Impact of ICT on the Quality of Learning and Teaching across the Curriculum at Key Stage 3 - Essay Example

Impact of ICT on the quality of learning and teaching across the curriculum at Key Stage 3 Reena Pandey 18 December 2005 AIM AND OBJECTIVE: Over the past few years there has been significant strategic leadership and investment in ICT by the government, leading to the present day developments in education. The key element of governments ICT policy was spending on ICT infrastructure , including hardware, software and connectivity. The outcome of this spending can be seen in significantly increased computer learner ratio. This study investigates the effect of use of ICT in teaching and learning at key stage 3. Some examples of impact of the use of ICT on teaching and learning at Key Stage 3 already existed within a wide literature on educational uses and outcomes of ICT in classrooms and out of school settings. This study is designed to investigate the issues in more detail and involves wide collection of data from the researches conducted in this context. Since Key Stage 3 is the foundation stage so special emphasis has been laid on it in this document. The main aim of this study is to : explore the impact of ict on key stage 3 pupil. understand the impact of ict on key stage 3 teachers. know the effect ict is having on secondary schools. know the effects use of ict has resulted on curriculum of key stage 3. explore the impact of ict on teacher training. This study draws on the evidences available on the progress made in schools and the learning and skill sectors. It is based on the research done by various government agencies like Becta, Ofsted, DfeS etc. So the data has been collected through: inspection of Becta reports inspection of data from Ofsted review of literature related to ICT in education studying the available national statistics and survey reports This study would help in understanding the current challenges in realising the objective of ICT based education. It should lead to improvement in the provision and planning in the use of ICT, which has become an all school issue. It would bring forth the progress issues and challenges. This document would provide information that would help in formulating educational policies on the deployment of ICT, for key stage 3. KEY FINDINGS: The study reveals that initiatives taken by government has borne fruitful results. There is significant developments at pupil, teacher and school levels. But in certain cases it was observed that unavailability of sufficient resources became main obstruction in the path of progress like in the case of music departments. The pupil motivation has increased. Pupils have become increasingly independent users of ICT tools and information sources. They have become more focused, efficient and rigorous in their use of ICT, and carry out a range of increasingly complex tasks. Teachers feel more confident in using ICT in their teaching. The internet facility enables them to carry out extensive research related to the topic. So the information provide to the students is accurate and up to date. Training institutes have incorporated ICT as a subject in their curriculum and student teachers are being trained to use ICT in their subject teaching. ICT is embedded in almost all the subjects to certain extent and the curriculum has become ICT based. Most of the secondary schools have good internet facility, and students and teacher can use it for their purpose. Teachers have been provided with laptops which has enhanced their teaching capability. ICT is involved in teaching of each and every subject to some extent. Although unavailability of sufficient resources and not enough knowledge of available softwares is causing some problems but overall scenario is good. ICT IN EDUCATION: Computers have been a part of UK education system since a long time. But earlier computer was taught mainly as a sujbject IT, with no special emphasis to its use within other subjects. ‘The term ICT was introduced to replace IT in many instances. According to the explanation of the DfEE (1999a), Information Technology (IT) comprises the knowledge, skills and understanding needed to employ information and communications technologies appropriately, securely and fruitfully in learning, employment and everyday life. ICT embodies the computing and communications facilities and features that variously support teaching, learning and a range of activities in education.’