Opinions & Trends in Educational ICT SCHOOL REPORT

Transcription

1 2007 Opinions & Trends in Educational ICT SCHOOL REPORT

2 Contents: Volume 1: Opinions and Trends Chapter Page Survey introduction 2 Publication listing 4 Key statistics and trends 5 1 Opinions Views on infrastructure and software Computer and Internet access views ICT requirements New technology provision Availability of technology to teaching staff 55 O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 E d i t i o n w w w. n e r p. o r g. u k P a g e 1

3 Survey introduction The need for independent research into UK schools and their Information and Communication Technology (ICT) has been a NERP priority for some years, and this report forms part of an on-going programme to investigate the market. Recent developments in technology and Government policy on ICT in education are not only having fundamental effects on teaching and learning in schools, but are impacting on the products and services provided by educational providers, whether or not they are involved with ICT. This report is the tenth in a series of annual surveys which aims to identify the provision and use of ICT in UK state schools. This year s research extends the findings from a number of ICT-related projects conducted by NERP and its partners in These include ICT in Independent Schools released in June 2007 and Personalised Learning in Schools released in August The result is a series of reports that cover much more than just the number of computers in schools. In all cases the sample values have been extrapolated to the population from which the sample was selected and refers to 23,110 primary and special schools and 4,510 secondary and specialist schools (including some secondary-level special schools), all of which form the state sector across the four UK regions. In previous years, a postal questionnaire was issued to schools to complement the newly introduced online questionnaire. The listing of ICT leader contacts on now allows us to dispense with the postal questionnaire and obtain all responses from subscribers to the National Education Research Panel (NERP) operated by C3 Education. The online questionnaire was used to collect quantitative evidence from a broad range of UK primary and secondary schools. Just over 4,200 invitations were sent to named ICT coordinators and heads of ICT employed in state schools across England, Wales, Scotland and Northern Ireland. Sampled schools Sample UK population % of NERP schools Primary ,100 29% Secondary 570 4,520 37% Total 1,368 27,620 33% O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 E d i t i o n w w w. n e r p. o r g. u k P a g e 2

4 The questionnaire attracted a response of 1,368 schools a significant increase on the 1,068 returns received in 2005 and similar to the 1,426 responses received in The sample was split between 798 primary schools and 570 secondary schools. The emphasis of the sampling in 2007 was to improve responses from secondary schools. The total of 570 from this sector is a 10% increase on the 516 responses received in In all cases those schools deemed as special needs, specialist or middle schools were allocated to the most relevant category so as to allow for a simple primary/secondary school analysis of the data. The research was conducted in June 2007 (the same period as previous surveys), with estimates for new purchases of computers referring to expenditure by April 2008, which is the end of the financial year for many schools. School data The sample provides some data on general teacher and pupil information which is compared to the national totals compiled from DfES (now DCSF) returns. The average school size in this survey was equivalent to 231 pupils compared to the national average of 226 pupils per primary school a statistically insignificant variation, which means that no weighting of results has been utilised for this variable in reference to obtaining extrapolations of the market size figures used in this report. School type Sampled pupil av. UK pupil av. Pupils/Teacher Primary Secondary The responses from secondary schools do not mirror that of the population, at 926 pupils per school from a national average of 886 pupils. Weightings have been included in the extrapolations of market size which should allow representative information, for example regarding computer numbers per school. Primary schools (including special schools with primary-age pupils) have an average of 19.0 pupils per teacher. On a UK level, National Statistics records 19.8 pupils per teacher in This suggests that the sampled schools, while similar in size to the national average, do have a slightly better teacher-pupil ratio than the UK average. For secondary schools our sample average is 13.8 pupils per teacher compared to an official figure of Once again it is notable that the ratios in our sample are generally better than achieved nationally. It must also be remembered that there are a wide range of pupil-teacher ratios across schools and that these figures are only mean values. O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 E d i t i o n w w w. n e r p. o r g. u k P a g e 3

5 Key statistics and trends Computer numbers Primary No. of desktops 496, , , , , ,800 Computers per school No. of laptops 87, , , , , ,500 Computers per school Secondary No. of desktops 695, , , , , ,400 Computers per school No. of laptops 86, , , , , ,700 Computers per school Networked computers Primary % of schools with networks 88.1% 92.0% 94.7% 96.3% 96.6% 97.2% Est. schools with networks 20,300 21,200 21,800 22,200 22,300 22,460 Est. no. of client units 347, , , , , ,000 Secondary % of schools with networks 98.5% 99.0% 99.5% 99.8% 99.8% 99.8% Est. schools with networks 4,450 4,500 4,500 4,520 4,520 4,520 Est. no. of client units 624, , ,500 1,027,400 1,117,000 1,165,000 O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 E d i t i o n w w w. n e r p. o r g. u k P a g e 4

6 Internet connections Primary % of all schools 98.4% 99.2% 99.6% 99.8% 99.8% 99.8% Connected computers 376, , , , , ,000 Units per connected school Secondary % of all schools 99.6% 99.9% 99.9% 99.9% 99.9% 99.9% Connected computers 642, , , ,700 1,046,000 1,090,000 Units per connected school Teacher confidence and competence in ICT Primary 68.4% 74.8% 70.0% 68.0% 78.1% 80.2% Secondary 54.6% 60.7% 61.9% 59.2% 60.6% 68.1% ICT budgets (excluding curriculum software) Primary Av. per school 9,600 10,140 11,460 13,020 13,830 13,980 Total est. spend 221.3m 233.4m 264.2m 300.1m 318.8m 322.9m Change m m m m m + 4.1m % change +24.7% +5.6% +13.2% +13.6% +6.2% +1.2% Secondary Av. per school 42,900 44,540 52,620 55,730 59,340 62,200 Total est. spend 193.8m 201.4m 237.8m 251.9m 268.2m 281.1m Change m + 7.6m m m m m % change +21.4% +3.9% +18.1% +5.9% +6.5% +4.8% O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 E d i t i o n w w w. n e r p. o r g. u k P a g e 5

