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Learning and Teaching Using ICT Conferences Summer 2004. ICTIN SCHOOLS-IMPACT OF GOVERNMENT INITIATIVES. The combined impact of government initiatives for ICT in schools has been significant.

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ictin schools impact of government initiatives
  • The combined impact of government initiatives for ICT in schools has been significant.
  • The outcomes of the initiatives are more evident in improvements in pupils’ achievements in ICT capability than in their application of this learning in other subjects.
  • The gap between the best and worst ICT provision is unacceptably wide and increasing.
  • The training programme funded by NOF continued to disappoint in relation to its stated intentions, although it stimulated higher levels of ICT competence amongst staff.
ictin schools impact of government initiatives1
  • Where schools provided their own training for staff, sometimes with the help of external agents, it was generally more effective than the NOF funded training.
  • The level of technical support varies widely between schools.
  • The government’s initial target of connecting 20% of schools to Broadband by August 2002 was met by the Regional Broadband Consortia.
  • There has been continuing improvement in the quality and extent of support for ICT by LEAs.




10 possible features of the e-confident school: a framework for review and planning


Use ICT effectively in their professional roles

Make appropriate intervention in pupils’ learning

Identify where ICT can enhance the learning

High levels of staff competence and confidence

Use of a range of different technologies to support teaching

Manage the technology in the classroom for effective teaching and learning

Evaluate new technologies/content resources that can enhance or support teaching and learning


ICT embedded in all schemes of work

Equal entitlement of ICT for all pupils

A re-designed curriculum putting ICT at the heart of learning

Re-engineered teaching, learning and assessment, integrating effective use

ICT used across the whole curriculum

Transparent transition between phases and ages

Pupils’ learning styles accommodated when using ICT


Valuing learning taking place elsewhere

Accommodating concurrent learning within teaching

Leading and managing distributed and concurrent learning

Valuing pupils’ knowledge and understanding which may be greater than the teachers

Building on opportunities to learn out of school

Awareness of the impact of concurrent and distributed learning in their teaching


Use of management tools to analyse pupils’ attainments and progress

Working smarter not harder

Re-designing management and administrative procedures around ICT

Effective application within organisational and management processes

A single entry for data shared across years and phases


Planned individual and whole school professional development

Coherent personal learning development, for all leaders, teaching and non-teaching staff

Support and training for use of ICT in teaching and learning

Development strategies use a range of different training options

New approaches to teaching and learning using ICT

Support and training for school based innovation


Reflective evaluation of the use of ICT

How ICT can improve teaching and learning?

Observing and making judgements about the use of ICT in teaching and learning

Secure, informed professional judgement

Assessing pupils’ ICT capability and judging standards

How ICT can help to improve standards?


Sufficient resources to ensure easy access for all pupils and teachers

Appropriate resource allocation to ensure sustainable development

A wide range of resources ensures inclusion for all learners

Workable plans for sustaining and improving ICT resources

Capacity to introduce new ICT innovations


A wide range of diverse technologies are available

Maintenance is provided as and when required

Availability, access and technical support

There is sufficient access to ICT to accommodate all needs

Access to ICT is available to all pupils when required

Effective use is made of all resources

Technical support is available for all staff when required


Pupils are able to display their high levels of ICT capability – high challenge tasks

All pupils develop a wide range of ICT knowledge skills and understanding

Teachers are aware of pupils ICT capability

Pupils/students with high ICT capability

Pupils are autonomous users of ICT

Pupils show sensible use in the way they select appropriate ICT resources

High levels of ICT capability are built on by teachers


Pupils are able to access ICT resources out of school hours

The school has a web-site which supports the local community

School as the lead community learning and information hub

The school makes ICT resources available to the wider community

ICT allows pupils to link their work between home and school

The school uses ICT to communicate with parents

Questions to consider………

What aspects of e.learning are being delivered in your school?

What are your key issues for future development?