(Louisa, 2003, p1) Information and communication technology (ICT) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. Pupils use ICT tools to find, explore, analyse, exchange and present information responsibly, creatively and with discrimination. They learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of people, communities and cultures. Increased capability in the use of ICT promotes initiative and independent learning, with pupils being able to make informed judgements about when and where to use ICT to best effect, and to consider its implications for home and work both now and in the future. (The National Curriculum Handbook 1999)( www.young-enterprise.org.uk) GOVERNMENT POLICY AND FUNDING: According to the Ofsted report in 2002 of ICT In School : In 1997, the government announced its intention of encouraging the widespread use of ICT in teaching and learning in maintained schools. The main element of this programme, the National Grid for Learning (NGfL), provided a network of information and learning materials, and funding for schools via the Standards Fund. A supporting national programme of inservice training for teachers and school librarians was funded by the National Lottery’s New Opportunities Fund (NOF). Funding for the work of the RBCs is allocated each year from central funds. These bodies were established in 1999 to develop the provision of broadband connections to schools through the purchase of an appropriate infrastructure.They vary in the extent to which they also engage in the provision of learning materials (content) for schools including the development of their own materials. Depending on the local arrangements with LEAs, some have also provided in-service training. In 2003, the combined initiatives were relaunched as ‘ICT in Schools’, with continued earmarked funding for schools to purchase ICT hardware. Other significant funding schemes have continued including: • Laptops for Teachers. It is estimated that two thirds of teachers will have participated in this and related schemes by 2006. • Strategic Leadership in ICT (SLICT) – a programme of in-service training for senior school staff provided by the NCSL, Becta and the DfES. Following pilot courses for 2,000 staff in 2002–03, up to a further 10,000 teachers are targeted between 2004 and 2006. • Curriculum Online – a learning materials scheme whereby approved software titles were brought together, categorised and made accessible to teachers via a single portal; this was combined with earmarked funding for schools through the Standards Fund. • Enhancing subject teaching using ICT: – a scheme to provide online training materials for teachers in a range of subjects in primary and secondary schools. • Continued funding of the RBCs to provide broadband access for schools. • The Testbed Project – a detailed evaluation, managed by Becta, in three diverse areas where clusters of schools have been equipped to very high levels. DfES funding for ICT in schools has increased substantially since it began in April 1998. In 2002–03 it totalled £510 million compared with £657 million over the years from April 1998. This has been distributed to LEAs via the Standards Fund. The DfES also made specific grants to various development agencies and software authors to support the creation of digital resources.(Ofsted 2004) From April 1999 until December 2003, £230 million was made available from the NOF across the United Kingdom (£180 million in England – equivalent to around £450 for each teacher being trained), to help increase the competence of all teachers in their use of ICT in teaching and learning. The scheme was delivered through independent training organisations, approved by the NOF and quality assured in England by the TTA. LEAs were directly involved; over 75% were either accredited training providers in their own right or were receiving direct funding for supporting providers.They received direct funding of £20 million to support the programme. In England, about 96% of eligible teachers signed up for the programme and this far exceeded the target. (p2,3) IMPACT OF ICT ON KEY STAGE 3 PUPIL: ICT has had positive impact on the students at all the key stages. It has opened a new world of information and knowledge to them, access to which is available with teachers help. Every year research is done to know the improvement in pupil understanding, knowledge, skill, in the use of ICT as well as through the use of ICT by practitioners. Ofsted inspections measure the amount and quality of opportunities provided by a school for pupils to develop their ICT experience. Across secondary schools in which ICT learning opportunities were good or better, the average percentage of pupils achieving 5 or more level C passes in English, maths and science at Key Stage 3, and was higher than across schools where ICT learning opportunities were satisfactory or worse. A positive relationship also existed in secondary schools between the quality of ICT learning opportunities and the overall quality of learning in schools. In particular, where ICT learning opportunities were good, there was a higher likelihood that the learning was good or very good. a positive association exists between the quality of use of ICT (as judged at both school and individual subject levels) and pupil attainment at Key Stages 3 and the quality of ICT learning opportunities and pupil attainment are associated positively at Key Stage 3 .