ICT in learning and teaching
Perceptions data, and summary of perceptions/questionnaire data
Progress against the base-line: a comparison of the perceptions and attitudes of ICT Test Bed participants between years 1 and 2
This section of the report is based on self-reported assessments and perceptions. As with all such data, there are some question marks over the equivalence of responses across the sample. It should also be noted that the composition of the sample will necessarily differ over the lifetime of the evaluation as pupils and staff leave the ICT Test Bed institutions. However, drawing the sample from equivalent groups each year ensures that the comparative nature of the data is maintained. The data is presented by educational phase for pupils, but globally for teaching staff, non-teaching staff and parents. Where significant differences appear by phase in these latter groups, they are clearly indicated in the report. Here we are reporting both trends and statistically significant differences, and the latter are also clearly indicated throughout the document.
Key Stage 1 Pupils
The Key Stage 1 findings are based on a sample of 617 pupils in 2002-03 and 675 pupils in 2003-04 from nineteen schools, including the one special school in the project. The questionnaire for these, the youngest, pupils was considerably shorter than that used with other groups, resulting in a reduced data set.
- Significant decreases in the use of CD-Roms, printer, scanners and email were reported by children in the mainstream schools. All other aspects of ICT use showed gains, although none reached statistical significance which indicates that whilst the use of ICT has increased at Key Stage 1, it has not done so substantially.
- Children at the special school reported a significant increase in positive attitudes towards those lessons that incorporated ICT. They also reported significant increases in their use of computers for game playing, but a decrease in their use of drawing software packages.
Key Stage 2 Pupils
The Key Stage 2 findings here are based on a sample of 1002 pupils in 2002-03 and 1519 pupils in 2003-04 from nineteen schools including the special school.
Attitudes
- The overwhelming majority of pupils report using ICT in their learning, which is a significant increase on the first year. This increased activity is not confined to the classroom: another significant change is that the extent of use of computers at home and school is now similar.
- There is also a statistically significant increase in positive attitudes towards computer use. This enjoyment in using computers is linked to a trend in increasing competence with computers, reflected in the children reporting a 40% reduction in seeking help. When they do need help, asking teachers still remains the first option for this group. The special school pupils also reported a rise in confidence (65% compared with 39% in 2002-03), although this difference was not statistically significant owing to the very small sample size.
Usage
- At school, children reported that their use of presentation software and digital cameras had increased significantly. By contrast, there was a significant decline in the use of CD-Roms and drawing/painting packages. This may be indicative of a shift from resource collection to more creative uses of ICT. Activities at school are mirrored by activities at home, with significant positive correlations between home and school use.
- The special school pupils also reported using more presentation software and scanners whilst proportionally their use of databases, CD-Roms and word processors all decreased. Their home use of ICT similarly showed a decline in the use of CD-Roms, drawing/painting applications and a marginal decrease in use of the scanner and the internet at home. (In neither case were these changes statistically significant, however.)
- There was a significant increase in the numbers of pupils reporting that the schools were supporting and encouraging their use of ICT at home, with many more children reporting that they were reading school emails at home and were completing school work online. There was also a surprising increase in the numbers of pupils stating that expert help was available at home from parents.
- Children reported considerable changes in the use of ICT in lessons. This covered all aspects of use, but particularly increases in the use of electronic presentation equipment (whiteboards and visualisers) both by teachers and pupils themselves, email and the internet, and teachers using a computer to explain things.