7 Volume 1 Opinions 1.1 Views on infrastructure and software Schools continue to invest in ICT, with 56% of primary schools indicating that they are wellequipped with desktop computers, compared to 32% in % of secondary schools consider themselves to be the same position compared to a third in For laptop computers, schools continue to feel under-equipped with only 29% of primary and a quarter of secondary schools suggesting that they are well-equipped. This compares to 71% of primary and 64% of secondary schools being well-equipped with Internet access and broadband connectivity. 1.2 Computer and Internet access views 82% of primary and 68% of secondary schools provide teachers with good access to computer equipment for curriculum purposes. 86% of primary schools provide good Internet access levels to teachers 10% more schools than in Within secondary schools the growth of good Internet access for teachers has been slower; 76% compared to 70% in In 2001, 30% of primary schools indicated good pupil access to the Internet. This has now increased to 70% of schools. In 2001, 41% of secondary schools indicated that pupils had good Internet access compared to 66% in ICT requirements Approximately 8% of primary schools still require extensive investment in Internet bandwidth; however, this is 13% lower than recorded in % of secondary schools have no additional requirement for Internet bandwidth, compared to 38% in A third of primary and secondary schools have an extensive requirement for online curriculum software. This compares to 35% and 33% respectively with an extensive requirement for laptop computers. 1.4 New technology provision The availability of digital data projectors, interactive whiteboards and broadband Internet access are seen as the most important new technologies for both primary and secondary schools. Interactive whiteboards are of great to 72% of primary and 52% of secondary schools. In both cases this is lower than indicated in Availability of technology to teaching staff 10% of primary and a quarter of secondary schools suggest that teacher laptops for lesson planning are rarely. Even with the popularity of interactive whiteboards, a quarter of primary and a third of secondary schools indicate that provision is rarely to teachers. O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 7

8 1.1 Views on infrastructure and software Respondents (predominantly in primary and heads of ICT in secondary schools described as in this report for brevity), were asked to state their opinions on infrastructure, software provision and access to computers and the Internet. This section covers the views expressed based on our previous surveys and our latest online survey of 1,368 schools from across the UK, conducted in June In addition, a range of new hardware and software categories have been introduced, for which there is limited trend data Infrastructure levels in primary schools Previous surveys have shown rapid increases in ICT infrastructure levels in schools. A key issue is to determine whether schools consider that they are now well-equipped 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 based on changing expectations. In 2005, half of primary indicated being well-equipped with desktop computers, compared to 32% in This suggested an improving position for many schools. However, results for 2006 and 2007 suggest that considerably more primary schools now consider themselves to be well-equipped with desktops. In part, this may be due to the increasing provision of laptop computers, which are often preferred by schools. No more schools register being under-equipped - which has changed little over the last few years. Chart 1.1.1a indicating primary schools are well-equipped with desktop computers O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 8

9 A greater number of teachers from primary schools felt that their schools are only adequately or underequipped with desktop computers. Only 38% of primary teachers consider their school to be wellequipped with desktop computers. However, this is an improvement on the views held in This compares with 27% of primary school teachers considering themselves well-equipped with laptop computers. Initially, the increase in laptops purchased had little effect on the perception that primary schools were under-equipped with laptop computers. However, the results from the new survey indicate a significant improvement in perception. Chart 1.1.1b indicating primary schools are well-equipped with laptop computers Table 1.1.1a Desktop computers primary Primary % Well-equipped Adequately-equipped Under-equipped Responses from Teachers Teachers Teachers Teachers O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 9

10 The results in Table 1.1.1b show that 37% of primary schools still feel under-equipped with laptops. This may well be an indication as to their popularity and the requirement of teachers to be provided with new and high-specification devices. The results are an improvement on views held in 2001, when nearly 80% of schools suggested under-equipping of laptop computers. Table 1.1.1b Laptop computers primary Primary % Well-equipped Adequately-equipped Under-equipped Responses from Teachers Teachers Teachers Teachers One area where the majority of primary schools at least consider themselves adequately-equipped is in the provision of fixed network infrastructure. There has been a relatively consistent view since 2003, with between 43% and 49% of schools indicating well-equipped status and a further 40% being adequatelyequipped. The view of improved in In part this is due to improvements in networking which have been seen over the last year as primary schools increasingly adopted centralised management and learning solutions. Views from schools where subject teachers responded show that teachers are less likely to feel that their school is well-equipped. However, the improvement in levels of provision recorded by is mirrored by the views of primary school teachers. O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 10

11 Chart 1.1.1c indicating primary schools are well-equipped with a LAN (fixed) Table 1.1.1c Network infrastructure LAN (fixed) primary Primary % Well-equipped Adequately-equipped Under-equipped Responses from Teachers Teachers Teachers Teachers With the increasing use of wireless local area networks (WLANs) in primary schools, this year s survey requested to indicate adequacy of provision. This question was asked for the first time in A quarter of primary schools did not consider wireless networks to be applicable or relevant to their needs in This has changed to 21% of primary schools in While nearly 20% considered themselves to be well-equipped in 2006, the percentage has improved to 27% for Around 27% consider themselves to be under-equipped an improvement from the 38% of schools recorded in This suggests that with suitable resources, more primary schools will adopt O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 11

12 the use of wireless networking. A more detailed view of the use of wireless networking (and specifically WiFi networks) is recorded in the Wireless Technology in Schools Report launched by BESA and NERP in July Chart 1.1.1d indicating primary schools are well-equipped with WLANs (wireless) Table 1.1.1d Network infrastructure WLAN (wireless networks) primary Primary % Well - equipped Adequately - equipped Under-equipped Not applicable or relevant to our needs Responses from Primary schools have been purchasing significant levels of bandwidth (see Chapter 4) and an increasing number of schools consider themselves to be well-equipped. In 2001, only a third of primary schools recorded well-equipped status, compared to over 56% of schools in However, the 2006 results suggested that more demands were being made on bandwidth, with 6% fewer schools suggesting well-equipped status. This situation appears to have rectified itself with the trend in improvement continuing, with 71% of primary school indicating good provision. Chart 1.1.1e indicating primary schools are well-equipped with broadband O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 12

