Changing policy and practice in the use of educational technology in schools – informing national and international policy
Submitting Institution
Manchester Metropolitan UniversityUnit of Assessment
EducationSummary Impact Type
SocietalResearch Subject Area(s)
Education: Curriculum and Pedagogy, Specialist Studies In Education
Summary of the impact
This case study reports impact derived from a sustained programme of
research extending over 15 years. The research has impacted policy makers,
practitioners, young people and their families both in the UK and
internationally through:
- informing the development of the Harnessing Technology Strategy (the
UK government strategy for ICT in education from 2005-2010) leading to
the Home Access Initiative (2009-2010) which improved educational
attainment and lifetime earning potential for the beneficiaries, and
driving the uptake of learning platforms and web 2.0 technologies for
supporting teaching and learning;
- evidencing the impact of ICT on attainment (eg the current UK
government, UNESCO);
- underpinning European policies on the use of interactive whiteboards
to support teaching and learning (eg for the OECD).
Underpinning research
The research was conducted by the ICT Pedagogy and Learning research
group (led by Somekh), continued by the Technology, Innovation and Play
for Learning research group (TIPL, led by Lewin and Whitton); total income
£2.7M. The work provides significant evidence for policy that has been
disseminated widely including 44 research reports, 13 books, 53 book
chapters and 62 refereed journal articles. Key projects include:
ImpaCT2 (1999-2001, £70,500, Becta) found a positive relationship
between students' level of ICT use and improved attainment. It also
revealed differences between students' access to and use of ICT at home
and at school. Somekh was Co-Investigator evaluating the impact of digital
technology in education through surveys and case studies with 60 primary,
secondary and special schools. Lewin, initially based at the OU
(1997-2003), was a member of the ImpaCT2 consortium and moved to MMU in
2001. (Harrison C., Comber C., Fisher T., Haw K., Lewin C., Lunzer E.,
McFarlane A., Mavers D., Scrimshaw P., Somekh B. & Watling R. (2002) ImpaCT2:
The Impact of Information and Communication Technologies on Pupil
Learning and Attainment. DfES: Annersley, Notts, UK.)
ICT Test Bed (2002-2006, £923,000, Becta) produced substantial
research insights including: whole-school provision of technology has a
positive impact on school's national test outcomes (once technology was
embedded); improved understanding of the potential benefits and challenges
of learning platforms and management information systems; whole school
implementation of technology strengthened sharing cultures and led to
pedagogical changes; and a greater understanding of how to roll out home
access to technology. Somekh led this investigation of the impact of high
levels of digital technology provision in schools on teaching, learning
and attainment. Lewin undertook fieldwork and day-to-day project
management. (Somekh, B., Underwood. J., Convery, A, Dillon, G., Jarvis,
J., Lewin, C., Mavers, D., Saxon, D., Sing, S., Steadman, S., Twining, P.
and Woodrow, D. (2007). Evaluation
of the ICT Test Bed Final Report. Becta: Coventry.)
The evaluation of the Primary Schools Whiteboard Expansion project (SWEEP)
(2004-2006, £223,000, DfES) also reported a positive impact of technology
on pupil attainment: the length of time pupils were taught with an
interactive whiteboard (IWB) was a factor contributing to attainment gains
in literacy and mathematics. When teachers had sustained experience, of
around two years, of using an IWB, they were able to change their teaching
practices to make best use of its facilities. Somekh and Lewin led this
evaluation. Haldane was one of senior researchers in the team. (Somekh,
B., Haldane, M., Jones, K., Lewin, C., Steadman, S., Scrimshaw, P., Sing,
S., Bird, K., Cummings, J., Downing, B., Harber Stuart, T., Jarvis, J.,
Mavers, D. and Woodrow, D. (2007). Evaluation
of the Primary Schools Whiteboard Expansion Project. Becta:
Coventry.)
The Web 2.0 Technologies for Learning project (2007-2008,
£56,300, Becta) found that: use of web 2.0 tools in schools was at an
embryonic stage with individuals exploring the potential; young people
were prolific users of the internet and web 2.0 tools but not in very
sophisticated ways — they were largely consumers rather than producers. It
was one of the earliest Becta-funded studies of Web 2.0 technologies in
secondary schools, the relationship between school and home, and e-safety
issues. Lewin was co-investigator. (Crook, C., and Harrison, C. with
Cummings, J., Fisher, T., Graber, R., Lewin, C., Logan, K.,
Luckin, R., Oliver, M. and Sharples, M. (2008). Web 2.0
Technologies for Learning at Key Stages 3 and 4: Summary Report.
