Welcome to ICT Test Bed Evaluation. Please select a topic below to view the reports.

• ICT in learning and teaching
• ICT in leadership and management
• ICT and workforce development
• ICT and inter-institution collaboration
• ICT in institutional links with home and community

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• Home
  • Reports
    • 2005 Annual Report: Executive summary
    • 2005 Annual Report: Preliminary findings: Overview
    • Evaluation of the ICT Test Bed Project: Final report
    • ICT in learning and teaching
      • 2004 Annual Report: Cross-case analysis of action research
      • 2004 Annual Report: Findings from qualitative research
      • 2004 Annual Report: Findings from qualitative research (2)
      • 2004 Annual Report: Findings from qualitative research (3)
      • 2004 Annual Report: Perceptions data, and summary of perceptions
      • 2004 Annual Report: Perceptions data, and summary of perceptions (2)
      • 2004 Annual Report: Perceptions data, and summary of perceptions (3)
      • 2004 Annual Report: Perceptions data, and summary of perceptions (4)
      • 2004 Annual Report: Summary of findings
      • 2005 Annual Report: Preliminary findings
      • 2005 Annual Report: Preliminary findings (2)
      • 2005 Annual Report: Preliminary findings (3)
    • ICT in leadership and management
      • 2004 Annual Report: Findings from qualitative research
      • 2004 Annual Report: Findings from qualitative research (2)
      • 2004 Annual Report: Summary of findings
      • 2005 Annual Report: Preliminary findings
      • 2005 Annual Report: Preliminary findings (2)
      • 2005 Annual Report: Preliminary findings (3)
    • ICT and workforce development
      • 2004 Annual Report: Cross-case analysis of action research (1)
      • 2004 Annual Report: Cross-case analysis of action research (2)
      • 2004 Annual Report: Findings from qualitative research
      • 2004 Annual Report: Findings from qualitative research (2)
      • 2004 Annual Report: Findings from qualitative research (3)
      • 2004 Annual Report: Summary of findings
      • 2005 Annual Report: Preliminary findings
      • 2005 Annual Report: Preliminary findings (2)
    • ICT and inter-institution collaboration
      • 2004 Annual Report: Findings from qualitative research
      • 2004 Annual Report: Findings from qualitative research (2)
      • 2004 Annual Report: Findings from qualitative research (3)
      • 2004 Annual Report: Summary of findings
      • 2005 Annual Report: Preliminary findings
    • ICT in institutional links with home and community
      • 2004 Annual Report: Findings from qualitative research
      • 2004 Annual Report: Findings from qualitative research (2)
      • 2004 Annual Report: Findings from qualitative research (3)
      • 2004 Annual Report: Summary of findings
      • 2005 Annual Report: Preliminary findings
      • 2005 Annual Report: Preliminary findings (2)
      • 2005 Annual Report: Preliminary findings (3)
  • Methodology
    • Action Research
      • Research studies
        • All research
        • FE1: Developing digital portfolios for students at Bishop Auckland College
        • FE2: Raising childcare students' self-esteem through the production of an electronic portfolio
        • FE3: Designing small-scale workshops to introduce new technology (digital cameras) in a community learning centre
        • FE4: To what extent do bite-sized ICT courses widen participation opportunities?
        • FE5: Designing an interactive whiteboard game to encourage childcare students to participate and contribute in class.
        • FE6: An investigation into the introduction and potential of an interactive voting system to promote learning and achievement within an FE college
        • FE7: Exploring IT, including email, to support the learning of childcare students
        • FE8: Establishing an e-mentor system for diploma in childcare and education level 3 students
        • FE9: An evaluation of the impact of an e-mentoring scheme introduced to 10 Level 3 childcare and education students within a College of Further Education
        • FE10: Using ICT to improve plumbing students' experiences
        • FE11: Collaboration between schools and college: learning from the content workshop road show
        • FE12: Using a learning platform to support hairdressing students
        • FE13: Widening participation by overcoming barriers to ICT: a case study of Further Education and nursery collaboration
        • FE14: Collaboration between content developers and teaching staff within a college
        • FE15: Creating materials for low-level English for Speakers of Other Languages (ESOL) students
        • FE16: Improved communication with employers and partners in the arrangement of work placements for students through the use of ICT (using email)
        • FE17: Evaluating e-mentoring: researching a second cycle of the process
        • FE18: Engaging with non-traditional learners - a collaborative approach
        • FE19: Using ICT to encourage students with visual impairment to participate in lifelong learning
        • FE20: Evaluation of new ICT resources in a Community Learning Centre
        • FE21: Teacher and students' perspectives on Smartboard use in Access and A-Level classes
        • FE22: Evaluation of the effectiveness of a series of digitised video clips as a teaching aid.