13 Around 3% of all sampled schools consider themselves to be under-equipped with Internet access compared to 27% in Responses from teachers suggest that there has been some improvement in provision since 2004, when teachers views were first taken into account. Table 1.1.1e Internet access and broadband connectivity primary Primary % Well-equipped Adequately-equipped Under-equipped Responses from Teachers Teachers Teachers Teachers In 2005 some additional resources were added to the list. The responses to curriculum software provision in 2005, suggested that only a quarter of teachers felt well-equipped, with a quarter suggesting underprovision. suggested a more positive position with only 10% of schools being underequipped. The difference of opinion between teachers and is significant. For the 2006 survey it was decided to split the curriculum software question into CD-ROM and online content. The results in Table 1.1.1f show that while over a third of primary considered themselves well-resourced with CD-ROM curriculum titles, only 19% recorded the same status for online curriculum content. The results for 2007 indicate more considering themselves to be well-equipped with both CD-ROM and online software and content. While indicate an improvement, results from the teacher survey suggests that there is no improvement in the provision of CD-ROM curriculum software. In part, this may be due to the trend for online content. In 2006, 28% of teachers indicated being wellequipped with online curriculum content. This position improved in 2007, with 34% indicating high levels of provision. However, a similar and significant percentage record being under-equipped. O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 13

14 Chart 1.1.1f indicating that primary schools are well-equipped with software Table 1.1.1f Curriculum software primary Primary % Well-equipped Adequately-equipped Under-equipped All curriculum software Teachers CD-ROM curriculum software Teachers Teachers Online curriculum content Teachers Teachers Given the rapid growth of provision, schools were also asked to indicate the level of provision of interactive whiteboards. In 2005 a quarter of recorded good provision levels, although a third of teachers suggested they were well-equipped. This suggested that wanted to see greater provision. The 2006 results record a dramatic shift in views from. Nearly half of responding primary ICT leaders now record being well-equipped with interactive whiteboards, with only a third recording under- O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 14

15 provision. The views from teachers have not changed as significantly as those from, with 39% suggesting good provision, compared to 34% in Chart 1.1.1g indicating primary schools are well-equipped with IWBs This trend is continued in 2007, with three-quarters of indicating schools are well-equipped with interactive whiteboards, with only 10% indicating under-provision. This compares to half of surveyed teachers considering provision to be good. For this group of respondents, a third remain under-equipped. Table 1.1.1g Interactive whiteboards primary Primary % Well-equipped Adequately-equipped Under-equipped Responses from Teachers Teachers Teachers Interactive whiteboards require the provision of a digital data projector to function. However, data projectors are of use without interactive whiteboards and some schools like to make use of projectors with a suitable screen. The latest survey suggests that around 62% of primary schools are well-equipped, with a further 24% being adequately-equipped. This is a significant improvement on 2006 results, which indicated only 42% of primary schools being well-equipped. Chart 1.1.1h indicating primary schools are well-equipped with data projectors O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 15

16 Surveyed teachers also indicate an improvement in provision, with more than half indicating good provision in 2007 compared to only a third in This still leaves a quarter of schools where teachers feel under-equipped with digital data projectors. Table 1.1.1h Digital data projectors primary Primary % Well -equipped Adequately -equipped Under -equipped Responses from Teachers Teachers Also new for 2006, was the inclusion of views on the resourcing of peripheral items such as printers, scanners and digital cameras. While many schools record being well-equipped with fixed networking and broadband connectivity, only a quarter of primary schools in 2006 suggested being well-equipped with peripheral items. In the case of teacher responses, nearly two-thirds were adequately-equipped and only 12% under-equipped. From an ICT leader s perspective, more schools are under-equipped. The 2007 results indicate an improvement, with over a third of indicating being well-equipped and fewer being under-equipped. However, the views of teachers have changed little over the last year. Chart 1.1.1i indicating primary schools are well-equipped with data peripherals Table 1.1.1i Peripherals (scanner/printers/camera etc ) primary Primary % Well - equipped Adequately - equipped Under - equipped Responses from Teachers Teachers O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 16

17 The 2006 survey also took the opportunity to glean responses from for two additional technologies: namely caching solutions and VLE systems. The provision and use of VLE solutions is investigated in more detail in NERP s Personalised Learning in Schools report, released in July A fifth of primary schools suggest that caching solutions are not applicable or relevant to their needs compared to a quarter in Around 23% already consider themselves to be well-equipped with caching solutions up from 17% a year earlier. Chart 1.1.1j indicating primary schools are well-equipped with caching solutions Table 1.1.1j Caching solutions primary Primary % Well - equipped Adequately - equipped Under - equipped Not applicable or relevant to our needs Responses from In the current year there has been much talk of personalised learning and the need for schools to have access to a range of learning platform solutions. The perceptions of provision for technologies including VLEs and assessment systems are that the vast majority of primary schools are not well-equipped. There is little significant change in views between the 2006 survey and the results for the 2007 report. There are still approximately 28% of schools, which consider the use of learning platforms to be irrelevant to the needs of the school. Chart 1.1.1k indicating primary schools are well-equipped with VLEs O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 17

18 Table 1.1.1k VLE and assessment systems primary Primary % Well - equipped Responses from... Adequately - equipped Under - equipped Not applicable or relevant to our needs Infrastructure levels in secondary schools Our survey responses show that secondary schools are continuing to purchase significant levels of desktop computers. Each year more schools record better equipment levels with minimal redundancy. Unlike previous years when respondents continued to suggest under-provision, the 2005 and 2006 results showed that more schools are recording good levels of provision, with over half being wellequipped. The results for 2007, mirror the improvements suggested by primary schools. Over 60% of secondary school indicate being well-equipped with desktop computers. As suggested for primary schools, this rapid change may have more to do with preferences switching to laptop computers. In many cases, schools do not have many more desktop computers than last year, but as preferences shift to laptop computers, more schools indicate that for now, desktop computer provision is more than adequate. The explanation for changes provided above may be the case for, but responses from teachers are less positive, with over a fifth continuing to suggest under-provision. Fewer than half of all surveyed teachers indicate their school being well-equipped with desktop computers. Chart 1.1.2a indicating secondary schools are well-equipped with desktop computers O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 18

