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TECHNOLOGYIN EDUCATIONA SYSTEM VIEW
TECHNWOLOHEGYIS CHANGING TFOREWORD“IT IS NOT POSSIBLE TO IMAGINE A MODERN SCHOOL OR LEARNINGORGANISATION WITHOUT TECHNOLOGY. WE HOPE THIS VIEW OF THELANDSCAPE WILL PROVIDE TANGIBLE SUPPORT FOR ORGANISATIONSWHO ARE ASKING HOW TECHNOLOGY CAN BE APPLIED TO CREATE THEMAXIMUM IMPACT ON LEARNING OUTCOMES.WE MUST BE AMBITIOUS FOR OUR LEARNERS, PROVIDE THEM WITHTHE MOST POWERFUL WAYS TO LEARN AND SUPPORT THEM TO BEFULLY EQUIPPED FOR THE 21ST CENTURY.”James Penny, Solutions Director, European Electronique02ORLDMEMBERSOF THE& EDUCATIONEXPERTGROUPJAMES PENNYEUROPEAN ELECTRONIQUEVALERIE THOMPSONELEARNING FOUNDATIONNICOLA DYKESSAMSUNGBEN ROLANDAGILISYS ARCHBILL MITCHELLBRITISH COMPUTER SOCIETYMARK CHAMBERSNAACEANGELA MCFARLANETHE COLLEGE OF TEACHERSJAMES BRADY, PAUL POLLARDSIMON LANGTON GIRLS SCHOOLCLARE RILEY & STEVE BESWICKMICROSOFTSEBASTIAN JAMES, LUCY GRADILAS, ANDREW HARRISONTABLETS FOR SCHOOLSLEN DANIELSTOSHIBARICHARD TURNERGOOGLE
“TECHNOLOGY IS CHANGING THE WORLD AROUND US AND CHANGING EDUCATION. TEACHERS AREUSING IT TO MAKE THEIR TEACHING MORE CREATIVE, MORE INNOVATIVE AND MORE ENGAGING ANDENJOYABLE. ABOVE ALL, IT HAS THE POWER TO INCREASE CHILDREN’S ATTAINMENT AND INCREASETHEIR FUTURE OPPORTUNITIES, WHATEVER PATH THEY CHOOSE TO GO DOWN.These changes are gathering pace and more than ever we need a discussion about how schools meet the associated challenges. This report is animportant contribution to the debate and it highlights a number of important issues. These include the need to help teachers apply their existingteaching skills to the new world, the need for strong school leadership and in supporting schools to invest in a solution that works best for them.These challenges are not insurmountable and many schools are already active in sharing solutions. Whether it is by innovative use of computers andtablets to enable students to interact with students across the world, embracing 3D printers or developing apps that they can use on their own devices,many of our schools are world leaders. A large part of the challenge for Government and others in the sector lies in helping these innovators to sharetheir knowledge and experience with their peers.As the report recognises, the debate about technology has shifted from ‘if’ to ‘how’. We need to know what really works. This is why I announced thecreation of a new Education Technology Action Group earlier this year. It is a group of experts who have come together to identify how technology can bebest used - across schools, universities and colleges - to enhance teaching and learning.They are tasked with producing evidence-based ideas and proposals to encourage the most effective use of education technology. This report helps tolay the foundations for the group’s work, and I hope that it will be widely read by all with an interest in this area.”Matthew Hancock MP, Minister for Skills and Enterprise, Department for Education03
“NO EDUCATION SYSTEM IS GREATER THAN THE QUALITY OF ITSTEACHERS AND LEADERS. HIGH QUALITY TEACHING AND LEARNINGHAS A DIRECT CORRELATION TO HIGH QUALITY OUTCOMES.TECHNOLOGY NEEDS TO SUPPORT STUDENTS OR YOUNG PEOPLETO DEVELOP DEEP SUBJECT KNOWLEDGE AND UNDERSTANDING.OBVIOUS AREAS FOR SUCH SUPPORT ARE AROUNDPERSONALISATION AND ASSESSMENT BUT THERE ARE OTHERS.IN MY VIEW WE NEED TO HELP TEACHERS AND LEADERS FOCUSON OUTCOMES AND NOT CONFUSE THIS WITH PROCESS, WHERETECHNOLOGY IS TOO OFTEN FOCUSED AT THE MOMENT”Sir Dan Moynihan,Chief Executive, Harris FederationHELPTEACHERS & LEADERSFOCUS ONOUTCOMES04
