ICT in institutional links with home and community
Findings from qualitative research
The roll-out of computers to all pupils' homes in Cluster B
A key aim in this cluster is to maximise the potential for pupils' out of school learning by giving them access from home to integrated learning software (ILS), curriculum resources and instructions about homework. Another aim is that the VLE will enable the delivery of targeted work assignments to disparate groups or individuals. Although initial demands to create content are expected to be heavy, year on year, resources will be reviewed, adapted and supplemented rather than recreated. A third aim is that the home computer initiative will provide learning opportunities for parents and encourage children and their parents to work more closely together on schoolwork. Electronic access to information and services also coincides with Neighbourhood Renewal objectives. Fourthly, administrative benefits are envisaged. Communication with parents through email, the portal and the school website will provide up-to-date information on attendance and progress (password protected) as well as more general notification relating to the school calendar. Not only will this reduce paperwork, but it will also open up new possibilities such as the potential to create, distribute and analyse questionnaires electronically.
These are the aspirations. Implementation of the initiative started during May, 2004, with the roll-out of equipment to homes. All families with children aged 5-18 (Reception to Year 13) who attend ICT Test Bed schools were eligible to participate in a long-term computer loan scheme. The offer was open to all families, regardless of whether they already had a PC at home or not. There was a high percentage take-up across the cluster (for example, 95.6% take-up at the secondary school), and around 1,600 machines were issued in total. The bulk of the expenditure came from the ICT Test Bed budget with some additional funding from another funding source linked with the LEA. This is a major investment of funding for computers in homes in one of the most deprived wards in the country.
The process of roll-out
The roll-out of computers was described as 'an absolutely mammoth task', the workload 'tremendous' and forward planning 'immense'. Procurement and roll-out made huge demands on key people with regard to management, co-ordination and organisation.
Essential paperwork for the initiative and agreed procedures such as proof of identification, the signing of the agreement and the recording of serial numbers were standardised across the cluster, as was a primary CD of starter resources compiled by the Project coordinator team and the LEA Link Officer. A particular benefit of the roll-out was the opportunity to meet with parents who rarely or never come into school. Gathering details of families and their contact numbers became an excellent auditing opportunity. The schools were able to record accurate family and contact details which in some cases had not previously been available.
For the Project coordinators, the National Remodeling Tools proved useful in the collaborative process of planning and reflection on roll-out. Roll-out sessions in each school included presentations on the philosophy behind putting computers into homes, the loan system, expectations, setting up the computer, resources currently available, disposal boxes and opportunities for questions. Representatives from the FE college provided information and advice for families on ICT training for lifelong or vocational learning.
Response from families
The response from families was extremely positive. Children were excited at the prospect of having a computer at home for weeks in advance of roll-out. The initiative was enthusiastically received by parents. Despite language barriers, the number of parents not turning up to take possession of their computer was minimal.
Support mechanisms
A cluster helpline was set up in order to respond to parents' queries. This service was available on each school day between 8.00 am and 4.30 pm (4.00 on a Friday). Based at the City Learning Centre which is located in the secondary school grounds, this centralised cluster resource was a good way of recording the number and nature of queries. It also protected teaching and administrative staff for which an overload of questions would have been overwhelming. The helpline has been well used and has been appreciated by parents. Some 39 calls had been made to the helpline by 19 May, with the bulk during the first week after roll-out.
Potential impact on practice
Provision of home computers promises to raise the status of homework in a context where non-completion has generally prevailed. Across the primary schools there is an expectation that children will log on to the Learning Gateway for a certain number of hours per week and an anticipation that continuation of class work at home with continuity of resources will promote a smoother flow of learning between sites. The teachers of Years 3 and 4 in one primary school were delighted at the children's response to electronic homework (for example, writing a persuasive letter). As yet, it is too early to evaluate impacts on learning. Nevertheless, there is some preliminary, indicative evidence. One Key Stage 1 child from the same school reported having been able to answer a SATs problem as a consequence of 'playing on Toyshop on my computer' (software provided on the cluster CD). At a relatively low cost, one school had provided online access to 'Education City' in time for the 2004 summer holidays. A senior manager commented, 'I don't think it's going to change the world in terms of attainment but it's going to get the children interested and motivated.' In this school, teachers are beginning to plan electronic homework which is transferred between home and school on a disc. They are also setting homework which requires internet research, such as two opposing arguments on animal rights issues.
Even if only a few children come into school with printed information, this is enough 'to start the ball rolling', as one senior manager commented. It was reported by another respondent that Year 2 children who had used their computers at home during the summer holiday had returned in September with higher reading ability and greater enthusiasm and confidence to want to read. Greater improvement in general ICT navigation skills and use of word processing and presentation software in those pupils using home computers, compared with peers not taking up the opportunity was also reported by this teacher.
Challenges that remain
The roll-out went extremely well but development of the initiative since that time has posed some problems.
Expanded learning opportunities at home will entail extensive professional development to give staff an understanding of the VLE, the development of resources (set homework prepared in advance) and the flexibility to respond to ongoing class work.
Related to the learning gateway and content development is the issue of connectivity. Since the home computer roll-out in May 2004, only stand-alone resources have been offered by the schools. Feedback from the parents suggests that the software supplied on the CD has been enthusiastically received by the children. Taking advantage of special offers on internet connections, some families have gone online independently 'because they just got so excited by the whole thing'. The cluster is looking to provide broadband connectivity which will entail upgrading some lines to ADSL. A managed Learning Gateway will ensure that costs are not charged to homes and will provide the anti-virus and content filtering facilities. Through the schools' servers, it will also connect with the management information systems and thereby provide information on progress and attendance. The possibility of wireless access is currently being investigated. There are issues for a number of families who do not have landlines (one fifth of families in one school), as well as others who subscribe to a number of different companies, and those who have moved on to television connectivity. Cost and installation implications have yet to be negotiated and settled. The initial source of funding for this purpose has not been forthcoming. Similarly, the funding for a home-school links manager and home-community liaison workers, as originally envisaged, is no longer available.
Another issue may be recovering and reissuing computers. There will be a need for ongoing accurate records. Procedures have been put into place for recalling computers when pupils leave ICT Test Bed schools (in Years 6, 11 and 13) or move from the primary to the secondary phase. In a community where there is a lot of mobility, there will be issues around tracking the significant number of refugee and asylum seeker children because they move on so quickly. Plans will be needed for balancing larger incoming than outgoing intakes. Insurance of machines was too costly, hence the installation of 'computrace', a system that assists the police in tracking computers that have been stolen.
A final and critical issue is sustainability. How will the initiative be sustained throughout the life of the ICT Test Bed project and beyond? This was a matter of concern for interviewees, and one with no easy answers.
Afterword
The initiative was said to have created a strong feel-good factor about the whole ICT Test Bed project. A positive outcome is that the 'excellent teamwork' entailed in planning and roll-out has brought the cluster closer together. The Project Co-ordinators were pleased with the appropriateness of the training and information they had supplied. Cluster staff, and one administrator in particular, would be in a strong position to advise other schools embarking on such an initiative.