19 Table 1.1.2a Desktop computers secondary Secondary % Well-equipped Adequately-equipped Under-equipped Responses from ICT managers ICT managers Teachers ICT managers Teachers Teachers Teachers Table 1.1.2b Laptop computers secondary Secondary % Well-equipped Adequately-equipped Under-equipped Responses from ICT managers ICT managers Teachers ICT managers Teachers Teachers Teachers O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 19

20 In 2006, around half of secondary school ICT managers considered themselves under-equipped with laptop computers compared with only 18% of those responding to desktop computer provision. As schools purchase more laptop computers in preference to desktop units, fewer indicate being under-equipped. The 2007 results indicate 38% of secondary schools being under-equipped, while 27% are well-equipped up from a fifth of secondary schools in Teachers views on laptop provision are broadly similar to those of ICT managers, although they are slightly more likely to record being underequipped. Chart 1.1.2b indicating secondary schools are well-equipped with laptop computers Lack of network infrastructure is only a significant issue for around 9% of secondary schools compared to 18% in Even so, there has been little substantive change between 2001 and 2006, with only 8% more schools recording well-equipped status. The results for 2007 indicate a more positive view from both and sampled teachers. Chart 1.1.2c indicating secondary schools are well-equipped with LANs (fixed) O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 20

21 As Internet connectivity becomes increasingly important, so does the need to ensure that all classrooms are covered within the network loop. Therefore, expectations of what is required changes, even as more provision is made. The improvement in provision suggested in the 2007 survey suggests that schools are improving the provision of networking across the school. However, some of this improvement may well be due to wireless rather than fixed networking infrastructure. Table 1.1.2c Network infrastructure LAN (fixed) secondary Secondary % Well-equipped Adequately-equipped Under-equipped Responses from ICT managers ICT managers Teachers ICT managers Teachers Teachers Teachers Wireless networking (WLAN) is increasingly attractive to secondary schools as more teachers and pupils make use of laptop computers. Fewer than 6% of secondary schools will not consider using wireless networks, while only around 26% are currently well-equipped with the technology an improvement from 18% the year earlier. This suggests that there is significant demand for WLANs in secondary schools, which may take some time to be satisfied given other pressures on ICT budgets. Chart 1.1.2d indicating secondary schools are well-equipped with WLANs (wireless) O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 21

22 Table 1.1.2d Network infrastructure WLAN (wireless networks) secondary Secondary % Well - equipped Adequately - equipped Under-equipped Not applicable or relevant to our needs Responses from The views expressed earlier that expectations change over time with one year schools considering themselves well-equipped and the next under-equipped, is particularly significant when it comes to Internet access. Each year many schools have been more than doubling the level of bandwidth to teachers and pupils. However, since 2003, there has been limited change in the number of schools considering that they are well-equipped with Internet access. What has changed is the number of schools that consider themselves under-equipped, which has declined from 24% in 2001 to 9% in Teachers suggest a similar response to ICT managers. Chart 1.1.2e indicating secondary schools are well-equipped with broadband In 2005 two additional products were added to the list. The first is curriculum software. Table 1.2.2f records the results. In 2005, 28% of recorded well-equipped status, although significantly, only 15% of teachers considered their school to be well-equipped. O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 22

23 Table 1.1.2e Internet access and broadband connectivity secondary Secondary % Well-equipped Adequately-equipped Under-equipped Responses from ICT managers ICT managers Teachers ICT managers Teachers Teachers Teachers A further division of provision was made for the 2006 survey. CD-ROM curriculum software was adequately provided-for in around half of all represented secondary schools, with a third suggesting under-resourcing. The 2007 results indicate that for, the perception of provision has remained the same. Teachers are more likely to suggest that provision is not improving. In part this may be due to the preference many now have for online resources. Chart 1.1.2f indicating secondary schools are well-equipped with software O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 23

24 Table 1.1.2f Curriculum software secondary Secondary % Well -equipped Adequately -equipped Under -equipped All curriculum software Teachers CD-ROM curriculum software Teachers Teachers Online curriculum content Teachers Teachers The second new product group to be added to the list in 2005 was interactive whiteboards. The views of teachers and the availability of interactive whiteboards in secondary schools used to show a divergence from the views of, as more teachers were likely to suggest under-equipping. The results for 2007, indicate a convergence of opinion. A third of secondary schools indicate being well-equipped. This is mirrored by another third which are under-equipped. Chart 1.1.2g indicating secondary schools are well-equipped with IWBs O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 24

25 Table 1.1.2g Interactive whiteboards secondary Secondary % Well-equipped Adequately-equipped Under-equipped Responses from ICT managers Teachers ICT managers Teachers Teachers The related technology of digital data projectors is a popular resource in secondary schools, even if interactive whiteboards are not. Half of secondary schools suggest being well-equipped compared to only a third in A further quarter suggest that adequate levels of resourcing for this technology, with the remaining quarter being under-equipped. Chart 1.1.2h indicating secondary schools are well-equipped with data projectors Table 1.1.2h Digital data projectors secondary Secondary % Well-equipped Adequately-equipped Under-equipped Responses from ICT managers Teachers Teachers O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 25

26 Provision of peripheral items appears to be restricted in a fifth of secondary schools a similar proportion to primary schools. A similar proportion of teachers as to consider themselves to be wellequipped and adequately-equipped with items such as printers, scanners and digital cameras. Chart 1.1.2i indicating secondary schools are well-equipped with peripherals Table 1.1.2i Peripherals (scanner/printers/camera etc ) secondary Secondary % Well-equipped Adequately-equipped Under-equipped Responses from Teachers Teachers In addition to the new technology category for peripherals, this report also introduces three additional technology headings including caching solutions, virtual learning environments (VLEs) and file storage disk space. Caching solutions are used in many secondary schools and around 11% of respondents indicate being well-equipped with this technology. An additional 34% are adequately-equipped and 38% under-equipped. Around 17% of schools suggest that the technology is not applicable or relevant to their needs. This is higher than the figures recorded in This may be due to more schools having increased bandwidth, which may limit the requirement for such devices. Chart 1.1.2j indicating secondary schools are well-equipped with caching solutions O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 26

