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Becta and 1:1

Becta Harnessing Technology Review 2009 The role of technology in education and skills

Simon Crook

on 22 February 2011

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Transcript of Becta and 1:1

Becta and JTLA Reports under the Microscope http://escholarship.bc.edu/jtla/vol9/2/ http://publications.becta.org.uk/display.cfm?resID=41329 Becta English 2009 Report (not 1:1 but technology in general) A Government body which promotes technology in learning Use of technology in core subjects is increasingly a regular feature of learning and teaching in primary schools, with upwards of a third of young people experiencing this at least once a week. However, this drops sharply in secondary schools, with fewer than 10 per cent of students offered the opportunity to use technology in core subjects at least once a week. School e-maturity measures are derived from 12 responses to a survey by Principals and ICT co-ordinators. These are measures of technology infrastructure, school capability, leadership and uses of ICT for learning OFSTED concluded that technology was contributing positively to the personal development and future economic well-being of pupils and students. It developed their skills of working both independently and cooperatively and was in most cases motivating and engaging. The use of technology in the core subjects of English, Mathematics and Science falls off markedly between primary and secondary schools. In order for the high levels of technology use to be replicated at secondary level it would be necessary for many more individual teachers to have personally embraced and encouraged the use of the technologies. (Keating et al 2009) Analysis of 15,000 teenagers found that computer and internet access at home is important in explaining the achievement gap, and plays a role in some behaviour outcomes. (Chowdry et al 2009) After controlling for KS3 results, the availability of a computer at home is significantly positively associated with Key Stage 4 test scores. This association amounts to around 14 GCSE points (equivalent to 2 GCSE grades in a single subject). Losing access to a computer is associated with a reduction of 20 GCSE points Gaining access to the internet is associated with 10 GCSE points Young people with a computer at home are also less likely to play truant at ages 14 and 16 than those without computer access The strongest general impact of technology across education relates to improvements in efficiency, notably impacting on the use of teachers’ and practitioners’ time JTLA by Lynch School of Education, Boston College, USA Examines the educational impacts of the Berkshire Wireless Learning Initiative (BWLI), a pilot program that provided 1:1 technology access to all students and teachers across five public and private middle schools in western Massachusetts There is strong evidence that student engagement increased dramatically in response to the enhanced educational access and opportunities afforded by 1:1 computing Students typically appeared to be so much more engaged and generally on task when using laptops in class, that it became a frequent practice to encourage policy makers and educational observers to actually visit and observe 1:1 classes as evidence of the programs success There is also evidence that student research skills and collaboration were enhanced by the improved educational access and opportunities afforded by the 1:1 This unprecedented two-year improvement in eighth grade Math pass rates across BWLI settings corresponded with the years students’ participated in the 1:1 laptop program Without a true experimental design, this trend analyses does little to prove that the 1:1 pilot program improved test scores. However one potential explanation of the seventh and eighth grade MCAS pass rates over this time period could be that 1:1 participation was conducive or complementary to practices that fostered improvements in test performance.
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