ICT in institutional links with home and community
Summary of findings from qualitative research
The second of the cluster-wide ICT Test Bed themes is the use of ICT to improve communications with parents and wider community, and provide pupils with access to computer-based learning materials from home to help raise educational standards.
This theme caught the imagination of all the participating schools and colleges from the beginning. However, implementation proved very challenging for two of the clusters that started with the assumption of providing a computer in every home. In the third cluster, initial aims were more varied and, perhaps, more realistic. Although in all three clusters this aspect of ICT Test Bed work was a lower priority than others, work in one cluster commenced more quickly because it did not involve major procurement decisions. This report provides an overview of progress in this cluster (Cluster A) and case studies of the roll-out of new computers to homes for all schools in Cluster B and a vertical group of three schools in Cluster C. This took place in the summer of 2004, after a lengthy process of decision-making and procurement.
In Cluster A there was evidence of good progress in strengthening informal contacts with parents by networking ICT-equipped community rooms to primary schools. In this rural environment, education is not easily available to the whole community. The college was successful in encouraging adults back into education through equipping outreach centres with ICT and running taster courses in digital photography. It also used ICT to link with students and employers during placements. Connectivity in this rural area is problematic and this was a factor in the decision not to attempt to link large numbers of homes with schools electronically. One primary school greatly increased the ICT skills of Year 6 pupils of average ability by providing them with laptops for their sole use for a whole year. Similar initiatives in other schools, loaning laptops and digital cameras for shorter periods, greatly increased pupils' motivation and established closer links with parents. College technicians supported the two secondary schools (one a special school) in placing reconditioned computers in pupils' homes and achieved very positive results.
In Cluster B the allocation of computers to all pupils' homes created a strong feel-good factor. However, providing connectivity so that homes and schools are electronically linked has proved to be problematic and this is not yet in place. The key aim was to allow pupils to engage in out-of-school learning by giving them access from home to integrated learning software (ILS), curriculum resources and instructions about homework. There was considerable optimism that this would raise standards of attainment for pupils in this area of socio-economic deprivation. The intention is to provide a wide range of learning materials through the VLE. The intention is also to provide learning opportunities for parents and encourage children and their parents to work more closely together on schoolwork. There may also be administrative advantages in parents having electronic links with the school. Electronic access to information and services would also fit with Neighbourhood Renewal objectives. It is too early to provide evidence of impact, but early indications are very positive. The procurement and roll-out of the computers was a huge and time-consuming administrative task, but the whole process was meticulously planned over a long period of time and very well managed. Some challenges remain, however:
- It has not yet been possible to find the additional funding necessary to provide homes with connectivity (the hope is to provide them with broadband) or appoint the personnel needed to manage this extended initiative. The intention is to establish a virtual learning environment from which resources can be downloaded to homes but at present children are being issued with CD-Roms with resources for use at home.
- Once the VLE is established there will be a considerable need for professional development for teachers to enable them to produce appropriate resources.
- Recovering and re-issuing computers, as children and their parents move on, is likely to become a considerable problem in this very mobile community.
- All schools are concerned about how to sustain this initiative in the long term as equipment ages.
In Cluster C the original intention had been to place computers in all homes and establish network connections between homes and schools. In an urban environment with good broadband connectivity widely available this seemed feasible at first. However, costs proved to be prohibitive, particularly as the composition of the cluster, with three secondary schools, meant that many more families would have been involved than in Cluster B. However, one of the secondary schools retained the original vision and new computers were placed in homes of pupils in a 'vertical' mini-cluster of this school and its ICT Test Bed feeder junior and infants' schools. The origin of the initiative in the secondary school meant that the other two schools were only included at a late stage in the planning and, probably as a result, communications with parents and other administrative matters became logistically complex and confusing. As in Cluster B, the whole process was very time consuming. Nevertheless, all concerned remained enthusiastic about the potential of the initiative to raise pupils' standards of attainment. The experience of these schools clearly shows the complexities of communicating with parents and the importance of doing so effectively even when offering something that the school assumes will be greeted with enthusiasm.
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