27 Table 1.1.2j Caching solutions secondary Secondary % Well - equipped Adequately - equipped Under-equipped Not applicable or relevant to our needs Responses from Few secondary schools are likely to consider themselves be well-equipped with VLE and assessment systems. Our results suggest that only around 13% of schools consider themselves to be well-equipped with these types of systems. Nearly 30% are adequately-equipped, which is an improvement on the 21% recorded in Only 6% of secondary schools believe that these systems are not applicable or relevant to their needs. Chart 1.1.2k indicating secondary schools are well-equipped with VLEs Table 1.1.2k VLE and assessment systems secondary Secondary % Well - equipped Responses from... Adequately - equipped Under-equipped Not applicable or relevant to our needs As schools purchase more electronic resources, the amount of file storage can become an issue for them especially centralised storage. The results in Table 1.1.2l suggest that around 10% of secondary schools suggest being under-equipped. A further 41% are adequately-equipped and 49% well-equipped. This is an improvement on the 38% of schools indicating being well-equipped in O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 27

28 Chart 1.1.2l indicating secondary schools are well-equipped with storage space Table 1.1.2l File storage (disk space) secondary Secondary % Well - equipped Adequately - equipped Under - equipped Not applicable or relevant to our needs Responses from O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 28

29 1.2 Computer and Internet access views The following section relates to the access levels of computers in schools for teachers and pupils. This section covers the views expressed in the 2007 survey. Data was not updated for 2005, therefore, there is a gap of one year in the trend data. No criteria were set to gauge what is considered good access or little access and consequently responses are subjective Computer access in primary schools were asked to indicate the level of computer access they feel teachers and pupils are provided with for curriculum purposes. Eighty-two percent of primary schools provide teachers with good access to computer equipment for curriculum purposes up from 74% in Fewer than 1% of primary schools indicate that they provide little access. This is an improvement on results in 2001, which indicated good access for only 55% of primary schools. Chart 1.2.1a indicating primary schools have good computer access for teachers Table 1.2.1a Computer access for teachers primary Primary % Good access Adequate access Little access O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 29

30 Pupil computer access is also improving, with 75% of suggesting good access and only around 3% indicating little access. In 2004, only 57% of primary schools suggested good access for pupils. In addition, this was an improvement on 36% recorded in The trend in improvement is clear and positive. Chart 1.2.1b indicating primary schools have good computer access for pupils Table 1.2.1b Computer access for pupils primary Primary % Good access Adequate access Little access Computer access in secondary schools The subjective level of good access of computer use by teachers for curriculum purposes remained relatively static between 2003 and The 2006 results suggested that good access levels improved significantly. There have been continued but less significant improvements for Nearly 70% of secondary schools record good access, compared to only 5% indicating little access. O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 30

31 Chart 1.2.2a indicating secondary schools have good computer access for teachers Table 1.2.2a Computer access for teachers secondary Secondary % Good access Adequate access Little access Computer access for pupils improved until Since then the view has remained relatively static. This is likely to be due to perception of needs as opposed to an actual reduction of provision, considering that schools are continuing to increase the number of computers in schools. The introduction of personalised learning and e-portfolios may, in part, be changing perceptions of what good access is for pupils. Table 1.2.2b Computer access for pupils secondary Secondary % Good access Adequate access Little access O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 31

32 1.2.3 Internet access for teachers in primary schools Internet access is now to virtually 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 7% more schools than in This increased to three-quarters for 2005 and the latest survey suggests 86% of primary schools have good access. Almost no school now considers itself to offer little access to the Internet for teachers. Chart 1.2.3a indicating primary schools have good Internet access for teachers Table 1.2.3a Internet access for teachers primary Primary % Good access Adequate access Little access Good Internet access for pupils used to be less widespread than that to teachers. The percentage of schools providing good access improved from 30% in 2001 to 60% in 2004 and 73% in 2006 according to ICT managers a rapid improvement. The results for 2007 indicate a slight reduction which breaks the upward trend. As with teacher access, few schools consider that they provide little access to the Internet for pupils. O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 32

33 Chart 1.2.3b indicating primary schools have good Internet access for pupils Table 1.2.3b Internet access for pupils primary Primary % Good access Adequate access Little access Internet access for pupils in secondary schools The majority of secondary schools have been connected to the Internet for some time. The introduction of broadband has also meant that bandwidth has been increasing. Even so, the number of schools indicating good access for teachers changed little between 2001 and However, the 2007 results are encouraging and show that 76% offer good access to teachers. Only 3% of secondary schools consider themselves to have poor access for teachers. Chart 1.2.4a indicating secondary schools have good Internet access for teachers O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 33

34 Table 1.2.4a Internet access for teachers secondary Secondary % Good access Adequate access Little access Internet access for pupils in secondary schools has improved, with 66% of schools indicating good access in 2007 compared to 41% in Similarly, the percentage of schools with little access for secondary pupils has declined from 18% in 2001, to 3% in Chart 1.2.4b indicating secondary schools have good Internet access for pupils Table 1.2.4b Internet access for pupils secondary Secondary % Good access Adequate access Little access ICT managers O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 34

35 1.3 ICT requirements Prior to answering the main section of the questionnaire, respondents were asked to indicate school requirements by the end of the respective financial year. With responses from 2001 onwards, comparisons can be made with the latest views from in primary schools and in the secondary sector ICT requirements in primary schools Schools were requested to identify where there is a requirement for additional ICT infrastructure and software within the year ending April The requirement for desktop computers in primary schools has slowly declined. Around a quarter of primary schools have no additional requirements for desktop computers. This is an improvement on the results from 2006, where a fifth of schools indicated no requirement. This leaves only 8% having an extensive requirement. This compares to a quarter of schools in Chart 1.3.1a indicating primary schools with extensive requirement for desktops Table 1.3.1a Requirement for desktop computers primary Primary % None Some Extensive Requirement by April Requirement by April O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 35