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TECHNOLOGY & EDUCATION– A PARADIGM SHIFTTHERE IS A PARADIGM SHIFT IN THE DEBATE AROUND THE ROLE OF TECHNOLOGY IN LEARNING.WHEN WE APPLY TECHNOLOGY TO HIGH QUALITY LEARNING AND TEACHING METHODOLOGIES,STUDENTS CAN POTENTIALLY ACHIEVE DEEPER KNOWLEDGE AND MORE UNDERSTANDING.It is clear that a watershed moment hasbeen reached in the maturity of technology.The ubiquity of tablets and mobile devicesis making real change happen. The maturityin wireless infrastructure and the ability tomanage critical systems from the cloud, bothprivate and public, means that teachers andlearners can now rely on technology andembed it into their working practices.happening before our eyes. There area number of places where technology isbeing used to support both high qualityoutcomes and where technology istangibly transforming the process ofteaching and learning.In short, we can now see what a “technologyenabled school system” might look likein practice.The stakes are high. To remain competitivewe need people who can manage, developand invent the systems that will drive oureconomy. The vast majority of jobs andservices in the future will require knowledgeand understanding of technology.Rather than talking about it, we can see itFrom coding skills to the ability to manipulateand access data, we need our young peopleto be equipped with these skills. By ensuringthat our education system embeds up todate technology into the ‘learning ecosystem’we can ensure that learners access theskills they require to be competitive in themodern workplace.Technology is a strategic tool in any learningorganisation and when applied as part ofmaintaining high standards or as part ofschool improvement, can make a positivecontribution to the lives of all learners.This document shares some key ideas andinsights that were gathered by an expertgroup of leaders in technology and educationand looks at how these are being applied inschools and learning organisations acrossthe UK. It sets out an emerging “system wideview” of technology in education for youngpeople aged 3 years old to 23 years old,and an overview of the organisationswho are supporting this new Edtechecosystem in Britain. It also has 3 simple andpowerful messages for educators, businessleaders and policy makers to consider intheir future planning.“Evidence: NESTA’s Alive in the Swamp 2013 report & The Education Endowment Foundation’s Impact of Digital technology on learning 2012 report found that technology is associated with positive but moderate learning gains. It is clear that there is a need for a what works site thataggregates evidence in one place, plus more efficacy and random controlled trials required to improve the quality of decisions made by policy makers and educators”06
KEY FINDINGSONETWOTHREEA paradigm shift in the use of technology in education hashappened – technology must be more strategically linkedto achievement and learning in all schools and learningorganisations. And knowledge of how to achieve this needsto be shared more widely on a “what works website” for allteachers and learners to benefit.There are still major barriers to the adoption of technology inBritain’s schools. Universal high quality access to broadbandin all schools would deliver significant benefit. And if schoolsadopted cloud based technology and made choices on devicesbased on flexibility and total cost of ownership, they would seeconsiderable savings.We know that there are still barriers and there are stillthose that doubt the power of technology to transformeducation. There is still much to do.We hope that this document can be a catalyst for thejourney ahead. We hope it can be a practical tool forthe teachers and leaders who do a fantastic job in ourschools and colleges everyday, that it can pull togetherand share ideas that work so that reforms happenquickly so that learners do not miss out.We also hope that the document will be useful forthe new cross government Education TechnologyAction Group which launched in February 2014 andin discussions about the next wave of reform of oureducation system.No learning organisation should have out of datetechnology. Technology should be focused on improvingthe learning and outcomes of all learners so that digitaltechnology supports teachers and bring about positivechange in the lives of young people.James Penny, Ian Fordham and Ty Goddard - May 2014The use of technology to improve achievement must berecognised more prominently and systematically in inspectionand accountability frameworks with clear guidance on whatgood and outstanding looks like in practice.07
