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2008 Harnessing Technology Review

2008 Harnessing Technology Review

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Published by Fevered Steve
This was the fourth Harnessing Technology Review, and the first that was down to me. The government's Harnessing Technology strategy had been revised, so the review had to be re-jigged to match that change. It was also more focused on the high-level headings of the strategy than in previous editions, which were much more wide-ranging.

I'm uploading these to Scribd because Becta is due to close soon, so I need to get all te things I had a part in creating somewhere I can find and share them.
This was the fourth Harnessing Technology Review, and the first that was down to me. The government's Harnessing Technology strategy had been revised, so the review had to be re-jigged to match that change. It was also more focused on the high-level headings of the strategy than in previous editions, which were much more wide-ranging.

I'm uploading these to Scribd because Becta is due to close soon, so I need to get all te things I had a part in creating somewhere I can find and share them.

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Published by: Fevered Steve on Dec 13, 2010
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12/13/2010

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Harnessing Technology Review 2008:The role of technology and its impacton education
Full report
November 2008
 
02 Harnessing Technology Review 2008: The role of technology and its impact on education
Contents
Executive summary 3Introduction 13Challenges and issues 151 Technology-confdent, eective providers 22
1.1 Do providers achieve well on e-maturity criteria?
22
1.2 Are providers able to support home and extended learning?
29
1.3 To what extent do technology-based tools and resources support eective teaching?
342 Engaged and empowered learners 41
2.1 To what extent is learner entitlement met and does it support vulnerable groups?
41
2.2 Does technology add value to amily and inormal learning?
47
2.3 Are learners condent and sae users o technology to support their learning?
513 Confdent system leadership and innovation 56
3.1 Do education leaders use technology to support their priorities?
56
3.2 What wider support do learning providers receive?
61
3.3 Is innovation encouraged across the system and good practice shared and adopted?
644 Enabling inrastructure and processes 67
4.1 To what extent are learner services integrated?
67
4.2 Are high-quality, tailored resources available to all learners?
70
4.3 Is the technology inrastructure or learning ecient and sustainable?
765 Improved personalised learning experiences 82
5.1 To what extent are learners able to exercise choice among fexible learning options?
82
5.2 Is tailored and fexible assessment available and able to address learners’ needs?
87
5.3 Does technology oer engaging learning experiencesthat support deep and higher-order learning?
916 Impact on national priorities 96
6.1 Improving capacity, quality and eciency
96
6.2 Raising achievements and improving skills
99
6.3 Narrowing gaps and supporting the vulnerable
101Reerences 102
 
Harnessing Technology Review 2008: The role o technology and its impact on education 03
Executive summary
Key messages
The use o learning platorms, and their integration with managementinormation systems, has increased during the last year. However, this useis still at an early stage o development in schools and most schools’inrastructure does not support mobile and remote access to the network.The development and wider adoption o these technologies is a signicantactor in achieving urther progress, and represents a sound basis or thedevelopment o practice with technology more generally.Achieving air access to technology or parents, young people and adultlearners is likely to be a continuing challenge. Those school-aged learnerswho lack computer access at home are likely to belong to groups that areconsidered ‘hard to reach’. In urther education (FE), older learners areless likely to have access. As a result, those returning to study or trainingover the age o 45 are likely to have limited skills in using technology tosupport their learning.Online reporting to parents is helping to develop better relationships betweenschools and parents. Although tools and systems are available to enable this,adoption is relatively low. Communicating with parents is also relatively lowamong headteachers’ priorities, adding to the challenge o making progressin this area.There are signs that the breadth o ICT practice among teachers and FEpractitioners is expanding. More practitioners reported that they usedtechnology to support learners in being creative and working together.However, a high percentage o practitioners reported they rarely or neverdid this. There was a lack o awareness o the benets o dierent practice orlearning, a lack o practical pedagogical skills, and possibly a lack o time andincentives to develop practice.There are also issues or schools and colleges around access to digitallearning resources, and to high-quality resources in particular. This suggeststhat many learners and practitioners are receiving a technology service thatis still lacking in reliability and proessionalism. This is particularly the casein primary schools, where lack o on-site technical capacity is likely to provea barrier to school-led progress.

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