Jason Budge

How can ICT be used to engage children and enrich teaching

and learning in primary Literacy ?
Children respond
to screens
Project
Rationale
Why ?
Digital Natives
Already in schools 2012-13 SIP
Teachers underuse ICT
Time given for training
Engagement
Staff concerns about ICT skills
Narrowed focus: IWBs can engage and motivate children when used effectively by
teachers. If teachers skills in using IWB and other ICT improve this will lead to an
enriched learning environment.
Explore teaching and
Learning with ICT
Identified by SLT 2011
Anecdotal and through
staff appraisals
Via SIP
Monitoring
Reflection and practice
Observation / research
Experience
Observation / Experience
* Through the project I lead using a wide range of technology and how they can enrich learning. Such as video, cameras,
microphones and mp3 players. But for this presentation I want to focus on the IWB as it is such a central and powerful tool.
.
Understand expectations
of leadership
Leadership
Development
Why ?
How to lead from the middle
More efficient in Coord role
Work as team
Improve relationships
Create a team
Develop CPD skills
Simply put, I wanted to develop my middle leadership qualities to give me the skills,
knowledge and experience to maximize my role as coordinator. Also, to find out how
to make improvements in general, while leading these successfully from the middle.
Experience a different
form of leadership
Initial Assessments
Conferencing with staff.
Staff explaining lack of knowledge/confidence.

Listening to feedback at staff meetings
Staff as a whole explaining group concerns

Talking to SLT
Knowledge of SLT expectations and needs

Staff Questionnaires based on NC.
Specific needs and quantitative data regarding
present skills and needs of staff (97% in need).
Staff
Initial Assessments
Staff
Following these initial assessments, and
the various data provided, I was able to:

Gain specific understanding of staff
needs, concerns and skill gaps to
address these in the initial planning of
the project.

Work with the SLT to agree upon a
final structure for the project and
develop an initial content and training
schedule.


Initial Assessments
Conferencing
Exploring how ICT helps them learn

Model lessons and feedback
Comparing the same learning using ICT and no ICT

Observation
Observing engagement using tick sheets

Looking at my cohorts initial writing levels.
To use as a quantitative base for how effective the
project might be over the year
Children
Initial Assessments
Children
Following this, and the various data
provided, I was able to:

Gain a qualitative understanding how
children view the IWB and other ICT;
and its potential impact on their
engagement and motivation

Develop initial content and training to
address childrens needs and focus

Find out how much IWB presently
used

Feedback to staff and SLT


Beginning the Project
Could now plan the first stage of
the project. With the aims and
outcomes linked to the initial
assessments.
This had various positive
impacts on the staff, children
and my own development.
Reflection and Adaptation
The model of the
course in itself had
plenty of points for
reflection and adapting
the planning to
improve the project.
It happened
throughout the length
of the project.
All participants given opportunities for reflection
and to feed back for future planning
The process of reflection and
adaptation happened in many different
ways during the project and, as a
result, enabled definite improvements
to the project over time.
These include:
Reflection and Adaptation
Approaches
Training sessions trying out ideas.
Working in teams.

Staff meetings

Gap tasks

Observations

Taking lessons

Asking others to train each other
(blog)

Governors walk.

Data and Monitoring
As already seen both kinds of
data were useful in informing
the inception and planning of
the project.
This use of data, collected
through monitoring and
feedback, was important
throughout the project and its
development.
As well as its final evaluation.
Data and Monitoring
Qualitative data:
Interviews

Discussions and group activities

Questionnaires

Observations

Content analysis


Data and Monitoring
Quantitative data:
Tick sheets

Evaluation forms

Phonics assessment results

Pupil Tracker

Diagnostic Report


Staff Outcomes
Quantitative
Qualitative
Outcomes
There was greater engagement
(including parents via blog)
Teachers felt more skilled and
confident.
IWB used more often and effectively
Childrens Literacy impacted
positively.
Creation of ICT roles and team
Outcomes
Data showed the project to be
successful.
But this doesnt tell half the story
It was only through the process
of reflection, development of my
leadership skills and monitoring
that led to this success.
Leading from the
Middle
Successes:
Holding people to account

Able to hold challenging conversations

To plan ahead and see something
through

Working with different teams

Inspiring people
Leading from the
Middle
Challenges:
Finding ways to remove blocks

Use of qualitative data

Feeding back appropriately

Making myself clear

Working with people with different
learning styles
Making Improvements
If I could go back again I can
think of many improvements I
would and should have made.
Original question more focused

More time for monitoring

A more robust action research
trial to generate quantitative data

To build in more time for support


Next Steps
Sustaining and embedding
practice derived from the
project
This was considered in a whole
school staff meeting as part of
the projects evaluation.
This was to give all staff a role in
leading the project going
forward.
My Next Steps
Using ML skills to enhance CPD
To continue to develop key ML
skills.
To continue with research into
this area of teaching and
learning.
But more robust and targeted.