OVERCOMING MAJORBARRIERS TO ADOPTIONINTRODUCTIONTHERE IS NOW CLEAR EVIDENCE FROM THE UK AND GLOBALLY ON WHAT MAKES EFFECTIVESCHOOLS AND LEARNING ORGANISATIONS, AND HOW TO IMPROVE EDUCATION SYSTEMS. THISREPORT SUGGESTS THAT TECHNOLOGY SHOULD PLAY A MORE SIGNIFICANT ROLE IN EDUCATIONREFORM AND TO THE DEEPENING AND ACCELERATION OF LEARNING FOR ALL YOUNG PEOPLEIN MID 2013, AN EXPERT GROUP CAME TOGETHER TO LOOK AT THE FUTURE OF TECHNOLOGY INSCHOOLS AND THERE WAS DEEP CONSENSUS THAT SOME SIMPLE, PROVEN EFFECTIVE IDEAS ANDINSIGHTS IN THE WAY TECHNOLOGY CAN BE USED ARE STILL NOT BEING WIDELY SHARED, ANDTHERE IS STILL TOO MUCH OF A ‘REINVENTION OF THE WHEEL’.08
REMOVING KEYBARRIERS TOADOPTIONTHIS NEEDS TOSTOPNOWOne of the key requirements for a new technologyenabled school led system is removing the mainbarriers to the wider adoption of technology andidentifying how technology can support highquality outcomes across the system. The expertgroup and The Education Foundation identified thefollowing key barriers:SKILLSThe energy and resources being deployed to supportthe ‘reinvention’ process are slowing down the level ofinnovation. Ground breaking thinking around technologyand its role in system wide change is thwarted bythe effort going into this reinvention. The next level ofinnovation is being slowed, which is not conducive to oureconomy remaining competitive in the long term.At grassroots level in schools, colleges, universities, andalso in our most dynamic SMEs and startups, we nowhave the potential to use our technological capability andexpertise to lead the world in technology and education.As a nation, we are at a critical time in the developmentof the economy and harnessing the potential of thedigital agenda in all its forms, is a national priority. Withthe sharing of innovative ideas and a system view,technology could be the one of the key drivers to enablethe UK to continue to be a world leader in educationimprovement and reform.ACCESSTEACHING & LEARNING(PEDAGOGY)VALUE FOR MONEYACCOUNTABILITY09
SKILLSDIGITAL SKILLS ARE ESSENTIAL FOR SUCCESS. THERE IS A NEED FOR AGREEMENT ABOUT THE EXTENT AND DEPTH OF THESESKILLS, AT WHAT POINT IN THE EDUCATION SYSTEM COURSES SHOULD BE OFFERED AND WHAT TOOLS NEED TO BE AVAILABLETO GET STUDENTS TO THE RIGHT LEVEL OF PROFICIENCY EFFECTIVELY AND EFFICIENTLY. BARRIERS TO OVERCOME, INCLUDETHE LACK OF A RANGE OF INTERDEPENDENT SKILLS ACROSS SOCIETY INCLUDING:Basic onlineskills requiredto get online,navigate throughwebsites,download and useApps on a phoneand to fulfill basicIT tasks at work.10Traditional ITskills associatedwith the “ITdepartment”:maintenance ofoffice systems andequipment.ComputerScience skillsUnderstandingthe principles ofinformation andcomputation, howdigital systemswork and how toput this knowledgeto use throughprogramming.Digital commerceskills These skillsenable businessesand customers tofind each othermore quickly, totransact with eachother at lower costand drive greaterconfidence. Digitalcommerce is akey driver foreconomic growth.Data scienceskills ‘Big Data’and the abilityto get hold of,organise andanalyse data toextract valuableinsights is a skillthat is growingin importance forservice basedeconomies.KEY ISSUETo takeadvantage of theopportunities,created by anacceleratingpenetration oftechnology intoour lives, youngpeople and adultsmust have a mixof digital skills tolearn and thrive.AREAS OFPROMISESamsung DigitalAcademy,NextGenSkills,GO On UK,UCL Academy.
