Richard Pietrasik [email protected] If we teach today's students as we taught yesterday's, we rob them of tomorrow. John Dewey.

Richard Pietrasik

[email protected]

If we teach today's students as we taught yesterday's, we rob them of tomorrow.

John Dewey

How is education changing?

1910

1954

2007

Technology in the classroom

Radio and then later Television

Calculators

Computers as ‘exotic’ machines

Computer Labs

...teaching programming

...then linked to Business Studies

...then ‘booked’ by enthusiastic teachers

...controlled by ‘techies’

In the UK political commitment to encouraging

the use of ICT in schools

Developing the ‘National Grid for Learning’ 1998 to 2003

Double the number of computers in primary schools

60% increase in the number of computers secondary schools

Computer:pupil ratios of 1:6 in secondary and 1:9 in primary

All schools connected to the Internet

Over quarter of schools at broadband levels

96% of teachers received training in the use of ICT in teaching

Over 100,000 teachers received a computer

AchievementsMassive investment in kit and infrastructure

Exposure of children to ICT in schools

Teacher ICT training raised awareness

Growing appreciation of the potential of ICT particularly among young teachers

Barriers

Delivery and accountability

Leadership

Teachers’ skills and time

Investment insufficiently planned and sustainable

Lack of support and advice

Evaluation 2003

Video Slide

Drivers for change

Demographic

• ICT: The Next Generation- The digital revolution- The expanding World Wide Web- Towards Web 2.0

• Towards a New Economic Landscape- The global economy- Knowledge-intensive service economies

• The Changing World of Work and Jobs- Lives less dominated by work?- Less securely attached to the labour market?- Women at work

• Social Connections and Values- Living in more diverse families- Less social interaction?- Evolving values

• The Learning Society- Educational attainment- Rising investments in education- Global educational patterns – inequalities and student flows

• Ageing OECD Societies- Fewer children- Living longer- Changing age structures

• Global Challenges- Our crowded planet- International divides of affluence and poverty- Populations on the move- Global environmental challenges

Technological

Social

Economic

OECD (2008) Trends Shaping Education

The developing power of technology is the greatest driver for change in our education system.

Strategic Leadership of ICTSLICT

The aim of the SLICT programme:

“To enhance the capacity of headteachers to act strategically in leading the development of ICT in their schools.”

Three day Residential Course

Delivered to 10,000 headteachers in England and 1,000 in Scotland

Now incorporated in the National Qualification for Headship

Highly rated by participants

Strategic Leadership of ICTSLICT

The e-Confident School

The e-confident school is one that is well placed to take advantage of the innovative opportunities provided by information and communications technology (ICT) to provide a broad, balanced, creative and well-organised ethos for personalised learning.

An e-confident school has ICT embedded in every aspect of the school’s community life.

It uses ICT as a tool, but only when and where appropriate

8 key elements

Leadership and management

Curriculum

Learning and teaching

Assessment

Professional development

Extended opportunities for learning

Resources

Impact on pupil outcomes

The e-Confident School

2004 - How many e-Confident Schools?

Late Adopters Ambivalent Enthusiastic E-enabled

Sample size

Primary 7% 44% 39% 19% 118

Secondary 11% 31% 34% 14% 85

Special 16% 55% 33% 16% 43

FE 20% 23% 49% 8% 99

All 13% 36% 40% 11% 345

Source: PricewaterhouseCooper DfES Dec 2004

Being clear about SLICT

• creating a vision for leading schools

• giving information, time and space for headteachers to review and develop a vision

• evaluating where principals are now

• sharing good practice

• understanding the issues for ICT

• challenging thinking about current and future ICT

• thinking long-term, and seeing short-term solutions

telling headteachers how to do itlearning ICT skillswriting schemes of workgiving technical advice on the ‘best’ computer, network, laptop, PDA, wires, routers etcparticular Management Information Systems

is isn’t

Managing Change

ReviewEvaluate, audit and monitor

PlanningInnovate, embed and sustain

ImplementationInnovate, embed and sustain

Self Review Framework

Leadership and Management

Curriculum

Learning and teaching

Assessment

Professional Development

Extending Learning

Resources

Impact on pupil outcomes

1 2 3 4 5

Benchmarking (all)Benchmarking (where I am)

Action plan, with support links, to move from one level to the next

Impact

Achievability

Quick winsand high priorities

low

high

high

Prioritisation matrix

Intelligence is knowing

what to do when you don’t

know what to do

Jean Piaget