks are extended to the National Education Research Panel (NERP) ICT leaders for completing the online survey. No copying or other dissemination of the contents of this report may be made without the written permission of BESA. BESA acknowledges ownership, by all companies concerned, of the various trade and service marks used in the body of this research report. The opinions expressed in this report are those of BESA and not necessarily those of its members. Richard Connor Research Consultant, British Educational Suppliers Association Managing Partner, C3 Education & NERP National Education Research Panel (NERP) The National Education Research Panel (NERP), managed by C3 Education, provides the education community with a gateway to the data and commentary required to develop resource use in schools and colleges. Accurate, timely information and analysis allows providers of products and services, to best meet the challenges of resourcing education. Our highly profiled network of respondents and innovative surveying solutions and techniques, provide a unique insight into the resourcing of schools and colleges across the UK. Report written by Richard Connor Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 3

5 0.2 Introduction Key facts The need for independent research into UK schools and their Information and Communication Technology (ICT) has been a BESA priority for many years, and this report forms part of an on-going programme to investigate the market. Research conducted Jul 11 This report is the 14 th in a series of annual surveys which aims to identify the provision and use of ICT in UK state schools. In all cases the sample values have been extrapolated to the population (relevant for VOL II of this report). The sample is representative of 22,590 primary schools and 4,360 secondary schools. Special schools are included in the sample and allocated to either primary or secondary depending on the age range covered. All responses are from subscribers to the National Education Research Panel (NERP) operated by C3 Education. Survey type Preprofiled Online The online questionnaire was used to collect quantitative evidence from a broad range of UK primary and secondary schools. On 4 July, 3,160 invitations were sent to named ICT co-ordinators and heads of ICT employed in state schools across England, Wales, Scotland, and Northern Ireland. Directed to ICT leaders The questionnaire attracted a response of 1,324 schools a similar return rate was recorded in 2010 when 1,379 responses were returned. The sample was split between 772 primary schools and 552 secondary schools. The emphasis of the sampling from 2007 onwards has been to improve responses from secondary schools to generate a representative sample from this diverse sector. Table 0.2 Schools Sampling and population Sample NERP members contacted % Response Population 772 2, % 22, % 4,360 Total 1,324 3, % 26,950 Questionnaire sent to contacts (qty) 3,160 Responses (verified) 1,324 Response rate 41.9% Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 4

6 0.3 Sampling and school data Key facts Below are the sampling criteria and response rates relevant to the ICT-leadership responses. The three criteria include: 1. NERP Technology Index (TI): The National Educational Research Panel (NERP) has developed an index to ensure that, in undertaking research into the provision and use of ICT, responses are not biased towards those that are more advanced in their provision. The index is fluid (so that around a third of schools are in each of the categories) and covers a number of attributes. These include spending on ICT, ICT hardware provision, adoption of new technologies and responses to views on training and use of ICT by teachers. 2. School Size Index (SI): Each school type is divided into three groups based on pupil numbers so as to ensure that responses are not skewed towards larger schools. This is common in ICT research in the primary school sector where small rural schools are less likely to respond than large urban ones. Date coverage 2010/ / /13 School types UK maintained primary and secondary schools 3. Regional Index (RI): To ensure that a wide range of responses are received from across England, NERP members are gathered from across the nine English standard regions in addition to Wales, Scotland and Northern Ireland. Table Sampling and NERP subscribers ICT leader panel NERP members contacted Sample % of returns By NERP Technology Index Poor (in ICT provision) 1, % Neutral 1, % Rich (in ICT provision) % Total 3,160 1, % Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 5

7 0.3 Sampling and school data Key facts Table By School Size Sampling and NERP subscribers ICT leader panel NERP members contacted Sample % of returns Small % Medium 1, Large % Representation This report is assessed as being representative of the 26,950 maintained schools in the UK Total 3,160 1, % Table Sampling and Nations/Regions NERP members contacted Sample % of returns By School Size East Midlands % East of England % Greater London % North East England % North West England % South East England % South West England % West Midlands % Yorkshire & Humber % England 2, % Wales Scotland % Northern Ireland % Total 3,160 1, % Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 6

8 0.3 Sampling and school data Key facts The sample provides some data on general teacher and pupil information which is compared to the national totals compiled from DfE returns. Data updates on school and pupil numbers have required revisions to the historical data to take account of the fluctuations in school provision over the years in question. The average school size in this survey is equivalent to 230 pupils compared to the national average of 224 pupils per primary school. The responses from secondary schools record 962 pupils per school compared to a national average of 941 pupils. In both cases there is a statistically significant variation in values, which means that weightings of results have been utilised for relevant variables including extrapolations of the market-size figures used in this report. Table Average school sizes (*qualified teachers) Sampled pupil average UK pupil average Pupil/Teacher Ratio* By School Type Chart History of school numbers excluding special schools Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 7