KEY ISSUEACCESSTHERE ARE MAJOR ISSUES RELATED TO GAINING HIGH QUALITY ACCESS TO BROADBAND AND TECHNOLOGYINFRASTRUCTURE IN OUR SCHOOLS AND LEARNING ORGANISATIONS. THE ISSUE IS MOST PROFOUND INPRIMARY SCHOOLS, SMALL SCHOOLS AND RURAL AREAS, BUT DIFFICULTIES IN ACCESS ALSO EXTEND TO INNERCITY AREAS AND A LACK OF AVAILABILITY IN YOUNG PEOPLE’S LIVES OUTSIDE OF SCHOOL AND IN THE HOME.BARRIERS THAT MUST BE OVERCOME INCLUDE:Only 64% of childrenliving in the poorestdecile of households in the UK haveaccess to the Internet, and 66% of the secondpoorest decile, compared to 93% of allhouseholds with children in the UK own acomputer, and 89% of all households with childrenhave access to the Internet via a computer.132Many schoolsand learningorganisations struggle to provide andmaintain good or high quality access totechnology compared to largerorganisations with young people’s accessto up to date devices, the quality and regularupdating of critical infrastructure and connectivityfor devices including providing high quality wirelessprovision and connectivity to the Internet beingthe most prevalent issues.756,000 of(Source: Family Spending Survey 2012)school agechildren still cannot go onlinefrom a computer at home, and653,000 lack access to a computer at home.These are highly likely to be the samechildren subject to the attainment gap and atrisk of under-performing.(Source: Elearning foundation)There must be a drivetowards equality ofaccess to the benefitsthat educationaltechnology offerslearners. The proportionof old and ineffectivecomputers is stillprevalent in manyschools and learningorganisations.Equality of accessto the benefits ofeducational technologyis important to closingthe achievement gap,driving up standards andincreasing equity.AREAS OFPROMISEElearning FoundationMind the Gap Campaign,Manchester EnterpriseAcademy.11
TEACHING & LEARNINGAREAS OFPROMISEHove Park School,Wood Green Academy,IPACA, HarrisFederationKEY ISSUE21st century schools andlearning organisations must includetechnology that is embedded inschool improvement and which supportspowerful and proven methods ofteaching and learning. There ispositive evidence that now shows thattechnology has an important roleto play in deepening andacceleratinglearningNO EDUCATION SYSTEM IS GREATER THAN THE QUALITY OF ITS TEACHERS. ANDHIGH QUALITY TEACHING AND LEARNING HAS A DIRECT CORRELATION TO HIGHQUALITY OUTCOMES. LEADERS SET AN EXPECTATION FOR THE WAY THE CURRICULUM ISPLANNED AND TEACHING AND LEARNING TAKE PLACE IN THE CLASSROOM AND BEYOND. THESEEXPECTATIONS CAN HAVE PROFOUND IMPLICATIONS FOR THE WAY TECHNOLOGY IS IMPLEMENTED ANDEMBEDDED INTO A SCHOOL OR LEARNING ORGANISATION. BARRIERS THAT NEED TO BE OVERCOME INCLUDE:Schools and learningorganisations havinga robust evidencebase concerning therange of methods ofteaching and learning(proven pedagogies)that make the mostdifference when usedand connected withtechnology.12For schools to evaluatethe potential of blendedlearning – which is definedby the Clayton ChristensenInstitute as: “any time astudent learns at least inpart at a supervised brickand-mortar location awayfrom home and at least inpart through online deliverywith some element ofstudent control over time,place, path, and/or pace”A balance to be struck between more directed andconstructivist forms of teaching and learning ie ina Directed environment technology plays a criticalrole in presenting knowledge and ideas to learners,who are then encouraged to present back theirideas to show mastery. Learners use technologyto access resources and present what they haveunderstood. The use of personal devices can befocused on reading or accessing pre-preparedmaterials. The teacher directs the majority oflearning time. Summative examinations and testsdo not regularly feature the use of technology.In a constructivist environment learners areencouraged to explore ideas and share insightsusing many different sources. They thenconstruct representations of their understanding,with teachers supporting and guiding. ICT playsa critical role and the use of a personal deviceis essential. Also, in this scenario, the 21stCentury skills of sharing ideas and information,critique and iterative working play a significantpart in the overall learning environment.Formative assessment and feedback usetechnology extensively.
