Innovative Classroom Practices Using ICT in England
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1 INTRODUCTION Innovative Classroom Practices Using ICT in England Sue Harris Alison Kington
2 Published in November 2002 by the National Foundation for Educational Research, The Mere, Upton Park, Slough, Berkshire SL1 2DQ National Foundation for Educational Research 2002 Registered Charity No ISBN
3 INTRODUCTION CONTENTS Acknowledgements i Research Summary ii CHAPTER 1: INTRODUCTION Background SITES M2 aims Methodology This report 3 CHAPTER 2: NATIONAL AND INDIVIDUAL CONTEXTS FOR THE CASE STUDIES IN ENGLAND National contexts The individual school innovations and their contexts Primary Primary Primary Secondary Secondary Secondary 3 7 CHAPTER 3: INNOVATIVE PEDAGOGY USING ICT Innovations which promote the involvement of others outside the physical classroom Innovations which changed interactions within the classroom Other impacts on students Implications for schools 16 CHAPTER 4: THE SITES CASE STUDIES IN ENGLAND Case Study Primary 1: 19 Windmill Primary School All-day access to their own PC for each pupil in Year Curriculum content, goals and assessment Kinds of technology and ways they are used Teacher practices and outcomes Student practices and outcomes Case Study Primary 2: 25 Woodford Junior School Writing for a real purpose: communication by between ten-year-olds and employees at a mobile phone factory Curriculum content, goals and assessment Kinds of technology and ways they are used Teacher practices and outcomes Student practices and outcomes 27
4 4.3 Case Study Primary 3: 30 Moorcroft Primary School Challenge 2000: an Internet-based resource for stimulating cooperative group work including cross-curricular research, problem-solving and cultural awareness Curriculum content, goals and assessment Kinds of technology and ways they are used Teacher practices and outcomes Student practices and outcomes Case Study Secondary 1: 36 Highgrove High School Turning potential into performance : using a database to record, monitor and set targets for student performance throughout a secondary school Curriculum content, goals and assessment Kinds of technology and ways they are used Teacher practices and outcomes Student practices and outcomes Case Study Secondary 2: 41 Coleridge College A two-year on-line course leading to accreditation in ICT at Curriculum content, goals and assessment Kinds of technology and ways they are used Teacher practices and outcomes Student practices and outcomes Case Study Secondary 3: 46 Belgrove High School Using video-conferencing to improve English students conversational skills in French in Year Curriculum content, goals and assessment Kinds of technology and ways they are used Teacher practices and outcomes Student practices and outcomes 49 Concluding remarks 50 GLOSSARY 51 APPENDICES 56 APPENDIX I: Research methodology National panel School selection Selection criteria Innovative practices The school selection process Data collection Data analysis and reporting 62
5 INTRODUCTION APPENDIX II: A sample from the innovation teacher to his class at Windmill Primary School 63 APPENDIX III: The BITC evaluation of the epals project: pupils self-ratings on skills and attitudes before and after the project at Woodford Junior School 64 APPENDIX IV: One of the monthly stages in Challenge 2000 used at Moorcroft Primary School 69 APPENDIX V: The use of the student tracking database in Highgrove High School 75 APPENDIX VI: Typical questions for one of the weekly Year 11 video-conferencing sessions at Belgrove High School 76 APPENDIX VII: Quantitative evidence from other research concerning the impact of video-conferencing on student achievement in Year 11 at Belgrove High School 77 PHOTOGRAPHS
6 Innovative Classroom Practices using ICT in England
7 ACKNOWLEDGEMENTS INTRODUCTION ACKNOWLEDGEMENTS We would like to express our thanks to all those who have contributed to the data collection, analysis and reporting which forms the basis for this national report: the teachers and headteachers, students and their parents, and LEA staff who gave freely of their time during our data collection members of the National Steering Group for their assistance and guidance throughout the course of the study Seamus Hegarty, Director of NFER, for his support for the project Robert Kozma, the international study director based at SRI International, California and colleagues in other countries who contributed to the international effort Barbara Lee, Marilyn Leask and Sunita Bhabra, who formed part of the national research team Peter Rudd and Ruth Carim, for their helpful comments on the draft report Pauline Pearce and Effie Sudell for providing secretarial assistance Mary Hargreaves, who prepared the layout, Nicolle Thomas, who designed the cover, and Wendy Tury, who coordinated the publication of the report. Finally, we are grateful to the schools and parents who granted permission for photographs of students involved in the innovations to be included in this report. i
8 Innovative Classroom Practices using ICT in England RESEARCH SUMMARY The Second Information Technology in Education Study (SITES) was organised by the International Association for the Evaluation of Educational Achievement (IEA) and was designed to collect and disseminate information about the use of information and communication technologies (ICT) in schools. Part of the study was concerned with collecting data concerning innovative pedagogical practices using ICT by means of qualitative methods: case studies within schools. Importantly, national research centres were directed by the study coordinators to select examples of innovative practices using technology, as opposed to examples of practices using innovative technology. This selection criterion was intended to ensure that the practices studied had a high chance of being sustained in the original institutions and also of being transferred into other institutions. England was one of more than 40 countries that participated in this aspect of the SITES research. Within England, six different innovations were studied: three within primary schools and three within secondary schools. The innovations within primary schools were: All-day access to their own PC for each pupil in Year 6 Writing for a real purpose: communication by between ten-yearolds and employees at a mobile phone factory Challenge 2000: an internet-based resource for stimulating cooperative group work with a focus on cross-curricular research, problem-solving and cultural awareness in Year 6. The innovations within secondary schools were: Turning potential into performance : using a database to record, monitor and set targets for student performance throughout a secondary school A two-year on-line course leading to accreditation in ICT at 16+ Using video-conferencing to improve English students conversational skills in French in Year 11. The research involved interviews with school staff, students and parents together with examination of school documents and observations of lessons. Collectively, the case studies revealed a number of positive impacts on the students that participated in the innovations, including: Improved motivation Improved presentation of work, as a result of using ICT more Increased ability to work independently Increased ability to organise their own work (i.e. prioritise) ii
9 RESEARCH INTRODUCTION SUMMARY Enhanced social skills/confidence in communicating with others outside their school and family circles Increased confidence, self-esteem and self-discipline Improved attendance at school Improved group working and cooperative skills Improved ICT skills Increased responsibility for their own learning, which was seen as useful preparation for further study in secondary school/further education/ higher education. The teachers involved in the innovative practices in both primary and secondary schools reported that their classroom practice had become less didactic and their role within the classroom had become more that of a guide or facilitator, able to offer one-to-one support to individual students as required. Although the practices within the six schools were very different, they illustrate two main ways in which classroom practice can change as a result of utilising ICT: Involving others outside the physical classroom in learning/social activities Changing interactions within the classroom. iii
10 Innovative Classroom Practices using ICT in England iv
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