NP3 outcomes related to RQ3

From EdFutures
Jump to: navigation, search
RQ1 findings RQ2 findings RQ3 findings RQ4 findings RQ5 findings Executive summary Meta-analysis report

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

This research question was expanded to include consideration of factors that impacted on all use of ICT in schools, rather than the narrower original focus on the factors that impacted on the degree of alignment between teachers pedagogic practices related to ICT use and children’s digital practices outside school.

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 might have been due to the pragmatic constraints that meant that the study schools tended to be in less remote locations. It was the researchers’ perception, which was reinforced by discussions with potential schools, some of whom were in very remote locations, that there was some sort of relationship. This warrants further investigation.

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, in which accountability to parents seeming to be more important than accountability to formal inspections.

It seemed clear that the curriculum, assessment and accountability regimes in Scotland were less important constraints on practice then those in England.

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). Sometimes the same priorities were met in different ways, for example meeting requirements to teach computing by using a timetabled set of laptops rather than an ICT suite. There was a general move towards greater use of mobile devices. Older children were often provided with more access to ICT (at least in terms of resources allocated) than younger children.

There did appear 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 largely down to the agency of individual teachers.

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

RQ1 findings RQ2 findings RQ3 findings RQ4 findings RQ5 findings Executive summary Meta-analysis report
NP3 homepage NP3 findings For policy makers For teachers & school leaders For researchers Have your say

Find out about our new project and how you could take part