Chris Wood, Portal Manager, London Grid for Learning
Learning platforms have the potential to touch every aspect of the way schools communicate and organise their data. This session some of the latest developments and issues.
Steve Beard, School Improvement Consultant (ICT), Shropshire CC
The session will demonstrate practical uses of Web 2.0 technologies in Shropshire Schools.
David Litchfield, Headteacher, Castle View, Sunderland and Caroline McHale, Director of Business and Community Services, Castle View School, Sunderland
Senior managers face not only the developments of new technologies, but also the changing demands on information and communication. At Castle View School, the leadership group has been working to bring a coherent approach to development, monitoring and improvement by concentrating on the impact for the individual student. This session will explore the approaches to student participation and individual learning that have driven the changes in information systems and the skills of the workforce.
Roger Broadie, Broadie Associates Ltd and Member of the Naace Executive Committee
Assessment of ‘Quality of use’ of ICT in schools is currently geared to doing the best we can with what we have – in the way the school currently operates.
This is optimisation.
To aspire to transformation will require a systemic rethink of the way that learning is organized so that schools can achieve significantly greater impact upon pupil achievement – for all.
Some schools are now doing this, stretching the gap between schools in educational offering and achievement.
The Transformed Education project has created practical tools for schools to assess and develop the best approach to fit their culture and community.
Lorna Thompson, Ex Headteacher, Ringwood Junior School and Mike Briscoe, Assistant Director – Institutional Policy and Development
The self-review framework is a very valuable tool to support school improvement.
The session will demonstrate how a large junior school has used the resources to support self evaluation and the identification of appropriate actions to move the school forward.
Lorna is an experienced headteacher who has extensive experience in the use of ICT in schools and has been part of a SLICT training team for three years.
She will be discussing how she has used this maturity model to ensure good ICT provision across the whole school.
In addition how useful it has been as a professional development tool to extend the aspiration and vision of the school governors and staff.
Dr Vanessa Pittard, Director Evidence and Evaluation, Becta
Practice-based research has an important role to play in building up evidence of how technology can be used effectively to support learning.
It also plays an important role I enabling learning to take place from the leading edge and enabling effective professional reflection on emerging practice.
In researching new practice with technology practitioners need to consider: robustness of design, capturing the learner experience, assessment of outcomes, salience and transferability of findings.
There are particular challenges in assessing the value of learning technologies to learning outcomes. A framework of outcomes relating to technology for learning is presented
This session will showcase a variety of initiatives and demonstrate the positive outcomes for learners.
The South East Grid for Learning is supporting a series of interactive curriculum projects that exploit the National Education Network’s ability to develop powerful learning communities.
Collaboration with other regions over the NEN is a high priority and working with museums and other organisations has been adding an extra richness to the emerging online resources for all to share. The Bird Box project provides school sites around the UK with broadcast facilities for nest-box cameras and videoconferencing is linking museum experts direct with classrooms.
Jim Brant, Curriculum Adviser and Sue Walton, Project Director
This is a unique test that allows pupils to demonstrate their ICT capability by answering a range of problems.
Three years of pilot tests have been completed and many teachers and organisations have been consulted.
Based on this experience this session will explore:
What is the relationship between this new test and the national curriculum programme of study and level descriptions? How might the testing of ICT capability affect teaching in the classroom?
What can schools do to allow pupils the best possible changes of success?
Tim Tarrant, Head of ICT Team, TDA; Georgina Stein, Canterbury Christ Church University and Member of the Naace Executive Committee; Sarah Neild, Teacher, ICT Coordinator and AST at Birchley St Mary’s Catholic Primary School; Zoe Goodwin, Vice Principle, Greensward College and Margaret Baxter, Teacher, ICT Team Member and AST at Eccleston Lane Ends Primary School
This session will draw on the experience of the TDA and will cover its draft CPD strategy for the school workforce. It will draw on the TDA’s experience over the last 8 years and the conclusions that can be drawn. One conclusion is the simple fact that the best CPD is most often teachers working with teachers and this will be illustrated by the work and experience of Sarah Neild and Margaret Baxter. A challenge is how we can make initial teacher training, induction and professional development a continuum and help reduce the loss of teachers in the first 5 years of their teaching. The session will look at the factors that influence professional development in the future and how we might address them.
Credit for filming : Leon Cych on behalf of Naace
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