VALUE FOR MONEYVALUE FOR MONEY IN THE CONTEXT OF TECHNOLOGY IN EDUCATION GOES FURTHER THAN ENSURING TECHNOLOGY IS AN INTEGRALPART OF THE ORGANISATION’S FUTURE DEVELOPMENT. BARRIERS THAT NEED TO BE OVERCOME INCLUDE ENSURING GOVERNORSAND SCHOOL AND COLLEGE LEADERS ACCESS TRIED AND TEST SOLUTIONS TO THE ‘AFFORDABILITY ISSUE’, INCLUDING:A MOVE FROMCAPITAL TO REVENUEFUNDING, ASSISTED BYLEASING IF NEEDEDINVITINGPARENTS, YOUNGPEOPLE AND STAKEHOLDERSTO DONATE TOWARDSTHE COST, RE-INVESTINGSAVINGS THAT 1:1PROVISION OFFERSMOVING TOREVENUE BASED ‘PAY ASYOU GO’ MODELS FORINFRASTRUCTURE ANDSOFTWAREDERIVING ASMUCH VALUE FROMHIGH QUALITY FREE WEBBASED SOLUTIONS ASTHEY CANKEY ISSUEAREAS OF PROMISEValue for money and getting more for less is critical in a new system. At the level of government,local authority, principal, tutor, academy sponsor, school governor, headteacher and practitioner,this is about using tried and tested solutions rather than reinventing the wheel.Bridlington School, Osset Academy & ESSA Academy13
ACCOUNTABILITYAS IT STANDS, THE PROVISION AND USE OFTECHNOLOGY IN EACH INSTITUTION VARIESCONSIDERABLY AND ORGANISATIONS JUDGEDWITH AN OUTSTANDING RATING BY OFSTED CANHAVE SIGNIFICANTLY DIFFERENT LEVELS OFTECHNOLOGY IN PLACE. SOME HAVE PERVASIVE1:1 RATIOS OF DEVICES, OTHERS HAVE MORELIMITED PROVISION THAT IS CONCENTRATED INTRADITIONAL ‘ICT SUITES’There are very positivesigns of changes shownin the recently launchedsupplementary guidance forinspection for schools thatidentifies the importance of“THE IMAGINATIVE USE OFICT TO SUPPORT LEARNING”KEY ISSUEAREAS OF PROMISETechnology has been a part of inspection and accountability frameworksfor many years and this new guidance should be communicated widelyto ensure the learning gains from technology are universally applied in allschools and learning organisations across the country.OfSTED subsidiary guidance, Shireland Collegiate Academy& Stephen Perse Foundation14
TEACHING & LEARNINGPlymouth Grove Primary School in Manchester(a Samsung Digital Classroom partner school) join a rangeof schools including Wood Green Academy who are aligning the useof technology to the most effective teaching and learning methods,including those identified in the Pupil Premium toolkit. Plymouth Groveare already seeing significant improvements in reading andcomprehension having used school-wide blogging, podcasting andother forms of Accelerated Reading software.UK PIONEERING SCHOOLSWe also want to recognise Barry Island PrimarySchool, Cadoxton Primary School andCasllwchwr Primary School in Wales andCedars School of Excellence in Scotland for theirpioneering work in the technologyand learning system.Hove Park School is seeing early but promising results in narrowingthe achievement gap following the introduction of one to one devices forall students, allied to high quality CPD for teachers. The Harris Federationis recognised nationally as a pioneer in adopting cloud based technologyto reduce the cost of ICT. The use of technology is closelyaligned to supporting the academies achieve and sustainoutstanding status. The Federation uses ICT to supportthe use of data to drive learning andachievement gains.ACCOUNTABILITYShireland Collegiate Academy is one of a fewschools nationally (also the Stephen PerseFoundation School) to have the“imaginative use of ICT and technology”recognised as a key factor in their OfSTED /ISIS inspections. They are also part of a groundbreaking Blended Learning efficacy and randomisedcontrolled trial (the gold standard of evidence based practice)to test the impact of flipped learning.OFSTED’s subsidiary guidance is identified as an area or promise asit starts to identify practical ways inspectors can recognise thestrategic contribution that technology can make toimproved learning outcomes.AREAS OF PROMISEVALUE FOR MONEYThe Isle of Portland Academy in Weymouth hasadopted an innovative approach to using cloud based technologyacross all of its IT systems which is saving thousands of poundsper year in electricity bills alone, which would otherwise bespent on running fixed on-site servers. Money which is nowbeing spent on other aspects of school development.Bridlington School, Osset Academy and ESSA academyare all using innovative approaches to using technology tosave money as well as improve learningIn this report we have identified a number of leading schools,colleges and other learning organisations who we believe show “areasof promise” in unblocking some of the barriers to technology in their setting.All of them would recognise that their activities are at an early stage andwork in progress. But together they represent some emergingsolutions to unblocking barriers and in the positive use oftechnology for learning.ACCESSManchester Enterprise Academy is taking agroundbreaking approach to getting access tohigh quality broadband amongst all of its studentsand families by working in partnership with the localhousing association in Wythenshawe and aiming to ensurethe digital divide is eradicated for a generation ofyoung people at their schoolSKILLSSamsung Digital Academy at Newham College isoffering new qualification courses and training in“app development” and home technology integration,both areas of which were identified as areas whereemployers are experiencing a skills gap related to thevibrant local digital economy.15
