Chapter 9: Progress with the use of ICT in learning and teaching (provided by Her Majesty's Inspectorate of Education ( HMIE)
9.1 Primary schools
In recent years, HMIE inspected ICT as part of a carousel of subjects alongside English and Mathematics in primary inspections. In the new inspection model, ICT is no longer inspected as a discrete subject but rather as a permeating skill across the curriculum. Issues emerging from the previous inspection are as follows.
9.1.1 Access to hardware and software for learning and teaching
The majority of primary schools had an area set aside for group work on computers. Most of these gave improved pupil access to ICT resources, but some were cramped or in an unsuitable location. Some of the larger schools had computer suites and these were being enhanced through the installation of data projectors and interactive whiteboards. A majority of schools had additional computers in individual classrooms to ensure that pupils had regular access to ICT. A limiting factor was often the lack of space or absence of cabling in classrooms. The quality of access to the internet varied widely from a single computer with dial-up facilities to whole-school broadband. Most schools had increased their provision of digital cameras and scanners. Pupils and teachers had good access to software for word-processing, graphics, information presentation and databases, but access to other specialist software linked to the curriculum was less satisfactory. Schools often experienced difficulties or delays in having new software installed.
9.1.2 ICT programmes
The majority of schools had a programme for ICT in place, often following a scheme developed by the education authority. However, there was insufficient monitoring of programme delivery with the result that most pupils had an uneven experience of ICT as they moved through the primary school. Some programmes focused on ICT skills development in a systematic way, but a majority of schools had weaknesses in integrating this into pupil activities in other areas of the curriculum. Most schools did not yet have systematic and reliable records of pupils' achievements in ICT.
9.1.3 Use of ICT in learning and teaching
In almost all schools pupils made good use of word processing in English language and in project work especially in the middle and upper stages. Pupils at all stages could access information on CD-Rom and on the internet, but few had acquired skills in information literacy. In the upper stages, the majority of pupils used presentation software and e-mail effectively for communication and collaboration. Insufficient use was made of spreadsheet software to support learning in information handling. Pupils enjoyed the use of ICT for creative activities and demonstrated good levels of competence in using graphics software. However, in most schools teachers did not give sufficient consideration to the permeation of ICT across the curriculum, and too often pupils were given tasks on the computer which were unrelated to their ongoing work.
9.1.4 ICT in support of learning and teaching
Only a few schools had developed effective procedures for assessing the quality of the pupil's experience of ICT. Some schools made good use of a range of tools for the evaluation of ICT in learning and teaching. Most schools were connected to their education authority network for administrative purposes and this allowed improved tracking and monitoring of pupil progress. Staff were using e-mail effectively to collaborate with teachers in other schools.
9.2 Secondary schools
HMIE does not inspect cross-curricular ICT as a separate subject area in secondary schools, but does inspect business education, computing and technical education as subjects. The majority of schools were beginning to use ICT across learning and teaching, and there were some very good examples of practice at school and individual teacher level. However, development in this area was not generally well planned for and progress was uneven across schools.
9.2.1 Access to hardware and software for learning and teaching
In most secondary schools, the ratio of computers to pupils was in line with national expectations. The majority of schools had established one or more computer suites in addition to the facilities provided for business education, computing and technical education. A few schools were using wireless technology to offer greater flexibility. However, even with judicious timetabling, access to ICT was rarely flexible enough to suit the everyday needs of the majority of teachers and pupils. A number of schools had begun to invest in other ICT resources such as data projectors, interactive whiteboards and digital cameras.
9.2.2 ICT programmes
Most schools provided S1/S2 pupils with a basic course in ICT skills. Such courses most commonly featured word processing, information handling, the use of the internet and e-mail. From S3 onwards, the development of ICT skills was restricted largely to business education, computing and technical education departments. Few schools were planning for the development of all pupils' ICT skills in a progressive and cohesive way through their learning experiences across the curriculum.
9.2.3 Use of ICT in learning and teaching
A number of teachers were making greater use of ICT in their teaching and this was generally having a positive impact on pupil motivation and engagement. There was an increasing, but still limited, use of data projectors and interactive whiteboards. Many teachers were still exploring the potential of this technology. Most schools gave pupils effective opportunities to use ICT to develop skills in business education, computing, technical education, art and music. There were also examples of good ICT practice in other subjects. Despite significantly increased use of the internet, schools had not developed appropriate information literacy skills in pupils.
9.2.4 ICT in support of learning and teaching
A number of secondary schools inspected were now using ICT effectively in their administration, communication and guidance systems. An increasing number used e-mail as the main means of communication among staff. One of the most evident areas of progress was the development of information management systems to track and record pupil progress. These systems were most successful where the information was used in dialogue with pupils to support their progress. Some schools were developing successful intranet and internet websites which were often a source of valuable information for both teachers and learners.