9 0.4 Executive summary Key facts Funding and organisational changes As of July 2011, more than half of ICT leaders were unaware of the current government s policy towards ICT in schools. Over a quarter of primary and 39% of secondary schools are significantly downgrading their planned ICT investments, when compared with expectations in September The impact of reductions in ICT investments are most likely to impact whole-class ICT in primary schools and PCs used by pupils in secondary schools. Nearly two-thirds of primary and half of secondary schools will probably not be be able to maintain planned ICT investments in 2012/13. Only will definitely be able to do so. All schools Policy awareness 56% unaware of Govt. ICT policy (as July 2011) Downgrading ICT investments 59% say at least some downgrading of ICT investment since Sept 2010 Views on ICT provision Over half of all schools indicate being under-resourced with digital content and a similar percentage record the same view for laptop computer provision. The majority are well-resourced with IWBs and local area networks (LANs). Wireless networking (WLANs) has seen significant resourcing with half of schools now being well-resourced. Digital content 53% under-resourced Laptop provision 47% under-resourced Access to ICT The majority of schools now have good access to computers and the internet for both teachers and pupils. However, computer and internet access for pupils continues to fall behind that of access for teachers, as well as access to interactive whiteboards, which is particularly good in primary schools. Internet access for pupils 59% have good access Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 8

10 0.4 Executive summary Key facts ICT requirements While only a fifth of primary and a quarter of secondary schools have an extensive requirement for desktop computers in the current year, the percentage increases to around a third for laptop computers. There is an extensive requirement for digital content in a third of schools up from a quarter in 2010, although a fifth of schools have no requirement, which is a significant increase than seen in recent years. Internet bandwidth requirements are generally increasing, with a quarter of secondary schools indicating an extensive requirement, compared to fewer than in Demand in primary schools is less significant, but it remains the case that a fifth of primary schools have an extensive requirement. All schools Laptop computers 34% extensive requirement Internet bandwidth 22% extensive requirement ICT usage and training requirements By 2012/13 nearly half of all schools anticipate more than of pupil-time being exposed to teaching and learning using ICT. About note that nearly 100% of all pupil-time will involve exposure to ICT. Training requirements in the use of learning platforms remains very high in primary schools, with 70% indicating that more than half of teachers require training. Demand for training in secondary schools is declining in comparison. Pupil-time exposed to ICT almost 100% exposure by % indicate more than of teachers require training up from 27% in 2010 Training requirements in using digital content by teachers is higher in secondary schools, where 5 of ICT leaders indicate more than half of teachers require training. In primary schools demand is lower, but remains significant. Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 9

11 VOLUME I Opinions and Trends Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 10

12 1.1 Funding and organisational changes Key facts In previous years this research project has concentrated on delivering trend data on key views and opinions from ICT leaders, so comparisons can be made with previous years findings. While this remains the focus of the research, the new political and funding landscape has raised a number of issues and this research project provides the opportunity to engage with ICT leaders on these matters. All schools Policy awareness 56% unaware of Govt. ICT policy The summary of findings in Table 1.1 clearly shows the impact that the changes in policy and funding already announced are having on the support and investment decisions that schools are planning. The headline concern is that over half of secondary schools and 63% of primary schools are unlikely to be able to maintain ICT investments in 2012/13, after around a third of all schools have downgraded their ICT investment plans since September One area of spending most likely to be impacted is both teacher and pupil computer purchases, along with wholeclass ICT hardware provision. Downgrading ICT investments 59% say at least some downgrading of ICT investment since Sept 2010 Table 1.1 Summary of funding and organisational changes ICT downgrade impact 21% say downgrade will impact whole-class ICT / Govt. ICT policy towards ICT is clear and going in the right direction. 1% We are having to significantly downgrade our ICT investments since that planned in % 39% Our downgrade in ICT investments is going to impact on our ability to purchase PCs for use by pupils. 18% 24% Our school will be at least unlikely to maintain planned ICT investments for 2012/13. 63% 52% The subject most likely to benefit from any additional ICT funding in 2012/13 is English. 34% 28% 2012/13 ICT investment 58% unlikely or will definitely not be able to maintain ICT investments Subject benefitting 31% indicate English benefitting from additional ICT funding Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 11