36 The use of laptop computers in primary schools has been growing rapidly. Even so, the demand for additional units continues, with only 6% of primary schools indicating no new requirement by April The percentage of schools with an extensive requirement has declined from 36% in 2001 to 19% in However, over the last three surveys, demand has increased, with 35% of primary indicating an extensive requirement for laptop computers. Chart 1.3.1b indicating primary schools with extensive requirement for laptops Table 1.3.1b Requirement for laptops and tablet PCs primary Primary % None Some Extensive Requirement by April Requirement by April In the 2001 survey, around 21% of primary schools indicated an extensive requirement for new network infrastructure by the end of the financial year. This compares to fewer than 5% in the 2006 survey. The latest results indicate that a much larger percentage of schools (18%) are indicating an extensive requirement for new network infrastructure by April As this category includes both fixed and wireless provision, it may be that more primary schools are wishing to invest in wireless provision to support use in more locations. BESA, in association with NERP, launched a report on wireless technology in July 2007, which covers the use of WiFi in schools. This report records the rapid adoption of WiFi in schools and goes some way to explain the increased demand for networking represented in Chart 1.3.1c. O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 36

37 Chart 1.3.1c indicating primary schools with extensive requirement for networks (all) Table 1.3.1c Requirement for network infrastructure (fixed & wireless) primary Primary % None Some Extensive Requirement by April Requirement by April Recent increases in bandwidth for primary schools appear to be having an effect on future requirements. In 2001, around a fifth of primary schools indicated an extensive need for additional bandwidth by the end of the financial year. This year s survey shows this declining to 8%, and the percentage of schools requiring no additional bandwidth represents 53% - an increase from 44% in the previous year. Chart 1.3.1d indicating primary schools with extensive requirement for bandwidth O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 37

38 Table 1.3.1d Requirement for Internet bandwidth primary Primary % None Some Extensive Requirement by April Requirement by April The sample of schools in this survey is made up of a majority of English schools and reflects the proportions in the total population of schools in the UK. Therefore, many of the schools are receiving elc funding for spending on CD-ROM curriculum titles and online content. This injection of funding is expected to reduce the percentage of schools indicating an extensive requirement for curriculum software. Compared to previous years there appears to be some movement in the requirement for CD-ROM based curriculum software. Only 7% of primary school indicate an extensive requirement for CD- ROM based curriculum software. While 85% of schools still have some requirement for this resource, only 8% suggest no requirement. This is an improvement, however, while the demand for CD-ROM based curriculum software is declining, it is being replaced with more demand for online curriculum content. Chart 1.3.1e indicating primary schools with extensive requirement for CD-ROMs O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 38

39 Table 1.3.1e Requirement for CD-ROM curriculum software primary Primary % None Some Extensive Requirement by April Requirement by April Until 2005, the movement in the requirement for online curriculum content closely matched that of software delivered via CD-ROM. However, as the extensive demand for CD-ROM titles has continued to recede, since 2005, the demand for online content has increased. The latest research indicates that by April 2008, around a third of primary school indicate an extensive requirement compared to 13% in This change may in-part reflect the increasing provision of resources using this delivery medium. Chart 1.3.1f indicating primary schools with extensive requirement for online content Table 1.3.1f Requirement for online curriculum content primary Primary % None Some Extensive Requirement by April Requirement by April O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 39

40 1.3.2 ICT requirements in secondary schools The requirement for desktop computers remained relatively static from 2001 to The last three years responses suggest some significant changes. Only 15% of secondary schools have an extensive requirement for desktop computers by April 2008 half the percentage recorded in 2001 for requirements by April There has been a steady upward trend in the percentage of secondary schools which have no requirement for desktop computers in the current year. In 2001, only 6% of schools indicated no requirement for the following year. Table 1.3.2a shows that this percentage has steadily increased to 22%. Chart 1.3.2a indicating secondary schools with extensive requirement for desktops Table 1.3.2a Requirement for desktop computers secondary Secondary % None Some Extensive Requirement by April Requirement by April O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 40

41 The use of laptop computers in secondary schools has been growing rapidly and so has demand. Therefore, although provision has increased, a large percentage of schools still indicate an extensive requirement for new provision. However, the requirement appeared to decline with about a fifth of secondary schools having an extensive requirement for new laptop computers by April The trend of about a third of schools indicating an extensive requirement within the current year returns with the results from There are also fewer secondary schools indicating no requirement. In 2006, the results indicated 14% having no requirement. This has halved to 7% for requirements by April Chart 1.3.2b indicating secondary schools with extensive requirement for laptops Table 1.3.2b Requirement for laptop and tablet PCs secondary Secondary % None Some Extensive Requirement by April Requirement by April The requirement for network infrastructure has changed steadily over the life of this survey programme. Generally the trend has been for about 10% of secondary schools having an extensive requirement in any single year. In the 2001 survey, around 12% of secondary schools indicated an extensive requirement for new network infrastructure by the end of the financial year. This compares to 10% in this year s survey. O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 41

42 The investment in network infrastructure does mean that around 42% of secondary schools consider there to be no new requirements by April Table 1.3.2c shows the increase in schools indicating no networking requirements within the year that the survey was conducted. In 2005, only around a fifth of schools indicated no requirement. This percentage has increased to 42% for requirements by April Chart 1.3.2c indicating secondary schools with extensive requirement for networking Table 1.3.2c Requirement for network infrastructure secondary Secondary % None Some Extensive Requirement by April Requirement by April In 2001, the survey indicated that 17% of secondary schools had an extensive need for additional bandwidth by the end of the financial year. This year s survey shows that little has changed, even though many schools have significantly improved bandwidth. This suggests that expectations for use continued to grow with bandwidth improvements. The percentage of schools requiring no additional bandwidth has changed over the years. In 2005, only a fifth of schools indicated no additional requirement for bandwidth within the current year. The results for 2007, indicate that 42% of secondary schools have no current requirement for additional bandwidth. O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 42

43 Chart 1.3.2d indicating secondary schools with extensive requirement for bandwidth Table 1.3.2d Requirement for Internet bandwidth secondary Secondary % None Some Extensive Requirement by April Requirement by April In 2001, a quarter of schools recorded an extensive requirement for CD-ROM curriculum software which compares with only 8% having an extensive requirement by April Even with the introduction of elcs, only 21% of secondary schools considered there to be no requirement by April In isolation, this suggests that elcs may be having some impact on the marketplace. Chart 1.3.2e indicating secondary schools with extensive requirement for CD-ROMs O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 43

