The United Kingdom

1. The United Kingdom An Educational Technology Integration Approach Heidi Paquette Grant UMUC, EDTC 645 Instructor: Allan Grant

2. Introduction • Understanding technology in our school system • The current state of MCPS and technology • The current state of the UK and technology • Findings from the UK • Funding and resources • Professional development and support • Increased technology and improved subject areas • Applying the UK Principles to MCPS

3. Educational Technology According to the US department of education, the educational system is expected to produce technologically literate students. The directive to integrate instructional technology into the teaching and learning equation results from the following fundamental beliefs: • That learning is enhanced through the use of technology • That students need to develop technology skills in order to be productive members of society (Davies, 2011) Image from: http://edudemic.com/2010/06/students-and-teachers-clamoring-for-technology-in-school-new-study/

4. Technology in MCPS • 2:1 student to computer ratio • 2/3 of all middle and high schools have Promethean Boards • 1/3 of all elementary schools have Promethean Boards • Every school connected to the internet • Access to a variety of learning software Image from: http://www.resetsanfrancisco.org/news/jul-6-11/taking-online-education-next-level

5. Technology in the UK • According to personal interviews, the UK has access to the following technology in most of its schools: • 2:1 student to computer ratio • ICT suites with 30+ computers • Laptops for each teacher • Smart Boards in every classroom • Laptop carts • iPads • Educational software Image from: http://carolinadedeleon.edublogs.org/

6. Technology Funding in the UK “In 1997, the government announced its plans to encourage the widespread application of ICT in teaching and learning in maintained schools. Between 1998 and 2002, ICT expenditure in England almost doubled in Secondary schools and increase by over 300 percent in primary schools.” -Machin, McNally, & Silva, 2006

7. Technology Funding in the UK “The equipment has developed over a period of years, and as equipment becomes old we replace it. We use the school budget to purchase equipment. We choose the technology that we want to purchase, using government money and grants that are available.” (I. Cerny, Personal Communication, July 2012) “Technology was acquired through grants and the government. We get to pick what technology we want and it is ordered by the Head Teacher (principle).” (K. Hessler, Personal Communication, July 2012)

8. Professional Development in the UK “The UK British Educational Communication Technology Agency (Becta) is a government agency responsible for activities such as supporting technology enhanced learning, supporting standards and promoting greater integration within and between learning organizations.” (de Freitas, et al. 2008) “The significance of staff development in educational technology to the successful transformation of universities has been recognized in the UK.” (Manika, 2007) Image from: http://igreenstartech.com/?page_id=27

9. Professional Development & Technology Support Professional development in UK schools: • Is ongoing and provided daily by technicians in the building • May occur at staff meetings to support with new software • Occurs during peer collaboration during mutually convenient times • Sometimes is provided off site for single staff members who bring it back to the larger group “Professional development is ongoing and feeds into performance management.” (I. Cerny, Personal Communication, July 2012)

10. Professional Development & Technology Support ICT Technicians within the school are available for support at any time. “I employ two technicians who manage the school system and the suite. The technicians provide continuing professional development as required.” (I. Cerny, Personal Communication, July 2012) Support from Apple Inc. or SMART to train teachers on current resources and technology. Image from: http://at.uto.asu.edu/

11. Technologies Impact on Education in UK Schools “The role of motivation in enhancing learning is often reported by teachers. A number of studies have highlighted the enthusiasm that can be generated and stimulated when ICT is used, and the forms of motivation arising have been shown in some specific studies to positively enhance learning.” - Passey, 2006 Image from: http://jordanstechstop.com/2012/05/16/technology-in-education-the-future-but-too-expensive/

12. Technologies Impact on Education in UK Schools • Technology is being used to enhance lessons with videos or images, not necessarily kinesthetic learners. • Often, technology is used to teach and review basic skills, not necessarily for higher order thinking. • “The most effective use of ICT are those in which the teacher and the software can challenge pupils’ understanding and thinking, either through whole-class discussions using an interactive whiteboard or through individual or paired work on a computer” (Passey, 2006). Image from: http://students.uwsp.edu/shytr826/soeportfolio/2_teaching_philosophy.htm

13. Technologies Impact on Education in UK Schools • Machin et. al. reports: • 2% increase in English scores with use of ICT • Increase in Math scores • Significant decrease in Science scores

14. How can the UK help MCPS? • Budget more for technology throughout ALL schools • More professional development opportunities for teachers • Provide in-school support across the county for teachers and technology Image from: https://www.cia.gov/library/publications/the-world-factbook/geos/uk.html Image from: http://metrodcpflag.wordpress.com/2012/02/08/its-about-more-than-just-fliers/

15. How can the UK help MCPS?Budget • The UK government allocates up to 3% of overall expenditure to ICT in schools. • The government mandates that each school have a SMARTboard within the classroom. • MCPS needs to find the budget to ensure that every school across the county has up-to-date technology to work with.

16. How can the UK help MCPS?Professional Development • The UK has a professional development model to support all teachers • Trainings are held in schools and are easy to attend • Professional Development is ongoing, there is always opportunities to attend and learn more. • MCPS needs to create ongoing PD that will be accessible for teachers • Trainings need to be consistent and easy for teachers to ensure attendance

17. How can the UK help MCPS?ICT Support • UK schools have technicians that work within the school to provide technical support and professional development on a consistent basis • MCPS needs to find the budget to have this same plan within each of its schools. This will help to ensure: • Teachers feel comfortable with all technologies available • Technology is working appropriately at all times • Professional development opportunities are ongoing

18. Conclusion After research and interviews, it is clear that the United Kingdom has adopted a positive attitude about the implementation of ICT within their schools. Through government funding and strong technical support, the country is working hard to ensure that they are preparing their students for the 21st century and a global society. MCPS needs to consider adopting some of the methods from the UK, in order to continue to rank amongst the top counties in the U.S. By providing more professional development, a larger budget, and better technical support within our schools, we can improve the education of our students and better prepare them for their future.

19. References Davies, R. (2011). Understanding Technology Literacy: A Framework for Evaluating Educational Technology Integration. Techtrends: Linking Research & Practice To Improve Learning, 55(5), 45-52. de Freitas, S., Oliver, M., Mee, A., & Mayes, T. (2008). The practitioner perspective on the modeling of pedagogy and practice. Journal Of Computer Assisted Learning, 24(1), 26-38. doi:10.1111/j.1365-2729.2007.00241.x Machin, S., McNally, S., & Silva, O. (2007). New Technology in Schools: Is There a Payoff?. Economic Journal, 117(522), 1145-1167. doi:10.1111/j.1468-0297.2007.02070.x Mainka, C. (2007). Putting staff first in staff development for the effective use of technology in teaching. British Journal Of Educational Technology, 38(1), 158-160.