Becta: Coventry.) Since Somekh retired, Lewin and Haldane have sustained
the policy relevant work, through Innovative Technologies for an Engaging
Classroom (iTEC, EU 2010-2014). This €9.5 million `flagship' FP7
project involves 14 Ministries of Education and 1000+ teachers across
Europe who are engaging in participatory design and trying out new ideas
for using technologies in their classrooms. Findings from the first four
cycles of evaluation have been synthesised and presented to all MoEs as
well as disseminated widely. (See http://itec.eun.org/web/guest/deliverables
for project reports to date).
Key researchers
Bridget Somekh. Appointed Professor 1999. Retired 31/10/2008
Keri Facer. Appointed Professor 01/11/2008; Left 31/03/2012
Cathy Lewin. Appointed RF 01/02/2001; SRF 01/08/2009; Professor 10/06/2013
Maureen Haldane. Appointed SL 01/09/1991; SLTF 01/09/2004; SRF 01/09/2011;
Retired 30/06/2013
Jonathan Savage. Appointed SL 01/09/2001; Reader 01/08/2008
Nicola Whitton. Appointed SL 01/09/2005; RF 01/06/2007; SRF 10/06/2013
References to the research
Somekh, B. (2007). Pedagogy and Learning with ICT: researching the
art of innovation. London and New York: Routledge. ISBN
0-203-94700-2 [ImpaCT2, ICT Test Bed, SWEEP]
Lewin, C. & Luckin, R. (2010). Technology to support parental
engagement: Lessons learned and future directions. Computers &
Education, 54(3), pp.749-758. DOI 10.1016/j.compedu.2009.08.010 [ICT
Test Bed]
Somekh, B. (2008). Factors Affecting Teachers' Pedagogical Adoption of
ICT. In J. Voogt & G. Knezek (Eds), International Handbook of
Information Technology in Primary and Secondary Education, Part One.
New York: Springer. pp.449-460. ISBN 978-0-387-73314-2 [SWEEP]
Lewin, C., Somekh, B. & Steadman, S. (2008). Embedding interactive
whiteboards in teaching and learning: The process of change in pedagogic
practice, Education and Information Technologies, 13(4), pp.
291-303. DOI 10.1007/s10639-008-9070-2 [SWEEP]
Somekh, B., Haldane, M., Jones, K., Lewin, C., Steadman, S., Scrimshaw,
P., Sing, S., Bird, K., Cummings, J., Downing, B., Harber Stuart, T.,
Jarvis, J., Mavers, D. and Woodrow, D. (2007). Evaluation of the
Primary Schools Whiteboard Expansion Project. Becta: Coventry. https://www.education.gov.uk/publications/standard/publicationDetail/Page1/SWEEP-Report#downloadableparts
[SWEEP]
Mavers, D., Somekh, B. & Restorick, J. (2002) Interpreting the
externalised images of pupils' conceptions of ICT: methods for the
analysis of concept maps. Computers & Education, 38(1-3),
pp.187-207. DOI 10.1016/S0360-1315(01)00074-4 [ImpaCT2]
The quality of this work is indicated by a range of indicators
including:
• 400+ citations for the research listed above (Google Scholar)
• Quality of cited journals (eg Computers & Education)
• Invited seminars/keynotes (13 Somekh, 12 Lewin) including an expert
seminar held at the DfES on SWEEP in May 2007 (attended by 50 academics
and policy makers) and an invited presentation on SWEEP at an
international conference in Norway in April 2009, involving 400 national
teachers and 75 international academics. Refereed conference papers at
prestigious international conferences including AERA, BERA, CAL and IFIP.
• Somekh and Lewin co-authored eight of the 22 publications in the DfES
and BECTA `ICT in Schools Research and Evaluation Series' (2001-2004).
