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Primary School Teachers use of ICT for Administration and Management: Some results from the ICT Test

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Experience of Home School Links. Results. Primary teachers' views on the use of ICT ... Curriculum planning 64% As a lesson resource (e.g. web site) 60% Timetabling 47 ... – PowerPoint PPT presentation

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Title: Primary School Teachers use of ICT for Administration and Management: Some results from the ICT Test


1
Primary School Teachers use of ICT for
Administration and Management Some results from
the ICT Test Bed Project baseline study.
  • Ian Selwood
  • School of Education
  • The University of Birmingham

2
ICT Test Bed Project 1
  • A UK government initiative which combines
  • Large scale investment in ICT (hardware, software
    and support).
  • Professional development.
  • Collaboration between participating schools.
  • Four year period

3
ICT Test Bed Project 2
  • Emphasis on using ICT to
  • Raise standards and performance, concentrating
    in particular on school improvement and raising
    the quality of teaching and learning.
  • Enable more effective leadership and management
    in schools.
  • Help teachers to concentrate their time on core
    task of teaching.
  • Enable more effective collaboration between
    schools and with their local colleges.
  • Provide wider learning opportunities to pupils,
    their families and the wider community in a home
    environment (DfES, 2003)

4
The Test Bed Schools
  • 28 schools involved in the project (5 secondary,
    1 special school and 22 primary schools) in 3
    clusters.
  • Clusters were chosen by the DfES after LEAs had
    submitted details of clusters of schools that
    they felt could work effectively together - to
    allow the exploration of the potential of ICT to
    support greater collaboration between schools.
  • All clusters were in deprived/challenging areas,

5
Data Collection
  • Comprehensive questionnaire on all aspects of
    project (91 return)
  • Interviews with staff
  • Headteacher, member of senior management team,
    middle manager, class teachers, teaching
    assistants, chair of Governors.
  • Examined
  • Attitudes to and use of ICT
  • Attitudes to Management
  • Experience of Collaboration
  • Experience of Home School Links

6
Results
7
Primary teachers views on the use of ICT
  • Generally positive
  • 64 agreed they find it easy to use ICT.
  • 79 agreed that ICT made work more enjoyable.
  • 67 felt ICT would reduce their workload.
  • 71 felt ICT made them more productive.
  • However
  • Just over half (53) felt ICT was used
    effectively by their school to manage resources.
  • And only 39 felt that ICT was used effectively
    by their school in decision making.

8
Primary teachers access to ICT
  • Levels of access to ICT were high with 97 of
    teachers having access whenever they wanted or
    usually could get access at school and 84 for
    this criteria in their home.
  • Only 40 of teachers had a laptop supplied by the
    school.
  • Just over a third (37) could access their school
    email from home
  • Only 21 could access the school website and
    staff resources from home.
  • Levels of satisfaction with hardware and software
    at school were positive but not high out of
    date equipment, lack of school network(s).

9
Primary teachers knowledge/confidence in ICT
  • Using a six point scale we asked teachers about
    their knowledge and confidence with respect to a
    range (15 items) of software, hardware and
    applications.
  • Only four items attracted agreement from 50 or
    more that they had all the skills they needed or
    better.
  • Word processing 81
  • Internet 75
  • E-mail 70
  • Peripheral hardware 55
  • Furthermore, more than 20 responded Ive never
    used this to 9 of the 15 items.

10
Training
  • 91 of primary teachers felt that they had
    improved their ICT skills in the 12 months prior
    to completing the questionnaire .
  • But, only just over half (54) agreeing that the
    training was good.
  • Opinions of NOF training were low.
  • Levels of formal training were low.
  • Also low, were the number of applications staff
    had been trained in.
  • 96 disagreed with the statement I do not need
    to learn to use ICT - implying they wanted
    further training

11
Frequency of use of ICT for management and
administration
  • Frequency of use of ICT for management and
    administration, were generally low.
  • Only three (of 15) categories, achieved more than
    a 20 response for use of once a week or more
  • word processing (56).
  • searching the Internet (22).
  • use of peripherals (37).
  • 13 of 15 areas of use were reported as not being
    used by 59 or more of primary teachers.

12
Ways in which primary teachers use ICT to support
their work (highs)
  • Resource/material preparation 77
  • Lesson Planning 71
  • Report writing 64
  • Curriculum planning 64
  • As a lesson resource (e.g. web site) 60
  • Timetabling 47
  • School policy development 43
  • Reprographics/photocopying 43
  • Presentations/demonstrations 38
  • Monitoring pupil progress 35
  • Marking and Assessment 33
  • Record Keeping (e.g database entry) 31
  • SENCO 31
  • Development planning 31
  • Exam entries and results 28

13
Ways in which primary teachers use ICT to support
their work (lows)
  • Records of achievement 26
  • Extra curricular activities 23
  • Registration 20
  • Staff appraisal/supervision or mentoring 18
  • Monitoring attendance 17
  • On-line communities 17
  • Financial records 14
  • CPD/training 12
  • Budgeting 12
  • Partnership links 11
  • Pupil contact (e.g. E-mail/intranet) 8
  • Staff contact 8
  • On-line purchasing of services and/or goods 6
  • Parent/Carer contact (e.g. E-mail) 3

