Reference 13 LGfL, 2007, “RadWaste Project – a KS4 Geography online teaching and learning resource” This reference demonstrates some of the rich content available via RBCs and the NEN for the free use of schools anywhere in England. This particular material relates to a 10 week, KS4 Geography project on the disposal of radioactive waste and offers complete plans and resources which were developed in partnership with CAWRA. Further resources can be found suitable for all phases at Reference 14 Becta, September 2008 “Analysis of emerging trends affecting the use of technology in education” Filename: consolidated_trends_analysis1.doc Useful for context and contains reference to use of technology outside of mainstream teaching and learning – for example with offenders. Most of the benefits cited are relevant to higher level strategy issues (for example relating to BSF) rather than the benefits matrix under consideration here. References 15,16 and 17 Becta, July 2008, “MILO: Models of innovative learning online at Key Stage 3 and 14 – 19, Final Report” Filename: milo.doc This is a valuable source of information in respect to the 8 case studies prepared and These were: The Bridge Academy (TBA) – a pupil referral unit The City Technology College Kingshurst (CTCK) – an independent secondary school Kirklees Collegiates (KC) – a partnership of Kirklees Authority, the Learning and Skills Council, and Calderdale and Kirklees Careers, together with local schools, colleges and work-based learning providers Monkseaton Community High School (MHS) – a state secondary school Leicester College (LC) – a further education college The Sheffield College (TSC) – a further education college St Helens College (SHC) – a further education college Villiers High School (VHS) – a state secondary school. In the most case the studies do not directly address the benefits from the effective use of technology, but cite learning and teaching processes and operations that implicitly evidence the benefits referred to in the Draft Benefits Matrix. However one of the questions used in the research did specifically address evidence of the effectiveness. The questions explored were:
reduced incidences of 2 Teachers able to communicate with peers and/or students at a time and place appropriate to need. Teachers able to draw upon and good or innovative practice within and beyond the institution. Student and assessments recorded electronically to school MIS. Access to shared resources beyond the school i.e. via the NEN or NRDB. Teachers able to have more meaningful and constructive dialogue with students and engage with parents more fully in their child's education. 3 Enables pupil transfer between schools and transition through phases. Schools able to develop primary/secondary collaborative environments easing transition and reducing the Year 7 dip. Through access to a greater range and depth of data staff gain a deeper understanding of their students' needs and abilities enabling the creation of learning experiences more specific to the learner needs. Having student data available through one of access has enabled greater levels of parental engagement Provides for efficient and timely monitoring and reporting of behaviour and attendance data for both school and parental information. 4 Enables multi agency working for children at risk. Providing opportunities for collaboration between students creates a demand market for learning especially where learning can be extended through home access. Enables teacher and peer moderation and presentation of work at student, year and whole school levels Time on short and medium term planning activities greatly reduced with an increase in the quality of lesson activities leading to a significant improvement in teachers' effective use of time. Presenting teaching and learning materials based on student's individual needs and enabling students to pace their own learning results in increased learner outcomes and a reduction in disruptive behaviours. 5 When parents gain a better understanding of the Students on short or absence still able to Students increasingly taking control of their own Making resources available beyond the classroom Students able to select learning opportunities
school they take a greater role in the child's education and develop stronger links with staff. The ability to engage with progress, assessment outcomes and other data results in raising the standards of homework while reducing the incidence of late or access class work thus reducing duplication and allowing continuity in their learning. Teachers are also have the flexibility to plan their activities more effectively. Excluded students can still access learning material and submit work. learning by creating their own pathways were becoming more independent, active learners rather than passive recipients. enables students to extend their learning as well as identifying opportunities to pursue complementary interests. appropriate to their age, stage and preferred learning style. They are able to pace their learning based upon their individual needs 6 Allows for learner created content enabling a greater sense of personal ownership for learning. Student can submit homework or assignment work at a time and place more suited to their needs in order to keep to deadlines. Synchronous and asynchronous models of communication allow for discussion and collaboration of assignments, extended class work or homework. Provides opportunities for schools to showcase to the world what they have to offer and to extend their communications beyond the school gate. Enabling extended opportunities for teachers and learners to benefit from cross-sector skills, knowledge and experience i.e. MFL 7 Staff have universal access to the same CPD materials streamlining and evening out access to online personal development, reducing waste and enabling greater efficiencies. Portfolios allow students to record, share and celebrate via a greater range of methods as well as increasing the range of means to show or demonstrate their knowledge and achievements. Extending CPD beyond the boundaries of phase or sector and allowing collaboration in CPD activities. Provides opportunities for online audits of individual and resourcing the means to meet those needs Opportunities vulnerable and at risk children to receive bespoke lessons and services. 8 Enables efficient and effective means of Allows for wider learning opportunities and providing Provides alternative means to increase learner Allows students both formal and informal means of Managed services reduce reliance on internal
managing whole school improvement plans unique experiences not previously possible either because of cost, difficulty, location or capability outcomes for hard to teach subjects through shared, nationally available resources expression through a range of media appropriate to their age and ability resources and moves risk away from the institution freeing it up to focus on core activities of teaching and learning. 9 Managed services enable a sustainable infrastructure providing continuity and security as well as contributing towards targets' Aggregated requirements and sharing of resources enable cross-collaboration within and between schools and local authorities Effective management of data enables a move towards greater transparency Assistive technologies and adaptation of resources support inclusion and provides opportunities for both the more and less able student