9.3 Further education
Until October 2005, HMIE conducted reviews of Scotland's colleges of further education as part of a service level agreement with SFEFC. In October 2005 SFEFC merged with SHEFC to form the Scottish Further and Higher Education Funding Council ( SFHEFC). Individual subject reviews include computing and ICT, office administration, technology and systems. In the review of all subjects account is taken of the provision of ICT equipment and software as a contributory factor in the learning environment, and the extent and effectiveness of the use of ICT in learning and teaching. In reviews in 2004-2005, HM inspectors found that all colleges had in place ICT strategies that were well designed to meet learner needs effectively. However, 19% of all recorded weaknesses in subject reviews had as their main theme the inadequate use by staff of ICT for learning and teaching. On the other hand, inspectors found some good practice in the use of ICT for learning and teaching in a majority of colleges reviewed in 2004-2005.
9.3.1 Access to hardware and software for learning and teaching
All colleges had overtaken their planned ratios of computers to students and staff. The focus of college investment was now the maintenance and upgrading of their extensive ICT infrastructures. Almost all colleges had created substantial open access and flexible learning facilities to support student learning. ICT facilities in classrooms and specialist rooms were also well equipped with data projectors and software relevant to their subject interests. Almost all colleges had well-developed intranet systems to support student access to information and college resources. In recent months colleges had had access to materials developed through the National Learning Network ( NLN).
9.3.2 ICT programmes
All colleges promoted the development of ICT skills for both staff and students. They provided a range of ICT programmes, delivered either as part of the student's programme of study or flexibly through the college's learning centres. Programmes included ECDL and BBC Webwise, as well as vendor-specific training. College staff made effective use of staff development opportunities provided both internally and by external agencies such as JISC.
9.3.3 Use of ICT in learning and teaching
Almost all students accessed the internet and used word processing and spreadsheet software effectively. They were effective users of the specialist software particular to their programme of study. In all colleges, students could access learning materials located on the college network and most students had access to materials through the internet, but only a minority of colleges had mounted a significant amount of learning materials in the college VLE. A few colleges had purchased a significant volume of online materials from commercial and other sources and were delivering programmes flexibly using these materials. However, there was insufficient use of ICT to support learning in classroom settings, in spite of the increasing availability of resources for this purpose. Colleges serving a scattered population were proactive in the use of ICT, including e-mail and video-conferencing to support remote learners.
9.3.4 ICT in support of learning and teaching
With support from SFEFC, Scotland's colleges had made significant improvements in the use of ICT to plan and manage their complex programmes of provision. Staff made extensive use of e-mail for internal communications, and key documents and policies were accessible through college intranets. Colleges made good use of their corporate Management Information Systems to track learner progress and report on a range of performance indicators.
9.4 Communities
The quality framework , How good is our community learning and development?, has provided the quality indicators for self-evaluation and HMIE inspections of community learning and development since September 2002. Inspections do not address ICT or its use as a discrete theme, but integrally as part of evaluating learning opportunities , learning experience and resources. In recent inspection reports, there were a few weaknesses identified, such as CLD staff being unable to access the local authority network and e-mail, and being insufficiently creative in their use of ICT with adult and young learners.
9.4.1 Access to hardware and software for learning and teaching
The availability of ICT-based learning facilities in most libraries, learning centres and other community venues continued to increase. These generally well-equipped facilities provided innovative opportunities for adults and young people to access learning. Mobile ICT equipment was deployed to improve access for some communities which did not have adequate fixed resources.
The development of new facilities was often the result of collaboration among local authorities, further education colleges and local enterprise companies. Digital inclusion projects provided computers in families' homes. Effective community and ICT planning continued to improve access to ICT and the internet for learning and teaching. However, a few centres had insufficient or out-of-date equipment and insufficient access to the internet.
9.4.2 ICT programmes
All community-learning partnerships offered ICT programmes at introductory level. Community learning workers often used ICT programmes to attract hard-to-reach groups into learning. Many programmes were negotiated with learners. Imaginative use had been made of ICT in conjunction with subjects such as digital music for young people and literacy for adults. Most partnerships ensured that opportunities were available for learners to progress to certificated programmes such as ECDL.
9.4.3 Use of ICT in learning and teaching
Many staff were using ICT to aid learning, and learners were using ICT as an integrated part of their programme or as the primary medium for learning. In some areas, ICT provided a medium for family learning with children and young people supporting the learning of their parents and carers. Such initiatives built the self-confidence of adults returning to education and helped them to return to work or further education.
9.4.4 ICT in support of learning and teaching
Staff generally had access to appropriate ICT facilities and used them effectively for tasks such as producing promotional materials and managing budgets. Learners with additional support needs were generally supported well with appropriate ICT equipment and software. Community learning partnerships were in the early stages of developing the use of ICT for planning and recording purposes. Some adult literacy and numeracy partnerships were exploring the development of ICT-based tracking systems to facilitate progression for learners and to monitor the outputs and outcomes of their literacy and numeracy action plans.