14
Factors that might encourage greater use of ICT
  • If released from work to train 97
  • Training classes at school / work 92
  • More spare time 92
  • Free internet access 92
  • Free computers or software 90
  • Cheaper internet access 90
  • Free training 87
  • Cheaper computers and free software 84
  • Cheaper training 72
  • Easier access to a computer at home 67

15
Conclusions 1
  • Primary teachers
  • are positive about the value of ICT in supporting
    their administrative and management duties.
  • appeared to be aware of the potential of ICT to
    reduce their workload and improve the quality of
    their work.
  • actual use of ICT for administration and
    management are quite low.
  • recognise their need for further training which
    they are keen to undertake.

16
Conclusion 2
  • It is apparent that primary teachers have very
    little non-contact time in English primary
    schools, and if they are to make greater use of
    ICT for administration and management they need
  • more non-contact time
  • or they need better and cheaper communications
    between home and school,
  • or both.
  • Furthermore, concerns over access to quality ICT
    equipment appears to be a real and major issue.

17
THE END
  • NO!
  • IT WAS JUST THE BEGINNING

18
Teacher Use of Broadband Technology
  • Ian Selwood
  • School of Education
  • The University of Birmingham

19
What is Broadband?
  • A generic term to describe high speed networking
    services access to the Internet.
  • 3 levels of connectivity
  • Narrowband - Conventional telephone lines -
    56kbps using a modem, digital lines and ISDN
    128kbps.
  • Midband - ADSL higher inbound than outbound.
  • Broadband inbound and outbound at same speed
    500kbps plus
  • UK Government target (minimum) primary schools
    2Mbps secondary 8Mbps by 2006

20
Why broadband?
  • Schools need broadband to
  • increase the number of concurrent users accessing
    the Internet
  • access the most powerful software applications
    and digital learning content
  • facilitate collaboration with other schools and
    learning communities
  • facilitate video conferencing
  • enable reliable communication between school and
    the local education authority. (DfES, 2003a)

21
Research
  • Case studies of 37 schools (19 primary, 3 middle,
    15 secondary)
  • All schools had 2Mbps or greater (8 had 10Mbps or
    greater
  • Questionnaires, interviews, observation, teacher
    diaries, portfolios of work (teacher and/or pupil)

22
Results
  • Full report (Underwood et al 2004) at
    www.dfes.gov.uk/research/data/uploadfiles/RW6.doc
    or www.becta.org.uk/page_documents/research/connec
    ting_with_broadband.pdf
  • Im going to concentrate on one aspect of the
    report - teacher usage of broadband.

23
Changes and attitudes
  • Since the introduction of broadband to the sample
    schools
  • Teachers were using the Internet more
  • More teachers were using the Internet
  • The Internet was being used in more subject
    areas.
  • Teachers confidence in using the Internet had
    increased greater reliability and speed of
    access.
  • Teachers had very positive attitudes to the use
    of Broadband.

24
Broadband use as a percentage of total possible
use.
25
When do teachers use broadband
  • Teachers were obviously using broadband in
    lessons during the school day for teaching.
  • However, they were also using it for teaching
    before school, during lunch breaks and after
    school. (Clubs and helping students with homework
    and projects.)
  • A great deal of preparation using broadband was
    reported prior to school beginning.
  • Administration were spread across the school day
    with peak usage occurring before school and
    after school.
  • Professional development was concentrated in
    after school sessions and evenings (using
    broadband at home).

26
Broadband for Planning
  • Two aspects planning for broadband enabled
    activities, and more general planning (schemes of
    work etc.)
  • Teachers were accessing LEA, official government
    and other sites, downloading and modifying lesson
    plans, schemes of work and then sharing these
    with colleagues.
  • Schools were setting up online resource banks
    (on-line teaching materials, lessons, policy
    documents etc.)
  • Easier preparation led to greater variation of
    teaching styles.
  • Collaboration reducing workload?

27
Broadband for Administration
  • Not used widely BUT
  • Email to contact parents, other schools, LEA etc.
  • On-line assessment facilities.
  • Electronic portfolios.
  • Electronic submission and marking.
  • Setting IEPs

28
Professional Development and Broadband
  • Two aspects
  • PD for Broadband Even though all schools had
    Internet access prior to going broadband most
    schools arranged PD sessions and many continue
    with regular updates.
  • PD with Broadband Some teachers reported
    undertaking formal on-line PD courses that are
    now becoming more common. Others noted that
  • rapid access to information on the Internet was
    itself PD.
  • membership of email groups was a valuable form of
    PD.

29
Conclusions
  • Short study and limited number of schools.
  • But
  • Teacher confidence, competence, and usage
    increased since Broadband introduced.
  • Main use supporting teaching and learning
  • Greater cooperation between teachers
  • Early days but practices are changing (teaching
    styles, assessment, marking, communications, PD)
  • More detailed evaluation just been completed
    not analysed the data collected yet.
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