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Developing the use of ICT to support learning

CPD and technical support for primary schools

Government and education agencies require schools to be ever more efficient in the delivery of ICT and the maintenance of their ICT infrastructure. Learning and teaching can be improved through the effective and embedded use of ICT, however the factors that contribute to the success or failure of that use are many.

Barriers to learning

Government research identifies that there are some major barriers that affect the uptake of ICT in schools. The key barriers identified are:

Lack of access to appropriate ICT equipment

Lack of time for training, exploration and preparation.

Lack of models of good practice in ICT.

Negative attitudes towards computers in education.

Computer anxiety and a lack of confidence.

Unreliable equipment.

Lack of technical, administrative and institutional support.

There are close relationships between many of these barriers as any factors influencing one barrier are likely to influence others e.g. teacher confidence is directly affected by levels of personal access to ICT, levels of technical support and the quality of training available.

Training

Further research which examined the effects of ICT training found that although teachers have improved their ICT skills and that the use of ICT in schools has risen, overall the training was unsatisfactory in its effect. They found that training in 50% of primary schools was inadequate with the teachers rating their training poor . The problems identified were that the training was seen as a standardised 'one size fits all' type, there was a lack of guidance being offered during training and there was a shortage of time in which to build on lessons learnt. This is a problem with a lot of ICT training. The trainers may be technically skilled, but they do not have the necessary training or aptitude to teach.

How I can help:

QTS in post 16 education.

Training for interactive whiteboards.

Curriculum and classroom support.

Software and application advice and training.

Technical Support

Another major issue surrounding teachers' CPD that is the importance of extensive technical support . A teacher can have access to an Interactive whiteboard with a broadband Internet connection and lots of computer programs and CD Roms, but if something doesn't work then it's no good at all. In a classroom situation teachers do not have the time to fix or solve problems while a class waits. This not only causes a great deal of frustration but also leads to teachers becoming reluctant to use ICT.

Schools that can fund an on-site technician though have found that teachers with higher quality ICT support are more likely to use technology in their teaching, and in a wider variety of ways, than teachers receiving lower quality support.

How I can help:

Five years ICT experience working in primary education.

Technical support for Windows and Mac.

Networking and Internet support.

Call David Jerrom on 0796 0793 738 or email davidjerrom@btinternet.com

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Sources:

A review of the research literature on barriers to the uptake of ICT by teachers - BECTA 2003

Analysis of available research about the use of ICT to support teachers' CPD and education. 2nd Edition - BECTA 2003.

ICT in schools: effect of government initiatives. Progress report April 2002, OFSTED

Teachers and technology: digital literacy through professional development. PIANFETTI, E.S., 2001.

Factors contributing to teachers' successful implementation of IT. Journal of Computer Assisted Learning. GRANGER, C. A. et al., 2002.

Evaluation of Curriculum Online: Report of the baseline survey of schools. BECTA 2003.

Developing the use of ICT to support learning
CPD and technical support for primary schools
Government and education agencies require schools to be ever more efficient in the delivery of ICT and the maintenance of their ICT infrastructure. Learning and teaching can be improved through the effective and embedded use of ICT, however the factors that contribute to the success or failure of that use are many. Barriers to learning Government research identifies that there are some major barriers that affect the uptake of ICT in schools. The key barriers identified are: Lack of access to appropriate ICT equipment Lack of time for training, exploration and preparation. Lack of models of good practice in ICT. Negative attitudes towards computers in education. Computer anxiety and a lack of confidence. Unreliable equipment. Lack of technical, administrative and institutional support. There are close relationships between many of these barriers as any factors influencing one barrier are likely to influence others e.g. teacher confidence is directly affected by levels of personal access to ICT, levels of technical support and the quality of training available. Training Further research which examined the effects of ICT training found that although teachers have improved their ICT skills and that the use of ICT in schools has risen, overall the training was unsatisfactory in its effect. They found that training in 50% of primary schools was inadequate with the teachers rating their training poor . The problems identified were that the training was seen as a standardised 'one size fits all' type, there was a lack of guidance being offered during training and there was a shortage of time in which to build on lessons learnt. This is a problem with a lot of ICT training. The trainers may be technically skilled, but they do not have the necessary training or aptitude to teach. How I can help: QTS in post 16 education. Training for interactive whiteboards. Curriculum and classroom support. Software and application advice and training. Technical Support Another major issue surrounding teachers' CPD that is the importance of extensive technical support . A teacher can have access to an Interactive whiteboard with a broadband Internet connection and lots of computer programs and CD Roms, but if something doesn't work then it's no good at all. In a classroom situation teachers do not have the time to fix or solve problems while a class waits. This not only causes a great deal of frustration but also leads to teachers becoming reluctant to use ICT. Schools that can fund an on-site technician though have found that teachers with higher quality ICT support are more likely to use technology in their teaching, and in a wider variety of ways, than teachers receiving lower quality support. How I can help: Five years ICT experience working in primary education. Technical support for Windows and Mac. Networking and Internet support.
	Call David Jerrom on 0796 0793 738 or email davidjerrom@btinternet.com
	home
Sources: A review of the research literature on barriers to the uptake of ICT by teachers - BECTA 2003 Analysis of available research about the use of ICT to support teachers' CPD and education. 2nd Edition - BECTA 2003. ICT in schools: effect of government initiatives. Progress report April 2002, OFSTED Teachers and technology: digital literacy through professional development. PIANFETTI, E.S., 2001. Factors contributing to teachers' successful implementation of IT. Journal of Computer Assisted Learning. GRANGER, C. A. et al., 2002. Evaluation of Curriculum Online: Report of the baseline survey of schools. BECTA 2003.