WE AREAS THE CEO AND OWNER OFEUROPEANELECTRONIQUEI am delighted to be supporting this report. Havingbeen involved with learning organisations and educationfor many years I am constantly inspired by the passion,energy and inspiration that educators provide to ourlearners. It is clear that technology in many forms willcontinue to be a significant part of learning and teaching.The power of technology to support, change and challengelearners is exciting. Technology is also essential tosupport a vibrant and prosperous economy.I hope that as you read this report you will find some ideasthat you can take into your learning organisation that willmake a positive impact on the learning that takes places.Yolanta Gill, CEO, European Electronique16DELIGHTEDTO HAVE BEEN INVOLVED IN THIS NEWREPORT ON THE FUTURE OF TECHNOLOGY INEDUCATION AND LEARNING.Too often technology reports focus on “scenarios for the future”that cannot be predicted and therefore leave schooland education leaders, governors and budget holdersdifficult decisions such as - how to deal with the present dayreality, what do we spend our money on and how do we getappropriate technology into our classrooms that teachers canuse to support their learning.We believe this report – like The Education Foundation - is a lotmore pragmatic and starts from the reality of what’s needed nowand in the next few years – and welcomes the expertgroup’s identification of the key barriers that need to beremoved exist to finally realise the potential of technology, tochange the lives of young people in schools and other learningorganisations across the UK.Ian Fordham & Ty Goddard, Co-founders, The Education Foundation
SAMSUNGIS COMMITTEDTO CREATING OPPORTUNITIESFOR THE NEXT GENERATION THROUGHGREATER ACCESS TO TECHNOLOGY.We believe that technology has a significant role to play in opening doorsfor the leaders of tomorrow, equipping them with the skills necessary tomeet the needs of the ever evolving economy. This means enabling equalaccess to education and future skills for all our young people.As a leading technology company we embrace our responsibility to helpmake this a reality and so Samsung was delighted to support thisreport, which includes the advise and experience of many leadersin this field. I hope that this report helps facilitatediscussion and work as a guide for teachers as they work tointegrate technology into the classroom.Andy Griffiths, President, Samsung Electronics UK & Ireland17
TECHNOLOGY & EDUCATION– A SYSTEM VIEWA NEW SYSTEM EMERGESWE ARE ENTERING A KEY MOMENT IN POLICY MAKING CONCERNING THE ROLE THATDIGITAL TECHNOLOGY CAN PLAY IN SUPPORTING THE ECONOMY, SKILLS, GROWTHAND THE SOCIAL FITNESS OF OUR NATION. AS A MEMBER OF THE EXPERT GROUP SAID:“TODAY’S EDUCATION IS TOMORROW’S ECONOMY”From the delivery of public services, to thecreation of digital jobs and new industries, to theredesign of an education and learning system fitfor the 21st Century. The Cabinet Office’s recentlypublished “Government Digital Strategy” sets outhow central government themselves are lookingto transform their own services to become “digitalby default”.The rise of technology is ‘positively disrupting’across the learning world. In sectors such ashigher education for example the access andprovision of online courses, self organisedlearning and Massive Open Online Courses18(MOOCs) such as edX in Harvard and Futurelearn& the Cambridge University Press/Raspberry PiMOOCs in the UK is changing the landscape forever. These changes are also starting to radicallychange the way schools and colleges design thecurriculum and how, when, and where knowledgeand learning is accessed.The new computer science curriculum holdsunparalleled opportunity for young people toaccess new skills to be producers and designersand not just consumers of the technology theyare using in their lives.But there are still big systemic challenges:18%OF ADULTS IN THE UKARE NOT ONLINE and manyothers are online but don’t have basicdigital skills. Digital skills are