13 1.1.1 Government policy towards ICT in schools Key facts In July 2011, ICT leaders were asked to provide a view of the current Government s policy towards ICT in schools. Chart records responses based on a predefined selection. Over half of all ICT leaders in schools questioned that there is any current Government policy for ICT in schools. It is interesting to note that a higher percentage of secondary schools hold this view given that this section of the community often requires a full-time ICT position as opposed to many ICT leaders in the primary sector being classroom teachers and having less time to follow policy issues. Those ICT leaders with a view on Government policy towards ICT in schools generally have a negative view. The main concern for this group is that although they know of the policy, it remains unclear. school ICT leaders with a view are almost three-times as likely to indicate that policy is going in the wrong direction as the right direction. Overall, only a fifth of primary and 12% of secondary schools feel that policy is going in the right direction. 52% not aware of ICT policy 28% policy going in the wrong direction 59% not aware of ICT policy Chart % 52% What do you think of the current Government s policy towards ICT in schools? English schools only 59% 29% policy going in the wrong direction 30% 23% 29% 0% What policy? 11% Unclear, but looks on right path Unclear, but going in wrong direction 1% 0% Clear and on the right path Clear and going in the wrong direction Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 12

14 1.1.2 Downgrading of planned ICT investments Key facts In the 2010 survey an assessment was made on changes to ICT policies and procurement due to the closure of Becta and the scrapping of the Harnessing Technology grant. At this point schools were not aware of what their 2011/12 budgets would be, or what procurement would take place. With this in mind a new question was added to the 2011 survey which aimed to discover if schools were downgrading previous ICT investments for 2011/12. Chart records over a quarter of primary and almost of secondary ICT leaders indicating that ICT investment plans have been downgraded significantly since September A further quarter of schools indicate that there has been a small downgrade, while of primary schools indicate that planned investments from September 2010 have been upgraded. schools are unlikely to indicate that investments are more than expected in September % significantly downgrading their ICT investments planning to invest more than expected Chart % 28% 2 Compared to expectations in September 2010, have you now had to downgrade your planned ICT investments for 2011/12? English schools only 39% 23% 28% 34% 27% 6% 39% significantly downgrading their ICT investments 6% planning to invest more than expected 0% Yes, significantly Yes, but only a little No, it is the same as expected No, it is more than expected Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 13

15 Teacher and other staff PCs PCs used by pupils Whole-class ICT Network infrastructure Broadband and internet services System software Digital content Learning platforms Impact of reduction in ICT investments Key facts As a follow-on to the question as to whether ICT investments are being downgraded from previous expectations, schools were asked to identify the investment areas most likely to be impacted in 2011/12. Chart records the key classifications and identifies that PCs used by pupils is a key area where investment is being negatively impacted. Across primary schools curriculum software and digital content, as well as whole-class ICT, is being impacted by a downgrade in planned ICT investments, while there is little pressure on broadband or system software. schools are more likely to identify network infrastructure (such as new servers) as being impacted. While pressure on system software is higher than in primary schools, it remains relatively low when compared to other categories. 24% indicate whole-class ICT being impacted 18% indicate PCs used by pupils being impacted Chart If you do have to change your ICT investments in 2011/12, what areas are most likely to be negatively impacted? English schools only 24% 24% 24% indicate PCs used by pupils being impacted 14% 17% 18% 18% 16% 16% 12% 13% 18% indicate whole-class ICT being impacted 6% 4% 4% 7% 7% 0% Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 14

16 1.1.4 Maintaining ICT investments in 2012/13 Key facts A key question for all state schools is whether there will be the ability to maintain planned ICT investments in 2012/13. Only a small percentage of schools indicate being unsure of likely changes to ICT investments in 2012/13. Compared to views expressed in the 2010 survey, fewer primary schools indicate that investments can probably be maintained, with the shift moving towards being unlikely. In the case of secondary schools there has been a shift in the percentage indicating being unlikely to be in a position to maintain ICT investments to those indicating that investments will definitely not be maintained the following year. For example, in the 2010 survey only 7% of secondary schools indicated definitely not being able to maintain investments in the following year. This has risen to 28%. 63% unlikely or definitely unable to maintain ICT investments up from 42% 52% unlikely or definitely unable to maintain ICT investments up from 48% Chart Do you think that you will be able to maintain your planned ICT investments for 2011/12? All UK schools 4 42% 44% 3 30% 2 31% 24% 19% 28% 0% 1% 1% Definitely Probably Unlikely Definitely not Not sure Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 15