        • FE23: Evaluating ICT in improving participation and progression with "hard to reach" learners
        • FE24: Investigating how using ICT software could help English for Speakers of Other Language (ESOL) students to improve speaking and pronunciation
        • FE25: Encouraging A level Accounting students' participation in sessions through use of the video playback facility on Interactive Whiteboards
        • FE26: Teaching by Video-Conferencing: A Teacher's Log of the Experience
        • FE27: Making Learning by Video-Conferencing Interactive
        • FE28: Developing and evaluating effective e-learning resources with FE ESOL teachers
        • FE29: A Student's Experience of Video-Conferencing
        • FE30: Exploring The Use Of The Interactive Whiteboard With A Large Group Of Level 2 Child Care Students.
        • FE31: Exploring Level 3 Child Care Students' Perceptions of How ICT Contributes to their Learning
        • FE32: Designing Electronic ESOL Resources
        • FE33: Using Digital Video In The Role Play Of An A Level Business Studies Board Of Director's Meeting
        • FE34: ICT as a contributory factor in changing adult lives
        • FE35: Developing a flexible A-Level strategy using ICT
        • FE36: Evaluating the use of ICT to support delivery of English for Speakers of Other Languages (ESOL) tutorials and to encourage independent learning
        • FE37: Establishing Video-Conferencing.
        • FE38: Evaluating student experiences of the Moodle VLE at Barking College.
        • FE39: Investigating Staff Usage Of Email
        • FE40: The HeadStart Maths Program: A Case Study.
        • FE41: The Use of Interactive White Boards in the Further Education (FE) Classroom with Entry Level Students (Promethean and Smart Boards).
        • G1: Helping teachers create appropriate ICT Learning Resources
        • G2: Supporting digital video: some lessons learnt
        • G3: An administrator's role in supporting learners in the community
        • G4: Collaboration between content developers and teaching staff within a college
        • G5: Home-school computers: one family's experience of supporting a child with learning disabilities
        • G8: Teacher and Developer Collaboration: Creating e-learning teaching
        • P1: Creating innovative learning resources for the interactive whiteboard for use with Year 1 English as an Additional Language (EAL) pupils
        • P2: Innovative use of the interactive whiteboard with Year 1 English as an Additional Language (EAL) pupils in literacy
        • P3: Innovative use of the interactive whiteboard with Year 1 English as an Additional Language (EAL) pupils in numeracy
        • P4: Evaluating the contribution which an interactive whiteboard can make to improving letter formation in the reception class
        • P5: The impact of ICT on children with autistic spectrum disorder
        • P6: Comparing the use of shared stories in the literacy hour, using an interactive whiteboard or a big book with year 2 and 3 children who have special educational needs.
        • P7: The use of multi-media to help Year 3 and 4 students understand the evaluation and editing of their own work
        • P8: The role of animation software in helping to increase boys' creativity in story writing
        • P9: An action research study into the use of a daily board
        • P10: Integrating art in ICT in the primary classroom
        • P11: Using ICT to support still life in the art curriculum
        • P12: Building confidence in primary literacy through ICT support
        • P13: Using laptop computers to improve children's report writing skills Author: Julie Toothill, Class Teacher, Hartside Primary School, Co. Durham
        • P14: To research how Talking Photo Albums could improve children's learning
        • P15: Exploring how the Digital Blue camera can improve special needs children's communication and listening skills in Year 1
        • P16: Improving teaching and learning through the use of microscopes in Years 3 and 4 science
        • P17: Using digital video to improve children's capacity to evaluate their literacy productions
        • P18: Evaluating the effectiveness of the interactive whiteboard in the introduction and teaching of the concept of measure in the reception class
        • P19: Using the Classroom Performance System (CPS) for spelling tests
        • P20: Diary of a support assistant
        • P21: How can I ensure that teachers and pupils understand how to use our new wireless laptops?