44 Table 1.3.2e Requirement for CD-ROM curriculum software secondary Secondary % None Some Extensive Requirement by April Requirement by April The requirement for online curriculum content follows a similar trend as to CD-ROM software. Between 2001 and 2004 around a quarter of schools recorded an extensive requirement for online content. This declined to 17% for 2006 provision. The requirement for provision by 2008 suggests that secondary schools are making this type of software more of a priority. It is likely that the increase in demand is a transfer from the decline in demand for CD-ROM curriculum software as recorded in Table 1.3.2e. It is of note that only 13% of secondary schools now consider that they have no requirement for additional online curriculum content by April 2008, suggesting that a small percentage of schools are making significant investments in this area. Therefore, even though there have been incentives to purchase software and digital content through elcs, many schools continue to indicate at least some demand for these resources. Chart 1.3.2f indicating secondary schools with extensive requirement for online content O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 44

45 Table 1.3.2f Requirement for online curriculum content secondary Secondary % None Some Extensive Requirement by April Requirement by April O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 45

46 1.4 New technology provision Traditionally, schools have focused on the purchase of network infrastructure, desktop computers and increasingly laptop computers. However, there is a range of ICT hardware and infrastructure which complements this investment. This section of the survey asks schools to indicate the relative of a selected range of technologies in their technology focus The of new technologies in primary schools The availability of broadband Internet access is seen as the most important new technology for primary schools. Nearly every ICT leader indicates broadband as of great compared to 68% in Only 1% feel that broadband Internet access has no in their technology focus. Chart 1.4.1a Schools viewing Internet access and broadband as of great Table 1.4.1a Importance of broadband Internet access primary Primary % No Some Great O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 46

47 Primary schools have been making use of digital data projectors for some time and 43% of schools in 2003 suggested that these are of great. The 2006 results showed a significant move in the of these devices, with 84% indicating great and only 2% suggesting that digital data projectors are of no in the technology focus of their school. The results for 2007, suggest that these devices continue to be of great in the technology focus of the majority of schools. Chart 1.4.1b Schools viewing digital data projectors as of great Table 1.4.1b Importance of digital data projectors primary Primary % No Some Great A new technology related to the use of digital data projectors is the interactive whiteboard system which is embedded into practically every school and in increasing numbers. In 2006, 82% of primary schools gave this new technology great within their technology focus compared to 46% in 2003, a significant increase. However, the results in 2007 suggest that some schools have downgraded the of this technology within their technology focus. Chart 1.4.1c Schools viewing interactive whiteboards as of great O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 47

48 Table 1.4.1c Importance of interactive whiteboard systems primary Primary % No Some Great Another new technology which is making its way into the technology focus of some schools is wireless networking. In this instance primary schools are less likely to consider the technology of great, compared with some of the other new technologies. However, the is increasing within the technology focus for an increasing proportion of schools. In 2004, fewer than a quarter of primary schools gave this technology significant focus. In 2007, this percentage has increased to 41%. Chart 1.4.1d Schools viewing wireless networking as of great Table 1.4.1d Importance of wireless networking primary Primary % No Some Great O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 48

49 Tablet PCs were added to the 2004 list of new technologies. This is in addition to laptops. The aim was to investigate uptake and interest in the specific tablet format within schools. Up until last year, around 9% of primary schools considered this technology to have great and a further 37% of some. The 2007 results suggest that two-thirds of primary schools consider tablet PCs to be of some within their current technology focus. Chart 1.4.1e Schools viewing tablet PCs as of great Table 1.4.1e Importance of tablet PCs primary Primary % No Some Great The of tablet PCs is only a component of laptops in general. Laptops continue to be of great for many primary schools. In 2004, just under 40% of considered laptops to be of great. This has increased to 61% in Chart 1.4.1f Schools viewing laptop PCs as of great O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 49

50 Table 1.4.1f Importance of laptop PCs primary Primary % No Some Great The of new technologies in secondary schools As with primary schools, the availability of broadband Internet access is seen as one of the most important new technologies for secondary schools. However, the results in Table 1.4.2a suggest that some secondary schools are giving this technology a lower status than in previous years. A little more than two-thirds of indicate great, compared to 89% in Even so, almost no school considers broadband being of no in the technology focus. Chart 1.4.2a Schools viewing Internet access and broadband as of great Table 1.4.2a Importance of broadband Internet access secondary Secondary % No Some Great O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 50

51 Secondary schools have been making use of digital data projectors for some time and in % of schools suggested that these are of great compared to 73% in The results from the 2007 survey suggest that the prominence of these devices within the technology focus of secondary schools is declining. Chart 1.4.2b shows that in 2007, fewer than three-quarters of indicated digital data projectors being of great. Table 1.4.2b makes it clear that practically no secondary school considers digital data projectors to be of no within their technology focus. Chart 1.4.2b Schools viewing digital data projectors as of great Table 1.4.2b Importance of digital data projectors secondary Secondary % No Some Great It is interesting to note that secondary schools do not consider interactive whiteboards to be as important as digital data projectors. Around 52% of secondary schools consider interactive whiteboards to be of great to their technology focus compared to 72% for projectors. This still leaves half of schools indicating great and nearly all the remaining schools indicating at least some within their technology focus. O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 51

52 Chart 1.4.2c Schools viewing interactive whiteboards as of great Table 1.4.2c Importance of interactive whiteboard systems secondary Secondary % No Some Great ICT managers in secondary schools are increasingly more likely to identify wireless networking as an important component in their technology focus. In 2003, only a fifth of secondary schools indicated wireless technology being of great. A similar percentage indicated no. The results for 2007 note that only 5% of respondents believe that wireless networking is of no. A further third believe it has some and nearly two-thirds indicate it is of great. Chart 1.4.2d Schools viewing wireless networking as of great O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 52

53 Table 1.4.2d Importance of wireless networking secondary Secondary % No Some Great In 2004 it was decided to look specifically at how tablet PCs were fitting into schools technology focus as opposed to laptops as a whole. At this time only 6% suggest that they are of great. The results for 2007 suggest that little has changed. The trend has been for more schools to change views from having some to no. Chart 1.4.2e Schools viewing tablet PCs as of great Table 1.4.2e Importance of tablet PCs secondary Secondary % No ICT managers Some Great O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 53