17 English/literacy Maths/numeracy Sciences Humanities Arts/design ICT Other Additional ICT funding focus in 2012/13 Key facts The last question in this section asked ICT leaders to identify the key subjects in which any hypothetical additional ICT funding in 2012/13 for classroom ICT or digital content may be directed. English and literacy topped the preferences in primary schools, with the next most likely area to invest being maths and numeracy. While secondary schools are interested in investing in English and literacy, it is unlikely that investments would be made in maths and numeracy. It is more likely that secondary schools would invest in the sciences and ICT. 34% would focus funding on English 14% would focus funding on ICT Chart % If you had some extra funding for classroom ICT or digital content, in which subject would you most likely invest? (limited to subject list below) All UK schools 28% would focus funding on English 30% 2 0% 28% 23% 8% 14% 26% 11% 2% 1% 6% 14% 24% 3% 6% 24% would focus funding on ICT Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 16

18 1.2 Views on ICT provision Key facts Since the start of this research programme in 1997, market indicators have shown rapid increases in ICT infrastructure levels across the majority of schools. A key issue is to determine whether schools consider that they are now well-resourced with core technology to make use of ICT and what new technologies are still required. The response to resource levels is subjective in that, although ICT provision has been increasing year-on-year, it is not always the case that schools consider there to be an improvement in provision due to changing expectations. The results for each category are contained with sections to Table 1.2 outlines the percentage of schools that believe that they will remain underresourced with ICT by All schools Under-resourced by 2013 top three ranking 53% digital content 47% laptop computers Table 1.2 Under-resourced with ICT by category by 2013 / 44% learning platforms Desktop computers 28% 23% Laptop computers 48% 4 LANs 17% WLANs 42% Broadband connectivity 29% 3 Digital content 49% 56% Interactive whiteboards 12% 27% Learning platforms 49% 39% Peripherals 44% 33% Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 17

19 1.2.1 Desktop computer provision Key facts In 2007, fifty-six percent of primary ICT leaders indicated being well-resourced with desktop computers, compared to 32% in The relative impression worsened in 2008 and 2009, although the percentage has now increased to its highest level at 67%. With a further 9% indicating being well-resourced by 2011, there are significantly fewer primary schools than two-years ago that consider themselves under-resourced with desktop computers. The trend in improvements in desktop computer provision also shows an increase after a small reduction in The 2011 results indicate an above-average trend increase to 70%, with the prospect of a further being well-resourced by This leaves only a quarter of secondary schools likely to be under-resourced with desktop computers after % well-resourced + more will be wellresourced by % will continue to be under-resourced Chart Well-resourced with desktop computers 7 70% 6 60% % 49% 43% Log. () % 41% % 2006 Log. () 51% 43% % 56% % 52% 57% % 67% % 70% 58% % well-resourced + more will be wellresourced by will continue to be under-resourced Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 18

20 1.2.2 Laptop computer provision Key facts While the percentage of schools considering themselves to be well-resourced with laptop computers has increased significantly, there continues to be a large proportion that consider themselves to be under-resourced. The last two years have shown above-trend increases with a previously high percentage indicating that there would be better provision in This situation has not been realised by some schools. By 2013 half of schools will continue to be under-resourced. This relatively poor performance is not just due to absolute provision but also to the relative experiences of schools. Many schools maintain Windows XP laptops that are now relatively old. Some decided to maintain these devices rather than replace them as a proportion of schools were not encouraged to replace with Windows Vista versions. Many teachers now consider this provision to be inadequate. The large shift in opinion in 2010 and the expected improvement in 2013 are due in part from increased purchasing plans prompted by the introduction 44% well-resourced +8% more will be wellresourced by % will continue to be under-resourced of Windows 7. Chart Well-resourced with laptop computers % 2 7% 8% Log. () 21% 18% 14% 11% Log. () 29% 27% 23% 18% 43% 44% 36% 41% 34% 29% 27% well-resourced + more will be wellresourced by will continue to be under-resourced 0% Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 19

21 1.2.3 LAN provision Key facts One area where the majority of primary schools at least consider themselves adequately-resourced is in the provision of fixed network infrastructure. There has been a steady improvement in those indicating being well-resourced; however, in 2008 the percentage dropped back to levels found in 2005 and At this stage it was considered that the introduction of additional teacher laptops, centralised information management systems and learning platforms resulted in a shortage of fixed network connections. The 2010 and the new 2011 results show that primary schools are now recording a significantly more positive view on LAN provision. 7 well-resourced +8% more will be wellresourced by 2013 As internet connectivity becomes increasingly important, so does the need to ensure that all areas are covered in the LAN loop. Therefore, expectations of what is required change, even as more provision is made available. Lack of fixed network infrastructure will continue to be a significant issue for around of secondary schools by % will continue to be under-resourced Chart Well-resourced with LANs 80% 70% Log. () Log. () 67% 82% 7 74% 66% 82% well-resourced 60% 30% 47% 32% 51% 43% 41% 42% 53% 48% 51% 49% 58% 57% 59% 49% 54% +3% more will be wellresourced by 2013 will continue to be under-resourced Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 20

