ICT in schools – report
The evidence from the visits to primary schools suggests a picture of improvement with rising achievement and standards, particularly at Key Stage 1. The pupils observed generally used ICT effectively to communicate their ideas and to present their work, but they were less skilled in collecting and handling data and in controlling events using ICT. Most of the primary schools ensured pupils received their full entitlement to the National Curriculum for ICT, although commonly the curriculum was not well balanced. Teachers tended to give more attention to those aspects of ICT where they themselves felt confident. At best, teachers integrated ICT carefully into the curriculum and it was helping to raise standards in other subjects. Good leadership and management made developing ICT a priority in these schools. Effective use of self-evaluation to inform investment in resources and training was driving the improvements which were seen.
In the secondary schools, students’ achievement was good or better in 41 of the 92 schools visited, satisfactory in another 41 schools and inadequate in 10. There was a suggestion of improvement in the final year of the survey. The Key Stage 4 curriculum was inadequate in around one fifth of the schools visited; assessment was unsatisfactory in a similar proportion, and many students were following qualifications of doubtful value. Although students used ICT well to present their work, communicate their ideas and, increasingly, to manipulate and use a variety of digital media, standards in using spreadsheets, databases and programming remained low. Furthermore, teachers gave too much emphasis to teaching students to use particular software applications rather than helping them to acquire genuinely transferable skills. There was widespread use of more reliable resources but in some schools responses to some serious, long-entrenched failings were stubbornly slow.
In a minority of the primary and secondary schools visited, higher-attaining pupils underachieved. This was particularly marked at Key Stage 4 where accreditation of vocational qualifications is based mostly on the assessment of coursework. Students were spending considerable time demonstrating proficiency in what they could already do in order to meet the assessment criteria, rather than being introduced to new and more challenging material and skills. Most students who chose not to pursue an ICT qualification at Key Stage 4 did not receive their statutory entitlement to the National Curriculum for ICT.
Teachers’ subject knowledge was mostly good and they used ICT effectively to improve their teaching. However, weaknesses existed in specific aspects – especially assessment, which was the weakest aspect in primary and secondary schools and was inadequate in one school in five.
Schools have invested heavily in ICT. The gains reported here are due to the commitment of school leaders to improving ICT provision, with more resources and better use of them. However, only around half of the schools visited showed that they were systematically evaluating the impact of ICT resources on improving learning. Part B considers how far the four principles of best value (challenge, compare, consult and competition) have been applied.
The past few years have seen a sharp increase in the number of students taking Key Stage 4 vocational qualifications instead of GCSE ICT. Although these vocational courses are the equivalent of up to four GCSEs in other subjects, they offer limited challenge in ICT. Part B of the report discusses how this has contributed to the low numbers of students choosing to study computing post-16. This is especially serious given that students say they enjoy ICT and recognise its contribution to their personal development and future economic well-being. Although vocational qualifications and the national Computer Clubs for Girls (CC4G) initiative have been successful in engaging girls in ICT, they have not reversed the long-term decline in take-up by girls: the number of girls choosing to study computing post-16 has fallen to an all-time low.
This article comes from the ICT edition of Education Management News – a free news service for teachers. To learn more about Education Management News and sign up to the totally free service please visit www.schools.co.uk/aboutEMN.html