( Pittard, Bannister Phil and Dunn Jessica The Impact of ICT on Attainment, Motivation and Learning, 2003) Among those in Key Stage 3 and above who used a computer at home, 90% used it for schoolwork. The subjects in which this group was most likely to do homework on a computer were English, science, history and ICT. At Key Stage 3 and above, computers were most widely used in ICT lessons, mentioned by 87% of respondents who took this subject. Computers were also widely used in English (52%), design and technology (49%), science (47%) and mathematics lessons (43%). (Hayward et al 2003) (Young People and ICT 2002, 2002 ) During key stage 3 pupils become increasingly independent users of ICT tools and information sources. They have a better understanding of how ICT can help their work in other subjects and develop their ability to judge when and how to use ICT and where it has limitations. They think about the quality and reliability of information, and access and combine increasing amounts of information. They become more focused, efficient and rigorous in their use of ICT, and carry out a range of increasingly complex tasks. Key Stage 3 ICT research attests to the positive impact of ICT in the classroom. For instance, research shows that pupils who make frequent use of computers – in or out of school – enjoy both greater motivation to learn and higher levels of achievement. (Source: ICT in Schools Survey, 2003).According to the major ImpaCT2 study (DfES 2002), ‘ICT has been found to be positively associated with improvements in subject-based learning in several areas.’ For instance, the study found that:at KS3, high ICT users outperform low ICT users in National Tests for Science by 0.21 of a level, or the equivalent of an additional term. A wide range of motivational impacts of ICT upon pupils were reported in the study. All Secondary teachers interviewed indicated that they felt that ICT had a positive impact upon pupils’ interest in and attitudes towards school work. (Passey,Don and Rogers,Colin , with Machell,Joan and McHugh,Gilly, April, 2004) Learners have experienced an increasing use of ICT in learning and teaching, but at the moment there are profound differences in the level and quality of ICT based learning opportunities available to them.Learners increasingly expect institutions to provide high-quality ICT resources and e-learning opportunities.(Becta Review 2005, p7) IMPACT OF ICT ON TEACHERS OF KEY STAGE 3: According to Ofsted report in 2004 ‘government ict initiatives have provided a significant catalyst in these improvements. Teachers planning, skills, knowledge and understanding have improved since 2001-2002. Interactive whiteboards are becoming increasingly prevalent, despite their cost, with teachers using their power and versatility to produce some excellent lessons. (Ofsted, 2004, p.32) Multimedia resources offer teachers developmental possibilities too, a chance to build new skill sets and adopt fresh approaches to familiar material. According to the 2003, ICT in Schools survey, the majority of Government- funded schools report that ICT ‘helps reduce teacher workload in terms of lesson preparation, planning and assessment’ The use of ict has enabled the teacher to efficiently make and implement the lesson plans.Teachers are increasingly using ICT to assist them with their lesson planning and preparing resources, although this requires an initial investment of time in developing the required ICT skills.(Ofsted report ICT in schools, 2004, p47 ) The increasing use of ICT has been accompanied by considerable improvements in practitioner competence and confidence in using ICT in subject teaching. Teachers’ understanding of the potential of ICT to support learners is critical and there are considerable differences between educational practitioners in the use of ICT in learning and teaching.There is a need for further continuing professional development and the development of communities of subject-specific ICT practice. (The Becta Review 2005 ,p7) Young People in Key Stage 3 and above who said that their teacher used a computer to prepare information for use in lessons were asked what type of ICT equipment and applications their teacher used 85% reported that teachers used desktop computers, 33% mentioned electronic whiteboards/digital projectors and 27% laptops. It also suggests that most of the teachers prepared material for lessons on computers.( Young People and ICT 2002) IMPACT OF ICT ON CURRICULUM OF KEY STAGE 3: In UK there is a focus on training for all practising teachers in classroom practice with ict and an exponential growth in books ,handbooks and online materials for sharing and exchanging ideas ,case studies and curriculum materials.( Loveless, Avril and Ellis,VIV Ict, Pedagogy, and the Curriculum). ICT is being used increasingly by teachers at key stage 3 for making lesson plans and implementing them in the class. The degree to which ICT is embedded in subjects varies greatly, sometimes within a school. Many schools are using the Internet to make global links by e-mail with other schools and use World Wide Web sites for research. Some schools have invested in interactive whiteboard technologies and others are considering this step. In many instances teachers and pupils have very positive comments on the learning potential of whiteboards.