Roadmap of ICT in Education 11/3/2007

Roadmap

A Roadmap for ICT in Education - the Central Timeline
First draft, 12 Mar 07

This is the central overview, compiling the roadmaps of the separate elements of the learning environment of young people.

A point has been reached of very rapid change in the use of ICT to enable and support new approaches to teaching, learning and school management. Its impact in catalysing transformation of education and enabling considerably greater achievement by students is now critical.

Leading schools have embedded the use of ICT and this is enabling them to achieve a rate of improvement that is faster than schools that have not achieved embedding. The gap between those that have embedded ICT and those that have not is stretching unacceptably. The purpose of this timeline is to enable all schools/colleges and companies to make strategic decisions on the steps it is necessary to plan for.

The 2007 comments present a synopsys of the current position across all schools. The comments against future dates, that provide the time line, will represent the '80:20' point - the stage that we should be expecting the leading 20% of schools to have reached and passed, that the remaining 80% of schools are aspiring to. In this version only a few comments have been added to pose questions about development.

The picture is that of the learning journey for young people. As they grow older their horizons expand and they need to be able to draw on educational opportunities from an increasingly wide environment. While those responsible for a particular phase of education will naturally focus primarily on that phase, all involved have a responsibility to understand how this relates to the bigger picture, and to foster satisfactory progression and development of learning opportunities.

In this first version (20 Feb 07) we have only proposed statements for the 2007 position. We leave you to consider what the speed of development of provision of ICT support for educational opportunity should and will be. The E.E.P. will be undertaking a number of activities during 2007/08 to propose the pace of development that should be expected by all.

As there are different stages of development in different countries, the UK has been used as the focus to consider pace of development - the UK being one of the countries in Europe leading development of ICT in Education.

Primary School Digital Environment

2007
Primary schools are well equipped with computers and the majority of teachers make some use of them with pupils. School networks are generally poorly managed and only a few schools have learning platform functionality. All schools have broadband connection to the Internet usually at 20Mb/s. There are few schools that have implemented a policy that all teachers should have their own computer.

2009
All pupils will have access to a virtual environment that supports and e-Portfolio, but what does this mean?

2011
All schools will have a suite of learning platform technologies integrated with their management information systems, but this target has not yet been specified in any technical, educational or management detail. What should this mean?

2013
?

Transitional Projects between Primary & Secondary Schools

2007
While leading secondary schools are using ICT to support very effective transition projects and are using ICT to support collaboration with feeder schools, transition projects in the majority of schools are weak.

2009
?
2011
?

2013
?

Cross-Age Mentoring & Collaboration

2007
A few schools are discovering that cross-age mentoring and collaboration is much easier to implement when learning platforms are in place and can be very effective in helping younger students to overcome difficulties while also helping the older students to develop their maturity.

2009
?

2011
?

2013
?

Secondary School Digital Environment

2007
There is a large amount of ICT in all secondary schools but properly effective use is only made of it by a minority of teachers. All schools have internal networks and broadband Internet connection of 20Mb/s or better but networks are unreliable in a large percentage of schools. Leading schools are implementing learning platform functionality and as a result and enabling the rate of school improvement to rise considerably. There is now an unacceptable gap between the educational offering of leading schools, that are using ICT effectively to catalyse, enable and support teaching, learning and school management, and those that are not.

2009
All pupils will have access to a virtual environment that supports and e-Portfolio, but what does this mean?

2011
All schools will have a suite of learning platform technologies integrated with their management information systems, but this target has not yet been specified in any technical, educational or management detail. What should this mean?

2013
?

Peer Collaboration & Mentoring

2007
Some very effective e-mentoring approaches have been implemented in a few schools.

2009
?
2011?

2013
?

Home & Family Learning

2007
In some areas schools can rely upon all pupils having access to a computer and the Internet from home, which is allowing teachers in those schools to make radically different use of their time with pupils in class. Some schools have also implemented 'laptops for all pupils' approaches.