22 1.2.4 WLAN provision Key facts In 2010 there were rapid above-trend increases in those feeling well-resourced with WLANs (predominantly Wi-Fi coverage). There was an expectation that improvements would continue into 2011; however, the results indicate that this has not been the case. Even so, more than half of primary schools are now wellresourced, with a further 7% indicating being well-resourced by Although the percentage of secondary schools indicating being well-resourced is lower at 51%, it needs to be remembered that the WLAN needs of secondary schools can be far more significant than for primary schools. A secondary school may have complete wireless coverage of all classrooms for staff access, but have limited flexibility to add student laptops to the network. These schools may consider provision to be inadequate. In comparison, primary schools with a single hotspot in the staff room for teachers to use may consider themselves wellresourced. The expectations of a WLAN will continue to change as adoption and expansion of mobile devices continues. 53% well-resourced +7% more will be wellresourced by 2013 will continue to be under-resourced Chart Well-resourced with WLANs Log. () Log. () 41% 52% 53% 46% 51% 51% well-resourced 30% 27% 26% 28% 27% 38% +7% more will be wellresourced by % % 1% % % 6% % 12% 9% % % will continue to be under-resourced Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 21

23 1.2.5 Broadband connectivity Key facts For both primary and secondary schools the levels of provision have been steadily increasing since 2001, while the views on whether provision is adequate have varied over the period. 6 well-resourced Chart shows the variation in opinion over the trend curve. In the case of secondary schools there were positive views of provision until 2005 when nearly 70% were well-resourced. The percentage dropped to 46% as network traffic placed new pressures on bandwidth, which although increasing was not keeping pace with demands. Since then there have been relatively limited increases in the percentage feeling well-resourced. Views in primary schools remain below trend and by 2013 around a third of all schools indicate that under-resourcing of broadband bandwidth will continue. +6% more will be wellresourced by % will continue to be under-resourced Chart Well-resourced with broadband connectivity 80% 7 70% 6 60% Log. () 59% 52% 54% 51% 48% 38% Log. () 71% 69% 64% 62% 56% 54% 60% 46% 58% 48% 68% % 57% well-resourced +8% more will be wellresourced by will continue to be under-resourced 30% Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 22

24 1.2.6 Digital content provision Key facts Since 2005 this survey has tracked the provision of digital content. Unlike other product classifications in this report digital content resourcing has varied greatly over time and between school types. Significantly more primary ICT leaders now indicate being well-resourced (38% - up from 11% in 2005). In addition, a further 13% indicate being well-resourced by 2013, leaving fewer than half continuing to be under-resourced, which is significantly less than seen only a few years ago. In comparison, fewer secondary schools than in 2005 consider themselves to be well-resourced with digital content. Although there has been a sharp upward shift in views between 2009 () and 2011 (34%), it remains the case that currently two-thirds feel comparatively under-resourced with digital content. Although more schools suggest being well-resourced by 2013, it remains the case that over half of secondary schools consider themselves to be under-resourced with digital content. 38% well-resourced +13% more will be wellresourced by % will continue to be under-resourced Chart Well-resourced with digital content 4 44% 3 30% 2 Log. () 36% 31% 29% Log. () 24% 24% 31% 32% 38% 34% 34% well-resourced + more will be wellresourced by 2011/12 21% 19% 11% % will continue to be under-resourced Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 23

25 1.2.7 Interactive whiteboard provision Key facts Since 2005 the survey has also tracked the provision of interactive whiteboards (IWBs). In comparison to digital content, a higher percentage of schools indicate being well-resourced with this technology. By 2013 it is estimated that 90% of primary and 80% of secondary schools will consider themselves well-resourced with IWBs. This still leaves 30% feeling under-resourced. Out of all the categories of ICT provision identified in the research, it is most likely for schools to be well-resourced with IWBs; however, the outlook for 2013 suggests that little will change over the period. 8 well-resourced +3% more will be wellresourced by 2011/12 12% will continue to be under-resourced Chart Well-resourced with IWBs 90% 80% 70% 7 72% 77% 87% 64% 8 73% 73% well-resourced 60% 57% 49% 43% +0% more will be wellresourced by 2011/12 30% 33% 2 24% 18% Log. () Log. () % will continue to be under-resourced Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 24

