Maturity model analyses: year 4, 2006 - technical report 20, 2006 (T20/06)

ICT Test Bed analysis of the maturity model intended to measure organisational progress

Benchmarking procedure and analyses with performance data from 2006 (Year 4): technical report 21, 2006 (T21/06)

ICT TB Benchmarking and attainment analysi

Test Bed project evaluation additional maturity model analyses: technical report 26/07

Additional analysis: ICT Test Bed evaluation Maturity mode

ICT Test Bed Project: benchmarking procedure analyses: project year 2, 2004

ICT Test Bed evaluation analysis of attainment data of participating schools

Questionnaire data: summary of findings - year 4, 2006

ICT Test Bed questionnaire analysis - learners, teachers, headteachers and familie

ICT Test Bed survey data: summary of findings from year 3, 2005

Analysis of the ICT Test Bed Evaluation questionnaires with learners, teachers, leaders and familie

A STILE Project case study: The evaluation of a computer‐based visual key for fossil identification

This paper presents an investigation of the effectiveness, for specimen identification, of a visual representation of a biological key. The example used in the investigation, the beetles database, is one of a number of resources developed under the STILE Project (Students’ and Teachers’ Integrated Learning Environment). This project uses hypermedia to provide greater opportunities for independent and flexible modes of learning both in a campus situation and for distance learning. The beetles database was constructed to aid final‐year project students’ in their identification of palaeo‐ecological field specimens. The development of this database was a response to a perceived need to reduce time spent on the time‐consuming skill of identification, and to focus students’ efforts on the significance of their field data. Four third‐year student undergraduates, two experienced and two inexperienced users of paper keys, were presented with a range of field specimens to identify using either the paper key or the STILE visual database. Our results show that the visual database was both the preferred way of operating and more effective than paper keys for all students

A case study of four school library media specialists\u27 leadership in Louisiana.

The purpose of this study was to understand the daily activities of effective school library media specialists in an elementary school, middle school, and high school in a Louisiana parish, non-church, public school system through qualitative research using interviews, observation field notes, and written documentation from the three schools. The importance of the study was that there is little known about the leadership role of the school library media specialist and the role of the school library media specialist. Further, the literature concerning effective schools and effective school library media specialists is separate. The study had four conclusions. First, an effective school library media specialist can be the hub of the school. Second, the effective school library media specialist can lead from the middle through technology expertise, collaborative planning, promoting reading and positive public relations. Next, the effective school library media specialist is supported by the positive perceptions of the superintendent, school principal, library supervisor, and classroom teachers who all realize the importance of the school library media program to academic achievement. Even though the programs do not completely meet the standards, through the leadership that evolved from daily collaboration, the school library media specialists in this study managed to provide effective programs. Last, the school library media specialists are enabled by the positive perceptions of the superintendent, scheduling and financial support from the school principal, the advocacy of the library supervisor, and the use of the center by teachers. However, constraints such as a lack of time for collaborative planning, lack of paraprofessional staff, inadequate funding and no substitutes for the school library media specialists constrain them

The impact of technology: value-added classroom practice: final report

This report extends Becta’s enquiries into the ways in which digital technologies are supporting learning. It looks in detail at the learning practices mediated by ICT in nine secondary schools in which ICT for learning is well embedded. The project proposes a broader perspective on the notion of ‘impact’ that is rather different from a number of previous studies investigating impact. Previous studies have been limited in that they have either focused on a single innovation or have reported on institutional level factors. However, in both cases this pays insufficient attention to the contexts of learning. In this project, the focus has been on the learning practices of the classroom and the contexts of ICT-supported learning. The study reports an analysis of 85 lesson logs, in which teachers recorded their use of space, digital technology and student outcomes in relation to student engagement and learning. The teachers who filled in the logs, as well as their schools’ senior managers, were interviewed as part of a ‘deep audit’ of ICT provision conducted over two days. One-hour follow-up interviews with the teachers were carried out after the teachers’ log activity. The aim of this was to obtain a broader contextualisation of their teaching