54 In 2004, and once all types of laptops are included, 31% of recorded that this technology is of great to their technology focus. The 2007 results indicate that more secondary schools are focusing on laptop PCs within their technology focus. Only 2% suggest that this technology is of no at all; while half of all respondents indicated laptops are of great. Chart 1.4.2f Schools viewing laptop PCs as of great Table 1.4.2f Importance of laptop PCs Secondary % No Some Great Overall, the results indicate that more of the listed technologies are being rated as being of great to the technology focus of the school. This move suggests that components are increasingly seen as a vital part of an integrated ICT strategy. Remove one element, and the solution fails. The change in focus is also a product of many years of increasing spend on ICT. The result is that secondary schools are often technology-rich environments; which in itself is the result of concerted efforts by schools to spend more on technology. O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 54

55 1.5 Availability of technology to teaching staff The introduction of new technology usually takes place piecemeal, so it is common for only a limited number of teachers to have access in the early years of adoption. This section reviews a number of technologies and the level to which they are to teachers in 2007 as compared to Technology availability in primary schools Computer labs and rooms have been used in schools for many years. Although, not specifically a technology, having access to computers in such an environment can be the only time pupils have direct access to computers. There are still around a fifth of primary schools who do not provide teachers with access to computer rooms. However, this may be in part due to increased provision of interactive whiteboards in the classroom. A further tenth of schools suggest that there is rare access for teachers to computer rooms. A further half of primary schools indicate that provision is generally. This leaves 23% always having these resources compared to 16% in Table 1.5.1a Technology availability access to computer labs/rooms - primary Primary % Always Generally Rarely Not applicable or relevant to our needs Teachers have benefited from access to laptop computers for lesson planning and administration. Previous sections have indicated that schools continue to demand provision. Some schools offer exclusive use, while others rely on a pool of equipment for sharing amongst staff. Just over 60% of primary schools indicate that teachers always have laptops for lesson planning compared to 52% in A further quarter suggest that the provision is generally. Only 10% are rarely. O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 55

56 Table 1.5.1b Technology availability teacher laptops for lesson plans - primary Primary % Always Generally Rarely Not applicable or relevant to our needs The vast majority of primary schools now have broadband Internet access. However, although a school is connected it does not necessarily mean that the services can be accessed by all teachers in all parts of the school. Only half of responding in 2006 indicated that broadband Internet access was to all teachers. In 2007, this improved to 58%. Nearly all the remaining schools suggest that the technology is generally for use. 4% of schools suggested that broadband is not applicable or relevant to their needs. In nearly all cases this occurred in small special schools. Table 1.5.1c Technology availability broadband Internet access - primary Primary % Always Generally Rarely Not applicable or relevant to our needs Interactive whiteboards are a relatively new technology for many schools. However, rapid provision has resulted in some schools being very well-equipped. In 2006, over a third of primary schools indicated that teachers always have access to this technology. This has improved to 44% in A further quarter of primary schools indicate that interactive whiteboards are generally. Most of the remaining quarter of respondents indicate that interactive whiteboard provision is rarely. Table 1.5.1d Technology availability interactive whiteboards - primary Primary % Always Generally Rarely Not applicable or relevant to our needs O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 56

57 Curriculum software and content has been to teachers for many years. As previous research has indicated, many consider provision to be limited. In this survey 45% indicate that provision is always to teachers. However, half of schools nearly 12,000 - suggest that provision is only generally. Table 1.5.1e Technology availability curriculum software and content - primary Primary % Always Generally Rarely Not applicable or relevant to our needs Chart summarises the technologies which are always to primary school teachers. The results show that of the chosen technologies, it is teacher laptops which are mostly likely to always be. Access to computer labs is the least likely. Chart Technology which is always to primary teachers Technology availability in secondary schools Computer labs and rooms in secondary schools have many demands on their use, with only 6% of secondary school indicating that provision is always. Around 60% of schools offer some availability, while 32% indicate that the provision is rarely. There is little significant change in teacher availability compared to the 2006 results. O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 57

58 Table 1.5.2a Technology availability access to computer labs secondary Secondary % Always Generally Rarely Not applicable or relevant to our needs Laptop use for lesson planning is always to teachers in 48% of secondary schools an improvement from the 40% in A further 28% of respondents indicate that provision is generally. The remaining quarter of schools suggest that provision of laptops for lesson planning is rarely. Table 1.5.2b Technology availability teacher laptops for lesson plans secondary Secondary % Always Generally Rarely Not applicable or relevant to our needs The level of availability of broadband Internet access in 2006 showed a similar pattern to primary schools, with half indicating that provision was always to teachers. The 2007 results suggest that secondary schools are making more rapid progress in offering broadband to teachers. A further 30% suggest that it is generally. Only 5% suggest that broadband is only rarely to teachers. Table 1.5.2c Technology availability broadband Internet access secondary Secondary % Always Generally Rarely Not applicable or relevant to our needs O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : E d i t i o n w w w. n e r p. o r g. u k P a g e 58

59 Interactive whiteboards are increasingly utilised in secondary schools and 22% of schools suggest that provision is always to teachers this is an improvement from only 15% in A further 43% suggest that provision is generally. However, a third of schools still suggest that provision is rarely. Table 1.5.2d Technology availability interactive whiteboards secondary Secondary % Always Generally Rarely Not applicable or relevant to our needs Curriculum software and content is generally less likely to be to teachers than other technology provisions identified in this survey. Only 18% of ICT managers indicate that curriculum software is always to teachers. While this is an improvement on the 13% recorded in 2006, the starting point for improvement is low. Two-thirds suggest that provision is generally, with 17% suggesting it is rarely. Table 1.5.2e Technology availability curriculum software and content secondary Secondary % Always Generally Rarely Not applicable or relevant to our needs The summary chart below, indicates the general good availability of broadband access for teachers. This contrasts with more limited access to interactive whiteboards and curriculum content. Chart Technology which is always to secondary teachers O p i n i o n s & T r e n d s i n E d u c a t i o n a l I C T : 2007 Edition e r p. o r g. u k P a g e 59