Encouraging pupils' creativity is at the core of a GTC-backed research project, set up to explore the potential of new technologies to enhance teaching and learning.
Patrick Kelly assesses progress so far.
Computer suite? Check. Interactive whiteboards? Check. Laptops for teachers? Check. Wireless installed? Email addresses for pupils? Intranet and internet access? Check, check, check. So that’s ICT sorted out for your school then. Next?
Hold on - that’s not quite the end of the story. It seems that despite the massive investment in ICT infrastructure in schools over the past few years, we are not yet realising anything like its true potential.
Last September, researchers from Bristol University revealed that around one in three teachers are failing to make good use of ICT in the classroom. And an earlier study, carried out by the British Educational Communications and Technology Agency (Becta), shows that new technologies are still being used mainly in teaching ICT skills, rather than throughout the curriculum.
Why such disappointing results? Was there too much hype in the first place? Or is it that the ‘techies’ can’t work out why the rest of us are not as fascinated as they are with the new toys? Not at all, says Bridget Somekh (pictured), who is professor of educational research at Manchester Metropolitan University (MMU). "It’s not the ICT itself that we’re interested in; it’s what it can do," she says.
Bridget is working with her research associate Matthew Pearson on a three-year research project, ‘Developing Pedagogies for E-learning Resources’ (PELRS). The study, which is due to be published later this year, is funded by the GTC and MMU, with support from the University of Cambridge Local Examination Syndicate.
The overall concept is to develop ways of teaching that release the creative potential of all that kit that’s often left languishing in the cupboard and, more importantly, the potential of the children who use it. Explains the GTC’s Chief Executive, Carol Adams: "Projects such as this enable teachers to break new ground in pedagogy. The research explores how technology can be used to greater advantage in classrooms, bridging the gap between what pupils learn at school and at home."
Remarkable things
Bridget echoes her words, saying: "We’re interested in the creative ways that young children are using ICT at home. Some of them are doing quite remarkable things - for example, creating their own blogs, writing music, manipulating images, videos and sounds."
Capturing similar inventiveness within the classroom engages children, as they are encouraged to discover for themselves the capabilities of new technologies. Ultimately, this approach can contribute to higher standards, says Bridget. She took part in a major DfES-commissioned study - ImpaCT2 - carried out between 1999 and 2002 and managed by Becta.
In one of the most comprehensive investigations into the impact of ICT on pupil attainment in the UK, the study found that there was a positive association between the use of ICT and pupil attainment at GCSE. In particular, students who used high levels of ICT gained the equivalent of half a grade more in science and design and technology GCSEs than low ICT users.
In the first two years of the PELRS project, the team worked with four case study schools in Manchester and Bolton. In its third and final year, a further 10 schools have become involved. These are from Huddersfield, Lincolnshire, Northumberland, Nottingham, Hampshire, Birmingham, North Yorkshire, County Durham, Sheffield and Cambridge.
These schools have been trying out 'pedagogic frameworks', which allow teachers and pupils to think differently about learning. The process begins with a 'learning event' - a kind of brainstorming session where pupils join with teachers in working out what they need to know about a curriculum subject.
For Dan Clayton (pictured), a Year 6 teacher at Broughton junior school in North Lincolnshire, these events have proved inspirational. At his school, the PELRS technique was successfully adapted for the history topic of World War II. "The children worked out what they knew already and what they needed to know. Each group came up with an ‘umbrella topic’ that they had to research," explains Dan.
Fascinating mix
The end results were a fascinating mix. Children produced handouts and quiz sheets on a desktop publishing package; culled a speech of Winston Churchill’s from the internet; borrowed grandparents’ identity cards for a PowerPoint presentation; and filmed their own drama about the experiences of evacuees. "The enthusiasm with which they went about the task was tremendous," says Dan. "Each group became real experts on their topic and just couldn’t wait to let the rest of the class hear what they knew." Even those children usually more reluctant to take part were swept up in the proceedings."Now they want to do history all the time, but our next project will be in geography,"says Dan.
As Dan’s experience aptly demonstrates, one of the key findings of PELRS is ICT’s great capacity to enthuse both pupils and teachers. Broughton’s head teacher Peter Hargrave believes that the PELRS project has generated a good deal of excitement amongst teachers at his school.
"It has brought home to us the new ways we can use ICT, changing the way we approach teaching," he says. "When teachers see something that really excites the children, everyone wants to have a piece of it.We are getting groups of children who are exploring the use of ICT - whether it’s digital cameras or search engines - and they are teaching the rest of the children, and the teachers themselves, how it can be used."
This notion of pupils as teachers is amongst the significant themes emerging from the PELRS project. Others include: ICT’s capacity to enhance creative learning; pupil engagement with the learning process; and an increased understanding of how children learn. For Bridget Somekh, the project is timely. She cites DfES discomfort about a slowdown in rates of improvement, judged by test results at Key Stage 2 and Key Stage 4. "There are genuine concerns about the ceiling in achievement," she says. "And the DfES is promoting personalised learning.Much of this fits in with the need for realising the capacity of ICT in the classroom,"
Lights, camera, action in Huddersfield
At Emley first school near Huddersfield, Year 2 pupils joyfully embraced the roles of camera operator, editor and presenter to make their first film.
Using digital camcorders, the pupils were given the task of producing an instructional video for reception class children, demonstrating how to make a paper windmill.
"They made the film themselves," explains head teacher Stuart Merry. "They had to decide what approach to take, how to edit it, and what language to use on the voiceover. It was extraordinarily motivating, particularly for some of the more difficult to engage children."
In his view, it’s the teachers who must ditch any ingrained habits or prejudices when it comes to using ICT in the classroom. "As teachers, we have a tendency to say ‘these are just seven year-olds, so a pen and pencil’s fine’. But the truth is that it’s the children who can see the potential of the equipment," he says. Stuart is convinced that the filmmaking skills the children are learning feed back into language skills required for other curriculum subjects, notably English.
Given the success of the pupils’ first venture into filmmaking, now there are plans afoot for more - one about the school’s new playground equipment and another exploring the history of the village.