• ImpaCT2 and ICT Test Bed feature as two of 17 impact case studies from
across Europe reviewed for a report commissioned by the European
Commission (Balanskat et al, 2006) and presented to the OECD-Keris expert
meeting, 16-19 October 2007: Session 3: Comparative international evidence
on the impact of digital technologies on learning outcomes: empirical
studies.
• ImpaCT2 continues to be widely cited internationally as evidence of the
impact of ICT on attainment, for example in a recent report from UNESCO
(Kozma, 2011).
• SWEEP (Somekh et al, 2007) and ICT Test Bed evaluation reports cited 17
times and drawn on extensively in a recent working paper on interactive
whiteboards for the OECD (Hennessy & London, 2013).
• SWEEP (Somekh et al, 2007) and ICT Test Bed referred to as `essential
reading' in the EUScribe project (Bannister 2010).
• In response to a question in the House of Lords about the impact of ICT
on literacy and personalised learning, Lord
Adonis stated, "In the past five years there have been 10 in-depth
studies which have assessed the use of information and communications
technology (ICT) in schools to support children with literacy and
personalised learning." The ten projects listed included SWEEP, ICT
Test Bed and ImpaCT2. This reference provides evidence of
the significance and high regard of these important projects.
Key research grants:
• March 1999-February 2001 Becta £70,500 ImpaCT2 (Somekh, with University
of Nottingham and the Open University)
• February 2003-December 2006 Becta/DfES £923,000, 'ICT Test Bed'
Evaluation (Somekh, with Nottingham Trent University)
• April 2004-December 2006 DfES £223,000 Primary Schools Whiteboard
Expansion Project (SWEEP) (Somekh and Lewin)
• September 2007-August 2008, Becta £56,300, Web 2.0 Technologies of
Learning at KS3 and KS4 (Lewin, with University of Nottingham and
Institute of Education)
• September 2010-August 2014 EU FP7 £510,000, Innovative Technologies for
an Engaging Classroom (iTEC) (Haldane and Lewin, with European Schoolnet
and 25 other partners, total funding €9.45 million) Grant Agreement No:
257566
Details of the impact
MMU had a close and productive relationship with Becta (1999-2010), which
provided a conduit for influencing policy. Subsequently, a developing
relationship with European Schoolnet (an organisation representing 30
European Ministries of Education, working with policy makers, teachers and
researchers) has created opportunities to influence policy at European
level. The selected projects described in this case study were
commissioned by the UK government and/or its agency for ICT in schools
(Becta) in order to develop policy to support the use of ICT in schools.
ImpaCT2 was led by the University of Nottingham with MMU and the Open
University as co-investigators; ICT Test Bed was led by MMU with
Nottingham Trent university as co-investigator; SWEEP was led by MMU with
consultancy from the University of Bristol and Web 2.0 Technologies for
learning was led by the University of Nottingham with MMU and the
Institute of Education, London University as co-investigators.
The program of research underpinned government strategies for ICT in
education (Harnessing Technology from 2005-2010) during the last Labour
Government (eg Becta 2008a, p14
and p19). In Becta's annual review of technology and education
(Harnessing Technology Review), for the years 2008 and 2009 (eg Becta
2008b), Somekh and Lewin were co-authors on 4 reports cited as key
evidence of the positive impact of ICT on learning. ImpaCT2, ICT Test
Bed and SWEEP are also cited in a current
government-authored paper summarising the impact of technology (DfE
2011b) evidencing the continuing importance of this work under the
current coalition government. The beneficiaries of resulting policy
developments include schools, teachers, young people and their families
through financing of infrastructure in schools and homes, and impact on
learning outcomes. The research insights have also informed policy making
and research at an international level.
ImpaCT2 continues to be cited widely internationally as evidence
of the impact of ICT on attainment. For example, in a recent publication
from UNESCO (Kozma
2011).
Drawing on findings from ICT Test Bed (Home
Access Task Force, Becta 2008c) the Government sought to reduce the
inequitable home access to the Internet through the Home Access
Initiative, a £194 million voucher programme. 267,244 low-income houses
with children were provided with an Internet-enabled computer between 2009
and 2010. PricewaterhouseCoopers estimated the project produced a positive
Net Value of +£768 million through improving educational attainment and
the consequential improvement in lifetime earnings for the beneficiaries (DfE
2011a: 5).