(ImpaCT2, 2002, p14) More than half QCA’s sampled schools report an increase in teaching time for ICT, with the influence of the key stage 3 national strategies identified as the main factor influencing this decision. The national strategy is impacting on teachers’ curriculum planning. The use of technology to support teaching and learning in other subjects is growing. There are good examples of the use of ICT in most subjects. Positive effects are reported in design and technology, English, geography, art, music and physical education. Inspectors report that teachers’ planning has been improved by the key stage 3 strategy, and that more challenging lessons are being taught, but the improvement in teaching and pupils’ attainment overall is modest. In 2003, 67 per cent of pupils nationally achieved the expected standard of level 5 or higher in ICT at the end of key stage 3. (Information and communication technology -2003/4 annual report on curriculum and assessment , 2004, p8) At key stage 3, a statistically positive association between high ICT use and achievement in the end of key stage test in science was found. Ninety per cent of secondary schools make use of the ICT strand of the key stage 3 strategy, leading to increased provision in 24 per cent of sampled schools. (Information and communication technology 2002/3 annual report on curriculum and assessment , March ,2004, p5) Administrative tasks can be completed more efficiently by teachers and support staff using ICT (Greene et al., 2002) ICT aids the collection and analysis of pupil performance data, and leads to more effective target setting (Greene et al., 2002; Becta, 2002) (Becta ICT research, 2003, p2 ) IMPACT OF ICT ON TEACHER TRAINING FOR KEY STAGE 3: In order to implement its NGfL programme in 1998 ‘Initial Teacher Training National Curriculum in the use of ICT in subject teaching was introduced in teacher training institutes. The ICT teacher-training programme managed by the New Opportunities Fund (NOF) sought to extend ICT training to serving teachers and to school librarians. However, it has always been recognised that these would only be basic schemes and that the DfES has a responsibility to address teachers further training and development needs. A new initiative is therefore now underway to support teachers Continuing Professional Development (CPD), Enhancing Subject Teaching using ICT. The first phase was a highly successful pilot in 2002 to develop CPD materials to enhance subject teaching using ICT. This was independently evaluated by Keele and Sheffield Hallam Universities. The CPD materials to assist teachers to embed effective use of ICT in their subject teaching for Key Stage 1 and 2 literacy (including Foundation) and numeracy and Key Stage 3 Science rolled out in 32 LEAs in May 2003. Some training began in September 2003. A range of subjects at Key Stage 3 was developed. The new subjects are English, Mathematics, Art, Design and Technology (D&T), Geography, ICT and Modern Foreign Languages (MFL). All these subjects rolled out nationally in January 2004. (ICT and Teacher Training, 2004) Some of the benefits of ICT in Teacher training institutes are: Computer conferencing allows the establishment of communities of practice among student teachers (Clarke 2002). ICT provides enhanced opportunities for communication between the campus and the pupils and teachers in schools (Graham & Thornley 2000). Embedding ICT into ITT encourages the development of technology skills which can be drawn on by students when they become teachers (Graham & Thornley 2000). There may be communication between university students and children and teachers in classrooms, which allows students to examine theoretical concepts and put their newly acquired knowledge in context (Graham & Thornley 2000).(Becta Research, 2003, p2 ) As a result of an emphasis on the use of ICT, newly qualified teachers are now more likely to accept ICT as an integral part of their professional life (Ofsted, 2002). Training facilitates development and evaluation of teaching approaches (Selinger, 1998). Use of ICT-based materials is adequately backed up by online support (Selinger,1998)(Becta ICT research, 2004, p2) IMPACT OF ICT ON SECONDARY SCHOOL: There have been noticeable changes in secondary schools since 1997 when government decided to blend ICT with teaching learning. According to The Annual Report of Her Majestys Chief Inspector of Schools 2004/05 ‘ Increasingly schools are recognizing the need for a whole-school strategy for ICT to ensure that pupils achieve well, make effective use of their ICT capability in other subjects and are confident about using ICT as and when appropriate to help them to learn.’ The confidence of staff in ICT has increased immensely since 1997. Most of the schools have well equipped computer laboratories with good internet facilities. The facilities in secondary schools are good, pupils have access to modern and reliable networked machines and, as necessary, additional equipment such as scanners, colour printers and digital cameras. In most schools, pupils can use ICT equipment before or after school and during lunch hours, supervised by teachers, technicians or librarians, depending on location. (Ofsted report, 2004) Schools are increasingly using their intranets to provide pupils with access to learning materials, often developed in-house. (Ofsted, 2004) The overall effectiveness of schools, ICT management and leadership, as judged by Ofsted inspectors, has improved considerably over the last few years. School use of MIS (Management Information Systems) focuses generally on data entry and collation, rather than data transfer or analysis to support planning. There is evidence that many school buildings restrict the development of ICT, including the ability to site computers in classrooms. Inspection data indicates that the use of digital projectors and interactive whiteboards is becoming more widespread and supports some very high quality teaching. (Becta review 2005, p6, p12) All levels of staff can play a greater role in the school due to new and flexible management structures facilitated by ICT (Evans 2002). Where school leaders are enthusiastic and visionary about ICT, it can yield significant workload reductions whilst securing undoubted advances, in addition to direct curriculum benefits (PwC 2001).(Becta ICT Research 2003, p2) IMPACT OF ICT ON THE SUBJECTS OF KEY STAGE 3: The various subjects of key stage 3 are Art and design, English, English literature, Design and Technology, French, Geography, History, ICT, Mathematics, Science, Music, Physical education .None of these subjects have remained unaffected ever since ICT has been introduced in education. ICT is involved in teaching of each and every subject to some extent. Although unavailability of sufficient resources and not enough knowledge of available software’s is causing some problems but overall scenario is good English: As both a medium and a tool, ICT promotes the integration of speaking and listening, reading and writing required in the National Curriculum Programmes of Study for English Key Stages 3 and 4. It enhances the interactive teaching and learning styles recommended in the Key Stage 3 Framework for Teaching English.( Entitlement to ICT in secondary English, 2003) Mathematics: The majority of mathematics teachers use ICT effectively outside the classroom in the preparation of teaching materials and in the analysis of data. The most significant impact of ICT is when it is used to enable pupils to model, explore, analyse and refine mathematical ideas and reasoning. (Ofsted Report, 2004, p4) For instance, during Year 8, the students plan and organize the means of gathering data and discuss how to use information. (Key Stage 3 National Strategy-ICT across the Curriculum, 2004) Science: The application of ICT in science lessons is generally making a good contribution to pupils achievement. The competence of science teachers to use ICT in their professional role outside the classroom and in the classroom to promote pupils’ learning is good or better in over four fifths of schools. Some of the best teaching combines high-quality science, good use of ICT and methodology taken from the Key Stage 3 Strategy, as in this Year 7 example: The teacher explained the lesson objectives and then moved to a whiteboard session on fuels and products of burning which involved the pupils. (Ofsted report, 2004, p4) Music: ICT has had a positive impact on teaching and learning in music in the majority of secondary schools. Developments have taken place in spite of a majority of music departments being under-resourced. A minority of departments make good use of a range of software, including audio editing programs and CD-ROMs to develop skills such as aural perception and understanding of musical form and history. In many music departments, ICT work at Key Stage 3 is based on the use of electronic keyboards. These instruments are often used in order to teach basic piano keyboard skills to a whole class, including technical points such as hand position and finger technique.(Ofsted report, 2004, p4,5) History: There is strong evidence of improved quality and range of resources as a consequence of the ICT initiatives, but relatively few history departments have reached a situation where teaching and learning using ICT is consistently good, with a positive impact on pupils’ progress and achievement. In a few schools, teachers were using either data projectors or interactive whiteboards to present the lesson. A broad range of applications was observed in this sample of schools. The most common use was in research and enquiry, either open or guided. (Ofsted, 2004, p4) REFERENCES: Louisa,C. S.Yong,(2003) Composers’ Experimental Online Suite (ComeXos) Information and Communication Technology http://www.young-enterprise.org.uk/public/subjects.asp?id=5 ICT In School -Effect of government initiatives(2002).Ofsted Publications Centre. Pittard,Vanessa, Bannister,Phil, Dunn,Jessica(2003),The big pICTure: The Impact of ICT on Attainment, Motivation and Learning. Department for Education and Skills. Hayward,Bruce, Alty,Carys, Pearson,Stephen and Martin,Chris.Young People and ICT 2002.ICT in Schools Research and Evaluation Series – No.12. London. DfeS Publications. Passey,Don and Rogers,Colin , with Machell,Joan and McHugh,Gilly(2004). The Motivational Effect of ICT on Pupils . ICT in schools The impact of government initiatives five years on (2004). Ofsted Publications Centre. Becta Review 2005. Becta ICT Research. Loveless, Avril and Ellis,VIV (editor). 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