26 1.2.8 Learning platform provision Key facts One of the key remaining categories of ICT provision to be analysed is learning platforms. Since tracking commenced in 2005 it is clear from Chart that while almost no primary school was well-resourced in 2005, the picture in 2011 has improved significantly. Most notable has been the increase between 2008 and 2010, where those indicating being well-resourced doubled to 42%. The improvements in provision required by primary schools were set to increase significantly by 2012, when a further 28% suggested they would be well-resourced. The latest findings indicate that the position has not improved, with only a further 2% indicating being well-resourced. This leaves almost half of primary schools being under-resourced in learning platform technology. The position of secondary schools is also stabilising, with 52% currently feeling well-resourced. A further 30% had expected to be in this position by 2012, leaving fewer than a quarter under-resourced by 2012; however, movement is limited to. This suggests that schools have re-assessed their view on learning platforms over the last year. 44% well-resourced +7% more will be wellresourced by % will continue to be under-resourced Chart % Well-resourced with learning platforms Log. () Log. () 42% 34% 47% 52% 44% 52% well-resourced +9% more will be wellresourced by % 21% 21% 12% 13% 9% 11% 3% 1% % will continue to be under-resourced Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 25

27 1.2.9 Peripherals provision Key facts Along with desktop computer provision, a good indication of the general status of ICT provision in a school is to review the provision of peripheral items. Peripherals include printers, scanners, digital cameras and other items that combine with a computer to add functionality, such as voting devices and data-logging equipment. There has been little change in view over the last year and expectations for 2013 are limited. Half of primary schools indicate being broadly well-resourced with peripheral technologies. A further 3% will be well-resourced by 2013, leaving 44% under-resourced. The position in secondary schools is better, although again there is limited movement compared to previous years. 53% well-resourced +3% more will be wellresourced by % will continue to be under-resourced Chart Well-resourced with peripherals 60% % 2 Log. () Log. () 57% 51% 48% 42% 43% 38% 37% 36% 32% 28% 30% 27% % 53% 59% well-resourced + more will be wellresourced by % will continue to be under-resourced Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 26

28 1.3 Access to ICT Key facts The following section relates to access of computers in schools for teachers and pupils. No criteria were set to gauge what is considered good access or little access and consequently responses are subjective. The results in Table 1.3 suggests that by 2013 there will remain a significant number of schools that provide little or limited access to computers for pupil use, while only a few primary schools indicate that there is little access to IWBs. Sections to record the trends over time. All schools Levels of only adequate or little access by 2013 top three rankings 44% computer access for pupils 41% access to digital content 39% internet access for pupils Table 1.3 Only adequate or little access by 2013 / Computer access for teachers 38% 3 Computer access for pupils 43% 4 Internet access for teachers 16% 26% Internet access for pupils 38% IWB access 6% 42% Digital content access 36% 4 Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 27

29 1.3.1 Computer access for teachers Key facts In section there is an indication that a large proportion of primary schools are under-resourced with laptop computers. In terms of access for teachers the majority of schools record good access. In this respect it is likely that while teachers have good access to computers there is an issue over the suitability (type, age or specification) for some schools. Chart shows that there were rapid improvements up until Since 2008 this positive view has been deteriorating. Responses from secondary schools are more consistent, with a third indicating that teachers have little or only adequate access to computers the same as in % good access -6% fewer will provide good access by % will continue to offer poor access by 2013 Chart Good computer access for teachers 8 80% 7 70% 6 60% % 53% % % % 53% % 59% % 64% 82% 68% Log. () % 66% % 71% 70% 64% 68% 68% Log. () % good access -3% fewer will provide good access by will continue to offer poor access by 2013 Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 28

30 1.3.2 Computer access for pupils Key facts Pupil computer access also improved until 2007, when three-quarters of primary school ICT leaders indicated pupils having good access to computers. Since 2007 there has been a decline in positive views held, with only 62% of primary schools indicating good access to computers by pupils. There is some indication that the demands of personalised learning and learning platforms are changing the way in which primary schools use computers. There is recognition that computer access for pupils and teachers may no longer be suitable for some. Computer access for pupils in secondary schools improved until 2003; since then, and until 2008, the view has remained relatively static. This is likely to be due to the perception of needs as opposed to an actual reduction of provision, considering that schools are continuing to increase their number of computers. 62% good access - fewer will provide good access by % will continue to offer poor access by 2013 Chart Good computer access for pupils 7 70% 6 60% 5 59% 54% 57% 61% 67% 7 68% 63% 5 63% 6 62% 60% 60% good access -3% fewer will provide good access by % 42% 46% 48% 48% 49% 4 will continue to offer poor access by Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 29