relevantto education but also many areas ofgovernment activity such as digitalinfrastructure, welfare reform and digitalservices (Source: Government’s Digital Service team 2013)5IN THE LASTYEARSUK SCHOOLS HAVESPENT MORE THAN 1 BILLION ON DIGITALTECHNOLOGY.From interactive whiteboards to tablets,there is more digital technology in schoolsthan ever before. But so far there has beenlittle evidence of substantial success inimproving educational outcomes(Source: Decoding Learning, NESTA 2013)NOTTHE UK ISPERCEIVED TO BEMAXIMISING THEPOTENTIAL offered by digitaltechnologies, because too manyindividuals and organisations are eithernot using them to their fullest or notusing them at all. A recent report byBooz & Co estimated that the U.K. couldhave increased its annual 2011 GDP byup to 63 billion if it had achieved globalleadership in digitisation(Source: The case for digitisation, Booz and Co 2012)
It is vital that we grasp the opportunity to share, reviewand discuss the role of technology. Learning from andquickly sharing what works whilst setting an ambitiousagenda for the future. The UK already leads the world inthe development of technology for learning. We need tocapitalise on that leadership to ensure maximum impactfrom advances in technology and the ability to deepen andaccelerate learning.CHALLENGEAREAS OF PROMISEAccessE-learning Foundation’s Mind the Gap CampaignCabinet Office Digital by Default programmeDCMS Broadband delivery UK programmeSkillsNextGenSkills & NextGenSkills AcademyUK Digital Skills charterSamsung Digital AcademyDigitalskiils.comGO On UK / GO on UK regional programmesMake Things do Stuff campaignValue for moneyHM Government G-Cloud programmeEducation Funding Agency Efficiency in schools programmeIt is clear that there are common challenges and barriersacross the sectors. We must share the solutions to this rangeof pressing issues and ensure these solutions are widelyadopted. We are not proposing that everyone should beusing the same technology, what we believe is that there areprocesses and ways to come to the right decisions abouthow to apply technology effectively. Why the technologyis being used is the key question, the actual technologysolution deployed is the simple part once the key question of‘WHY’ has been addressed.AccountabilityOfSTED guidance on the strategic use of technology (ICT) in schools(updated December 2013)Teaching and learningEducation Endowment Foundation Pupil premium toolkitdigital learning projects and what works researchNAACE ICT Mark and 3rd Millennium AwardsGates Foundation Measures of Effective Teaching project (USA)EmployersMcKinsey Education to Employment researchCBI Ambition for all campaignUK Commission for Employment and SkillsWhat is emerging from our discussions are ‘areas of promise’that are being created by a range of dynamic organisationswho are starting to tackle the most pervasive issuesaffecting the sector. It is important that these areas arebuilt on and developed in the coming months and years toensure the technology and system starts to deliver in a moreconnected way:Capacity and capability of providersStrategic support from NAACE, BCS, CAS, E-learning FoundationEdtech Incubator - programme for education leaders and edtech startupsDigital Youth Academy for young people and SMEsFunding investment and capitalHM Government G-Cloud programmeEducation Funding Agency guidance on technologyDfE Academies guidance on use of new technologyCOMMON CHALLENGES ANDAREAS OF PROMISE19
AN EMERGINGECOSYSTEM OFSUPPORTThere are also a rangeof organisationsalready providingsupport to a neweducation andlearning landscape andwe would arguefor a much more“joined upsystem” thatconnects thedots in thevaluable workthat each organisationdoes, both to the tacklingof the major challenges,and to ensuring thatthe goal of raisingachievement and learningof young people isachieved above all else.20NextGenskillsFreeformersCDI AppsforGoodTeentechYoung rewired stateNAACEE-learning foundationBCS – The charteredinstitute of ITComputing at SchoolCodeClubCodeacademyCode.orgTechnology will save usFiretech campJISC &RegionalSupport CentresTech UKNESTANominet TrustTinder FoundationGO On UK& GO On UK regionalprogrammesCabinet Office DigitalInclusion teamTechnologyStrategy BoardEskills UKAssociation of LearningTechnologiesUK Forum forComputing EducationRoyal SocietyThe Edu
technology & education - a paradigm shift there is a paradigm shift in the debate around the role of technology in learning. when we apply technology to high quality learning and teaching methodologies, students can potentially achieve deeper knowledge and more understanding. it is clear that a watershed moment has