In one ICT Test Bed cluster (one secondary school, seven primary
schools) a trailblazing learning platform was developed that underpinned
an integral part of Becta's approach to embedding such technology in
schools (Becta 2008a). In the
year 2009-2010 67% of primary schools and 93% of secondary schools had
learning platforms (Becta 2010).
ICT Test Bed also marked an important shift in government-sponsored
evaluations, which had given primacy to quantitative empirical work. The
project included 116 action research projects of innovative work with ICT
led by 90 teachers and para-professionals from the ICT Test Bed sites.
Nine of these were cited in a Becta-commissioned large-scale research
review evidencing the impact of this work on the nature of research
evidence that is acceptable. This further embedded ICT R&D in schools
impacting on professional practices, including producing published
teacher-led studies (e.g. Burkett
2008). Some practitioners presented their work at international
conferences such as CAL, the National Teacher Research Panel and the
Collaborative Action Research Network annual conference. Participation in
the project for many of these teachers resulted in changes in career
trajectories. One, for example, now manages the iTEC project on
behalf of European Schoolnet whilst others have moved into academia.
Since 2008 there has been widespread international interest in the use of
interactive whiteboards (IWBs) to support teaching and learning. The
EUScribe project (Bannister
2010), commissioned by European Schoolnet for its Ministry of
Education partners to provide guidance for effective use of IWBs, refers
to SWEEP and ICT Test Bed as `essential reading'. In a
recent review for the OECD on IWBs commissioned, SWEEP and ICT
Test Bed were cited 18 times and drawn on extensively (Hennessy
and London, 2013).
The archived
website for Becta, captured on 30th January 2011 just before it
closed, includes a page on the impact of ICT; it lists ImpaCT2, ICT
Test Bed and SWEEP as key projects evidencing the benefits
of technology for learning. SWEEP (the Primary Schools Whiteboard
Expansions project evaluation) was also cited as evidence for the
cost-effectiveness of interactive whiteboards in Hansard,
21st July 2010.
The Web 2.0 Technologies for Learning project has informed policy
makers and practitioners on supporting collaboration through technology.
For example, a blog
post on the iTEC website about this project (published in February
2011) has had over 8500 views. Other users include OER Africa (an open
educational resources site for the African educational community) and the
Victorian government in Australia (presented as an international exemplar
of ICT use in schools).
The iTEC project directly involves 14 European Ministries of
Education as project partners plus a further three national organisations
as associate partners. The evaluation, which MMU is leading, is supporting
mainstreaming activities in a number of countries and influencing policy
making. In France iTEC is linked to the national strategy and has
been promoted through online channels (http://eduscol.education.fr/cid71352/projet-europeen-itec.html).
See also press release issued by EUN 17/09/13 on CORDIS website:
https://cordis.europa.eu/wire/index.cfm?fuseaction=article.Detail&rcn=39348
Sources to corroborate the impact
Bannister, D. (2010) Guidelines
for effective school/classroom use of interactive whiteboards: The
EuSCRIBE Project. Brussels, Belgium: European Schoolnet.
Becta (2008a) Harnessing
Technology: Next Generation Learning. Coventry: Becta.
Becta (2008b) Harnessing
Technology Review 2008: The role of technology and its impact on
education. Coventry: Becta.
Becta (2008c) Extending
opportunity: Final report of the Minister's taskforce on home access to
technology. Coventry: Becta
Burkett, E. (2008). `A
new way of looking?' Reflections upon one teacher's experience of
supporting learners using handheld computers. Educational Action
Research, 16 (4), pp. 481-493. doi: 10.1080/09650790802445668
Becta (2010) Harnessing
Technology School Survey: 2010. Coventry: Becta.
Hennessy, S. and L. London (2013), Learning
from International Experiences with Interactive Whiteboards: The Role
of Professional Development in Integrating the Technology,
OECD Education Working Papers, No. 89, OECD Publishing. doi:
10.1787/5k49chbsnmls-en
Kozma (2011) Transforming
Education: The Power of Education Policies. Paris, France:
UNESCO.
Becta (former Executive Director)*
DfE (head)*
European Schoolnet (Senior Manager)*: * see confidential appendix for
names & addresses