p2v : wp5 the view from northern ireland

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p2v wp5 the view from northern ireland
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• professor john anderson, eti
• geraldine taggart, rtu
• byron evans, rtu
• averil morrow, selb

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the schools

• Ashfield Girls High School, Belfast, Northern
  Ireland
• BG/BRG/Borg, Eisenstadt, Austria
• Skeiene, Sandes, Rogaland, Norway
• St Columbs College, Derry, Northern Ireland
• Skovvangsakolen, Allerod, Denmark
• Centre Educatiu Jacint Verdaguer, Catalonia,
  Spain
• St Pius X High School, Magherafelt, Northern
  Ireland
• Bjerregrav Skole, Randers, Denmark
• Charlottenlund Lower Secondary,Trondheim, Norway
• St Patricks Primary School, Dungannon
• St Patricks Grammar School, Armagh, Northern
  Ireland
• Lindegaardskole, Lyngby, Denmark
• Godoy, Alesund, Norway

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methodology

• triads of schools are more effective than pairs
• the becta self review framework was effective
• everyone found learning gains hard to judge
• cultural differences are significant
• more follow-up should be planned

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we learnt from norway, denmark, austria
catalonia

• aims not often documented, which inhibits
  self-evaluation
• extensive use of online resources (replacing
  textbooks)
• a wide range of electronic resources
• more laptops and mobile devices
• trusting students on the internet without filters

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we also learnt about

• online professional development
• headteachers having little say over professional
  development courses
• a greater consensus about constructivist pedagogy
• an emphasis on ict skills for lifelong learning
• portfolios evidence of practice with ict

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and also

• lack of a progression framework
• and of mapping and recording
• little evidence of monitoring and evaluation of
  the impact of ICT on learning
• ict support for schools is dependent on parental
  support
• ict used comprehensively to inform parents

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visitors to n.i. learnt about

• the autonomy of principals
• the organisational structure of schools
• high levels of spend centrally by schools
• the predominance of desktops
• limited wireless and mobile computing
• support for teachers their ict skills
• some teachers who still avoid using ict
• their lack of judgement choosing ict resources

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and also about

• a highly organised timetable which may reduce
  spontaneity
• curriculum reform and a new emphasis on skills
• regular assessment and monitoring
• but less reporting to parents
• some evidence of learning gains, others of poor
  use of ict

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references

• twelve wp5 reports available on
• http//tinyurl.com/56hen6
• uk becta self-review framework at
• http//tinyurl.com/5erawf