NP3 RQ3 findings

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Findings related to RQ3[edit]

RQ3 What institutional circumstances and practices enable or undermine how pupils’ digital competencies and practices are recognised (RQ1) and integrated into teachers’ practice (RQ2)?

Key finding 9:
The data from the study schools did not support the view that there was a relationship between how remote a school was and the degree to which they had embraced ICT, however this may have been due to the sample of schools in the study.

Key finding 10:
Significant elements from the constitutive order, namely curriculum, assessment and accountability requirements, appeared to be major factors preventing teachers’ pedagogic practices from aligning with children’s digital practices outside school. This was less strongly evident in the independent schools, where accountability to parents seeming to be more important than accountability to formal inspection. The curriculum, assessment and accountability regimes in Scotland were less important constraints on practice then those in England

Key finding 11:
A range of different ICT strategies were evident across the study schools, often reflecting their overall educational vision and priorities (though these were often in conflict). Different schools met the same priorities in different ways, for example meeting requirements to teach computing by using a timetabled set of laptops rather than an ICT suite.

Key finding 12:
There was a general move towards greater use of mobile devices.

Key finding 13:
Older children were often provided with more access to ICT (at least in terms of resources allocated) than younger children.

Key finding 14:
There appeared to be a minimum threshold of provision below which the level of ICT use was minimal. However, once this threshold had been exceeded, there was no clear relationship between the model of ICT resourcing and the extent to which or ways in which ICT was used. This seemed to be more down to the agency of individual teachers. Key elements from the constitutive order, namely curriculum, assessment and accountability requirements, appeared to be major factors preventing teachers’ pedagogic practices from aligning with children’s digital practices outside school. This was less strongly evident in the independent schools, with accountability to parents seeming to be more important that accountability to external inspectors.

See Section 9 of the meta-analysis report for more details of the institutional factors impacting on ICT use.