31 1.3.3 Internet access for teachers Key facts Internet access is now available to every primary school and as the number of computers connected to the internet increases, so do access levels for teachers and pupils. In 2003, 63% of primary schools provided good access levels to teachers. This increased to 88% in 2008 and remains relatively static at this level. Few primary schools now consider that they offer little access to the internet for teachers compared to 17% in Chart shows that up until 2008 there was a steady and significant increase in the percentage of secondary schools recording good internet access for teachers. The 2010 results suggested a drop in those indicating good access which has continued into The introduction of learning platforms and increased embedding of ICT into the curriculum may be having an impact on the level of internet access required by teachers. 86% good access -2% fewer will provide good access by % will continue to offer poor access by 2013 Chart Good internet access for teachers 90% 8 80% 7 70% 70% 73% 76% 70% 86% 76% 88% 82% 89% 79% 88% 7 86% 76% 76% good access -2% fewer will provide good access by % 63% 58% 59% 66% 26% will continue to offer poor access by Log. () Log. () Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 30

32 1.3.4 Internet access for pupils Key facts Internet access for pupils showed significant increases from 2001 (30% with good access) to 2006 when three-quarters of primary schools recorded good internet access for pupils. Since then there has been a steady move to only indicating adequate access. While it is known that networking infrastructure and pupil computer access has physically improved over this period, the change in sentiment reflects the increased demands which are being placed on existing hardware and broadband connectivity. A similar but less significant trend is also occurring in secondary schools. In 2008 nearly three-quarters of all secondary schools indicated good internet access for pupils. This has now declined to 57% - although only 4% indicate that there is little access. The situation is unlikely to change significantly by % good access +3% more will provide good access by 2013 more will continue to offer poor access by 2013 Chart Good internet access for pupils 7 70% 73% 70% 73% 60% good access 6 60% % % 52% % % 58% 63% Log. () % % 64% 60% 60% % 5 Log. () % % more will provide good access by % will continue to offer poor access by 2013 Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 31

33 1.3.5 Availability of interactive whiteboards Key facts Rapid provision of interactive whiteboards has resulted in the majority of primary schools now being well-resourced (see section 1.2.7). In 2006, around a third of primary schools indicated that teachers always have access to this technology. Good access improved to 93% in 2010 and has remained relatively static at 92% in By 2013 only 6% of primary schools expect interactive whiteboard availability to be poor. schools were generally slower to adopt the use of interactive whiteboards (although many provided access to data projectors as an alternative). Only 56% of secondary schools indicate interactive whiteboards always being available, with a further 38% of ICT leaders indicating that the technology is generally available. This leaves 6% suggesting that the technology is rarely available or not applicable to needs. By 2013 it is estimated that 36% of secondary schools will continue to consider their access to IWBs as poor. 92% good access +2% more will provide good access by % will continue to offer poor access by 2013 Chart % 90% 80% 70% 60% 30% 21% 13% Interactive whiteboards always available 36% 44% 22% 79% 33% 87% 49% 93% 92% 5 56% 56% good access +8% more will provide good access by % will continue to offer poor access by % Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 32

34 1.3.6 Availability of digital content Key facts Section of this report identified the under-resourcing of digital content across primary schools. This section of the report confirms this position with fewer ICT leaders indicating that digital content is always available. In 2008 more than half of schools indicated that these resources were always available increasing to 58% after declining to 46% in Just more than half of primary schools now indicate good access, although the level is expected to increase to almost two-thirds of primary schools by In 2005, only 9% of secondary school ICT leaders indicated that digital content was always available to teachers. This improved to a third of secondary schools by The 2011 results suggest that the upward trend in good availability is continuing, although it remains the case that half of respondents continue to record that digital content is only adequate. By 2013 the level of high availability and good access is expected to improve and only of schools are expected to indicate that digital content access is rarely or never available. 5 good access +9% more will provide good access by % will continue to offer poor access by 2013 Chart Digital content always available 60% 58% 54% 54% 5 48% 4 46% 43% 31% 32% 30% 29% 18% 13% 9% Log. () Log. () 0% % good access +7% more will provide good access by will continue to offer poor access by 2013 Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 33