2009
What targets will the Home Access Task Force set?

2011
?

2013
?

Learning in the Community

2007
A few schools have established 'ask the expert' networks online using the expertise of their local communities.

2009
?

2011
?

2013
?

Mobile Learning

2007
Projects in a few areas are finding the use of mobile computer devices extremely effective in promoting learning and in developing improved attitudes to learning amongst young people.

2009
?

2011
?

2013
?

Pupil Record Sharing between Children's Agencies

2007
Despite the best of intentions progress is extremely slow in making information on young people sharable across the professionals and agencies that need to use it. Even within the majority of schools the majority of teachers do not have ready access to the information about the students stored on the school's MIS system, making data-based decision making hard.

2009
?

2011
?

Local Area-Wide Provision

2007
Some local authorities are making effective provision to support schools in their area but in many there are only a few ICT-based projects and no coherent vision or policy as to the LA's role.

A few areas have made some experiments but information sharing about the ways to use ICT to enable and support this is weak.

2009
?

2011
?

2013
?

Collaboration between Education Authorities

2007
Some local authorities are making effective provision to support schools in their area but in many there are only a few ICT-based projects and no coherent vision or policy as to the LA's role.

2009
?

2011
?

2013
?

National Inter-School Collaborations

2007
Keen teachers are using the ability to communicate over the Internet to run inter-school projects but this is not widespread and not considered a priority by the majority of schools.

2009
?

2011
?

2013
?

Inter-Continental School Collaborations

2007
A few schools have discovered that inter-national and inter-continental collaborations can be extremely effective in motivating young people's engagement with learning and provide very effective learning processes.

2009
?

2011
?

2013
?

Regional Provision to Support Teaching & Learning

2007
Regional consortia exist in all areas, but are only effective in some, particularly Scotland, Northern Ireland and London. There is little clarity of vision as to how regional provision could and should develop and what ICT systems will be used to support it.

2009
?

2011
?

2013
?

ePortfolios of Learning Achievement

2007
In a few areas very effective use is being made of online student portfolios, to promote learning and to help teaching to be more effective. There is a national target to implement 'access' to an ePortfolio space but no targets as regards what use should be made of this.

2009
?

2011
?

2013
?

2013
?

Qualification Provision

2007
Provision of online approaches to qualifications is in its infancy. The DiDA qualification is developing use of online portfolio approaches to assessment. There have also been a few experiments in the use of ICT-based assessment for statutory tests and qualifications. Schools and colleges make use of industry online qualifications, particularly those from Microsoft and Cisco.

2009
?

2011
?

2013
?

Further & Higher Education Digital Environment

2007
While all colleges are making efforts to improve their use of ICT there is great disparity, with some developing very effective ICT support across the institution and accessible from outside the institution, while others are struggling to get staff acceptance and leadership understanding.

2009
?

2011
?

2013
?

Workplace Experience

2007
ICT is little used to promote or support understanding or the workplace or to give school students ways of finding out about work opportunities beyond education in their local area.

2009
?

2011
?

2013
?

Career ePortfolios

2007
Though there was formerly a target for all young people to have an e-portfolio that could be shared with potential employers, by 2010, there is little current discussion of this.

2009
?

2011
?

2013
?

Online Access to Higher Education Institutions

2007

Only a few higher education institutions provide online support for
learning that school pupils can access.

2009
?

2011
?

2013
?

Industry/Commerce Educational Support

2007
There are isolated projects through which industry and commerce are supporting education, sometimes initiated by schools with their local companies and sometime initiated by companies on a national (or international) basis.

A very large process has been started, to establish 14-19 Diplomas led by industry, through the Sector Skills Councils that are responsible for career skills in their sector. While there is clear understanding that ICT will be critical to enable these diplomas to be an entitlement for all 14-19 students, there is as yet not published vision as to how this will achieved.

2009
?

2011
?

2013
?