Harnessing Technology Schools Survey 2008: report 2: data

This report provides a detailed analysis of the data and methodologies adopted in the 2008 HTSS and provides copies of all research instruments used in the survey

Harnessing Technology School survey 2008: report 1: analysis

This report summarises the main findings from the Harnessing Technology Schools Survey 2008, a national survey of ICT in primary, secondary and special schools. The research was carried out in 2007-08. This annual, representative survey was intended to assess the `state of the nation' in terms of the uptake and impact of educational technologies in maintained schools across England

Harnessing Technology School survey 2008: report 3: executive summary

This document provides a summary of the key findings and implications of the 2008 HTSS in the context of the Harnessing Technology Policy, evaluating the current use and imlementation of technology in English schools

Harnessing Technology Schools Survey 2008 : Data

While teachers are positive about the benefits and potential contribution of information and communications technology (ICT) to pupils' learning, schools still need to make progress in their use of ICT. This is the main finding from the Harnessing Technology Schools Survey 2008, an annual, representative, national survey of ICT in primary, secondary and special schools. The survey was carried out by the NFER, on behalf of Becta, between December 2007 and January 2008. The aim of the survey was to assess the 'state of the nation' in terms of uptake and impact of educational technologies in maintained schools across England. A key purpose of the survey was collect information that would assist Becta with assessing progress towards the aims and outcomes of the Harnessing Technology strategy and to make future strategic decisions based on the latest developments in ICT related to schools. The results of the survey highlighted that home access, the use of learning platforms and the use of ICT to support personalising learning were areas in which schools particularly could make further progress. Other key areas for progress include a need for schools and teachers to be supported and encouraged to use technology in ways which are more engaging for learners and to use ICT in more interactive ways when communicating with parents. The key findings from the survey were as follows: Hardware provision has improved in schools since 2007, including an increase in the number of interactive whiteboards and desktop computers for pupils. Schools tended to use technology, such as interactive whiteboards, mainly for presentational purposes rather than as a method to promote more interactive and engaging forms of teaching and learning. Teachers' use of digital learning resources, especially self-created resources, is increasing. The majority of teachers, across all sectors, are confident and enthusiastic about using ICT. Teachers generally felt that ICT plays a positive role in engaging pupils in learning, with the majority reporting that pupils enjoy lessons more if they use ICT than if they do not. In terms of home access, there were indications that a 'digital divide' may still exist: 30 percent of pupils across all sectors were estimated not to have home access to a computer. Learning platforms are being increasingly used by schools, with the largest increase reported in the secondary sector. Community access to schools' ICT facilities is still somewhat limited, and that, even where technological and virtual forms of communications with parents exist, these tend to be one-way and not interactive

Evaluation of the impact of Section 5 inspections - strand 3 : final report for Ofsted

In 2008-9 Ofsted commissioned the NFER to undertake research to build on the independent evaluation of the new inspection process for maintained schools in England, carried out in 2006-7. The main aims of the research were to provide a longitudinal perspective on the impact of inspection on school improvement and to explore perspectives related to the impact of the new Section 5 inspections upon teachers and support staff. The research methods used were case-study visits to 18 schools (including interviews with senior leadership teams, teachers and teaching assistants) previously visited as part of the original evaluation and a one-paged email survey completed by 126 schools. Key findings The importance of observations – classroom practitioners viewed observation, and feedback, as very significant in terms of satisfaction with the whole inspection process. The importance of dialogue –successful dialogue was regarded by school staff as key to satisfaction with the process and outcome approval. The significance of appropriate recommendations – recommendations that were more specific, provided focus, were regarded as actionable, were not open to misinterpretation, or provided a clear point of reference were generally regarded as more appropriate recommendations that would hold longitudinal value. Maximum positive impact of recommendations –was generally perceived to have been achieved when the recommendations were viewed as appropriate (see above) and therefore actionable. There was substantial evidence that recommendations which were developmental in nature and over time, and were inclusive so that there was whole-school ownership achieved greatest impact