35 1.4 ICT requirements Key facts Prior to providing the information about the actual number of computers available (see VOL II), respondents were asked to indicate school requirements for ICT by the end of the respective financial year. With responses from 2003 onwards, comparisons can be made with the latest views from ICT leaders in primary schools. Section 1.2 of this report identified the percentage of schools currently underresourced with a range of technologies. In this section ICT leaders were also asked to identify their current requirement for each of the technologies. It is not always the case that under-resourcing results in a current requirement for provision. Sections to provide an indication of where schools have the most extensive need for provision within the current financial year (i.e. by April 2012). In addition, they also identify the percentage of schools that have no requirement for additional provision of the selected technologies. All schools No requirement by end of financial year internet bandwidth 2 desktop computers 11% laptop computers Table 1.4 No requirement by April 2012 / Desktop computers 29% / Laptop computers 9% / 12% Network infrastructure 3 / 18% Internet bandwidth 39% / 41% Digital content 22% / 17% Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 34

36 1.4.1 Desktop computer requirements Key facts Section of this report identified that 28% of primary and 2 of secondary schools will be under-resourced with desktop computers by ICT leaders were also asked to identify their current requirement for desktop computers by the end of the financial year (April 2012). Although there have been significant fluctuations in the level of requirement for desktop computers over the years, Chart shows that the level of extensive requirement has been on a downward trend. Results for extensive requirement by April 2011 are below trend i.e. more schools have an extensive requirement. The results indicate that there is additional pressure for both primary and especially secondary schools to purchase additional desktop computers after a period where there was less of a requirement for new or replacement provision. 19% extensive requirement 52% some requirement 29% no requirement Chart % % 17% Extensive requirement for desktop computers 27% 13% 2 16% 16% 14% 28% 19% 22% 17% 16% 12% 2 19% 9% 8% Log. () Log. () extensive requirement 5 some requirement no requirement Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 35

37 1.4.2 Laptop computer requirements Key facts Section of this report identified that 48% of primary and 4 of secondary schools will be under-resourced with laptop computers by ICT leaders were also asked to identify their current requirement for desktop computers by the end of the financial year (April 2012). Although there has been significant purchasing of laptop computers within primary schools over recent years, Chart shows that the level of extensive requirement remains broadly the same. Around a third of primary schools have an extensive requirement for laptop computers within the current financial year. In the past, extensive requirements across secondary schools have ranged from 14% to nearly 28%. The latest results for requirements by 2012 indicate that demand is rising even though schools are indicating reduced purchasing of this hardware. 32% extensive requirement 59% some requirement 9% no requirement Chart % 36% 34% 32% 30% 28% 26% 24% 22% % 37% Extensive requirement for laptop computers % 24% % % % 22% % % 27% 37% 3 32% 30% Log. () Log. () % 32% % extensive requirement 51% some requirement 12% no requirement Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 36

38 1.4.3 Network infrastructure requirements Key facts Although a relatively low percentage of schools record being under-resourced in fixed networking, the percentage with low provision of wireless networking is higher. This section reviews the requirement for all networking infrastructure requirements and shows that over a fifth of schools have an extensive requirement within the current financial year. Chart shows that this level is historically high. The additional requirements are mostly driven by WLAN requirements, although some schools continue to express extensive requirements for LANs. 2 extensive requirement some requirement 3 no requirement Chart % 2 Extensive requirement for network infrastructure Log. () Log. () 26% 2 23% 21% 26% extensive requirement 56% some requirement 18% 17% 18% no requirement 12% 11% 9% 13% 9% 13% 11% 7% Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 37

39 1.4.4 Internet bandwidth requirements Key facts Although broadband speeds have increased significantly over the years, demand for bandwidth has also increased as teachers and pupils make increasing use of online resources. Chart shows that the need for extensive bandwidth requirements across primary and secondary schools has been increasing since While 6 of primary schools are currently well-resourced with broadband connectivity it remains the case that nearly a fifth have extensive requirements, while a further 42% have at least some requirement for additional bandwidth by April The position across secondary schools is greater with a quarter of ICT leaders indicating an extensive requirement. While secondary schools are more likely to indicate an extensive requirement for laptop computers, the need for 19% extensive requirement 42% some requirement 39% no requirement internet bandwidth is greater than for desktop computers or network infrastructure. Chart Extensive requirement for internet bandwidth 2 Log. () Log. () 22% 2 extensive requirement 18% 19% 34% some requirement 13% 16% 13% 14% 13% 16% 14% 41% no requirement 8% 9% 9% 8% Copyright BESA 2011 ICT in UK Schools: VOL I Edition w. 38