        • P22: How can technical support in a school help teachers?
        • P23: Using interactive teaching equipment in assemblies
        • P24: Using digital video to help the transition from infant to junior school
        • P25: Using Talking Books at home to encourage speaking skills with a class of Year 1 and 2 children.
        • P26: Evaluating the contribution which a digital camera and interactive whiteboard can make to improve speaking and listening in the nursery
        • P27: Monitoring the impact of using Digital Blue video cameras in whole classes with an emphasis on children of lower ability
        • P28: How the interactive whiteboard has changed the way I teach
        • P29: Evaluating the contribution which ICT art programs (Revelation Natural Art) make to improving art skills
        • P30: Researching whether the use of ICT in reception motivates and promotes children's learning in numeracy
        • P31: Gathering evidence of change in school halfway through the ICT Test Bed project
        • P32: To research how Action Words could improve children's learning by using an interactive whiteboard
        • P33: An evaluation of the impact of ICT on boys' attitudes to literacy in early foundation stage. A focused study on four learners.
        • P34: How do children use computers in the nursery?
        • P35: Year 3 pupils' changing perceptions about taking laptops home
        • P36: A collaborative approach to developing software to help Year 2 children in the 'Catch-Up' maths group
        • P37: Evaluating software resources produced as a collaboration between a learning support assistant and a content developer
        • P38: An evaluation of the contribution ICT can make to the music curriculum
        • P39: The changing role of the teacher in using the Interactive White Board (IWB)
        • P40: Researching how digital video helps lower-ability children to develop their vocabulary
        • P41: Evaluating the contribution of Activote within the classroom
        • P42: Can digital microscopes promote learning in Literacy lessons?
        • P43: Can interactive programs motivate children to write independently?
        • P44: Investigating the use of the Local Area Network ( LAN ) in a Primary School
        • P45: Evaluating the contribution of Activote as a Formative Assessment Tool
        • P46: Evaluating the introduction of digital film making in the Primary School using a digital video camera and an Apple iMac Computer system
        • P47: Investigating an ICT-based solution to meet the sentence writing needs of a child with Autism
        • P48: Using the Digital Camera to improve School / Home links
        • P49: ICT Test Bed Sustainability: A School Leader's Reflections
        • P50: Aiming to make Furze Infants' School a Centre Of Excellence for Children With Special Educational Needs with the support of the ICT Test Bed Project.
        • P51: Evaluating the effect of ICT on two children with specific learning difficulties
        • P52: Learning to Listen: Using ICT to capture pupils' perceptions and help the teacher to respond
        • P53: Developing programs to assist a Classroom Assistant's support with speech and language acquisition
        • P54: Video-conferencing opportunities in Year 1: a classroom case study
        • P55: A Headteacher's reflections on changes in behaviours and practises resulting from the ICT Test Bed Project
        • P56: Using ICT as a focus for self-assessment in Year 2 English lessons
        • P57: Developing Keyboard Skills in Reception Children
        • P58: Making a video diary to see if the digital blue camera as a tool for self expression can have an impact on a child with Asperger's Syndrome
        • P59: Evaluating how ICT can help develop confidence in two underachieving Year 3 children.
        • P60: Reaching Out; A School Leader's Reflections On Comparative Approaches to Involving the Community in ICT Initiatives.
        • P63: Using the digital camera to support the language development of a child with autism
        • P64: Using ICT to increase parental involvement with their child's learning by encouraging Y1 pupils to take a laptop home
        • P65: Evaluating the effect of creating a website to improve communication between school and parents
        • S1: Helping low achievers access Computer-Aided Design / Computer-Aided Manufacture (CAD/ CAM)
        • S2: Using handheld computers to stimulate critical studies in A-Level art
    • Maturity model
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