e-maturity – insights from evidence

Dr Vanessa PittardDirector, Evidence and Evaluation

Background: Becta Review 2006

• Evidence of attainment gains relating to deployment and use of technology in schools

• Schools progress where there is: - strong vision and leadership- needs-related centralised resource allocation- whole school strategy

• But large variation in ICT leadership

• Issue: While ICT is viewed by teachers as the most common CPD need, this view is not shared by Heads

• Issue: Leaders frequently present their visions as supporting learning within the institution; few have thought about extended learning which would be enabled by the technology.

• Issue: MIS are critical to institutional effectiveness and reducing burdens. However, effective deployment and use is not widespread

Source: Becta Review, 2006

E-Maturity: Institutional ICT capability

Source: PwC 2004

ICT Test Bed

3 Local Authorities, 30 institutions

£34m over 3 years (2003-2006

Evaluation:

Did the money make a difference?

What can we learn about the effective deployment and use?

Impact on learner outcomes?

ICT Test Bed Evaluation

ICT Test Bed 2005ICT Test Bed schools were improving more rapidly than the national picture at KS 2. Comparator schools were performing more or less consistently with the national picture.

Subject ICT Test Bed improvement

National improvement

Comparator improvement

KS2 English L4+

+8.6% +4% +3%

KS2 Science L4+

+2.8% 0% 0%

KS2 Maths L4+

+2% 0% 0%

ICT Test Bed Evaluation: Maturity Modelling

Did the money make a difference? E-Maturity

3 levels:

Overall e-maturity->

Core elements: maturity models ->

Dimensions

The maturity models:

- Technological

- Curriculum

- Pupil/Learner

- Leadership/Management

- Workforce

- Linkage

ICT Test Bed Evaluation: Maturity Modelling

ICT Test Bed Evaluation

The Technological MaturityDimension: Extent of connectivity

Dimension levels ScoreMost computers are standalone. External link by low speed connection. 1

There is a networked central resource or some clusters which are networked with low speed connection shared across the network. 2

Most computers are networked with a shared broadband institutional access. 3

All systems (management and curricula) are networked together allowing the sharing of resources and data. 4

All systems (management and curricula) are networked together allowing the sharing of resources and data. Differential internal and external access to the network. Awareness of need for security. 5

An empty sixth box to be used in cases where other levels have been surpassed. 6

Source: ICT Test Bed Annual Report 2005

What makes ICT make a difference to attainment at KS1 AND KS2?

Management systems.

‘Data collection’ are significant at KS1.

Systems to support leadership and management are significant at KS2

What does this mean?

Schools use ICT to store and analyse data across a range of applications.

Data is available to staff at work and at home. It allows tracking of learners’ progress and supports target setting.

Managers actively collect, analyse and use data from a wide variety of sources. Data flows smoothly in and out of the school.

What makes ICT make a difference to attainment at KS1 AND KS2?

Enabling ‘critical thought appropriate to relevant key stage’.

What does this mean?:

Digital literacy is embedded in school strategy.

Learners are active critics of information.

Digital literacy is embedded in school planning.

Learners are active users of a range of information sources using ICT.

Technical support. ‘Reactive technical support’ was a significant predictor

What does it mean?

What makes ICT make a difference to attainment at KS2?

Proactive technical support is available on-site when needed. This is often under a service level agreement.

There is a recognised process for technical support throughout the school.

What makes ICT make a difference to attainment at KS2?

External linkage is a significant predictor.

What does this mean?

Learners can use ICT to access school information at home. Help is readily available.

Links with parents and the community provide access and training.

Dynamic and active website. Electronic communication with homes is well-established.

Parents access curriculum and pupil information electronically. They know about curriculum and ICT developments.

Curriculum maturity is a significant predictor

What does this mean?

What makes ICT make a difference to attainment at KS2 AND A-level?

ICT is used to monitor effectiveness of learning

Planning and preparation: ICT supports creation and re-use of materials

Staff are active critics of information and information sources

ICT is used to administer and support assessment

ICT clearly placed in vision, policy and action for the school

Maturity model findings: what makes technology make a difference to attainment at A-Level?

Technological maturity (specialist technologies in particular)

What does this mean?

ICT clearly placed in vision, policy and action for the school

Detailed, constant and costed replacement, renewal and upgrading policy

All systems are networked to support data flow and resource sharing

Security recognised as important

High levels of access, particularly to specialist equipment

Current trends

E-maturity change• Levels of e-maturity have increased significantly between 2002

and 2005.• The largest changes in primary schools.

Positive association between e-maturity in secondary school and:• Lower absence rates • KS3 average point scores• A*-C grades at KS4• Greater KS3-4 value-added in 2005

Source: Curriculum Online Evaluation: Secondary Analysis, unpublished

Factors

Factors in e-maturity in primary schools• School size: larger schools were more likely to have made progress• Learners: schools with more SEN learners were more likely to have

made progress• School character: schools not in Excellence in Cities were more likely

to have made progress

Factors in e-maturity in secondary schools• School size: smaller schools were more likely to have made progress• Learners: schools with more ethnic minority learners were more likely

to have made progress• School character: specialist science and technology schools were

more likely to have made progress

Source: Curriculum Online Evaluation: Secondary Analysis, unpublished

For more information

• ICT Test Bed Evaluation www.evaluation.icttestbed.org.uk

• Becta Review

http://partners.becta.org.uk/index.php?section=rh&catcode=_re_rp_ap_03&rid=11339

• Article

http://taylorandfrancis.metapress.com • Curriculum Online Evaluation

http://partners.becta.org.uk/index.php?section=rh&rid=11273&PHPSESSID=e600f6e8aefd028e8ca56deee2b7db77

Discussion

• What are the 3 key things we need to do to ensure technology supports school improvement?

• How do we do this collectively?