Focus on Primary


Plugged in? How ICT is being used in primary schools


Michael Alger of Espresso


T


here has been much focus recently on the changes to the current secondary ICT


curriculum, leaving many wondering what the future holds for this key subject area. However, a firm commitment to implementing effective ICT learning at a primary level should also be given


consideration, ensuring students arrive at secondary school equipped to study the more advanced aspects of ICT. Education Today spoke with Michael Alger, the National Professional Development Manager at Espresso Education, an online learning provider of video-based digital curriculum services, to find out more about how ICT is currently working at Key Stages 1 and 2.


Do you think ICT is currently being used sufficiently at primary level?


Each year our trainers carry out thousands of CPD sessions with primary schools subscribing to our service. This provides us with a good overall view of how ICT is being integrated into everyday teaching. From our experience, it is safe to say, there are plenty of schools that are actively promoting the wider use of ICT in their curriculum, but others that still have some way to go. Recent independent research into the use of our service in one local authority showed their schools have made positive strides in their use of ICT resources and worked hard to embed it into their planning.


How important is it, in your view, that ICT is used across the board in primary schools? In one word: vital. Our research shows that patchy use of ICT is not effective in the long-term. When ICT is being used across the whole school, we know that it engages pupils in lessons and can support different learning strategies. Recent research carried out by Don Passey of Lancaster University revealed that where schools embedded ICT from Foundation up to Key Stage 2, there was significant evidence to show that assessment results improved.


But how can primary teaching staff integrate ICT into their lessons both cost-effectively and without adding to an already hectic workload? Using well-prepared and targeted ICT resources from reputable suppliers ultimately saves time for teachers. Passey’s research showed that utilising a digital curriculum provider that is rich with visual media and interactive programmes can enable teachers to find and vet suitable resources 50% faster than other general internet resources. Teachers will often spend more time adapting and integrating a free resource into their planning whereas a purchased resource, already aligned to the curriculum, can work seamlessly.


As an online provider, what has your research shown in terms of how primary students and staff respond to the use of cross-curricular ICT?


The independent research from Lancaster University provided us with some really positive evidence of the impact of cross-curricular ICT amongst teachers and students. Some of the key points arising from


this research were that cross-curricular ICT resources engage pupils and encourage deeper and wider learning, helping students think beyond simple facts, generating interest and developing questioning and discussion skills.


Also, schools that embedded cross-curricular resources into longer-term planning were likely to gain higher achievement at Key Stage 2 SATS.


Recent news from the government suggests that UK students are lagging behind other EU countries in terms of ICT performance, and the current ICT curriculum is being scrapped and replaced to try and instigate change – is it possible for primary educators to help mould attitudes towards ICT, so that analytical and programming skills are being developed at an early age?


I think it is a positive move that the ICT curriculum is being revised. When the original curriculum was launched, it was a case of having to teach a lot of the basic ICT skills to students. Now students are starting primary school already skilled in the nuances of ICT. My 4-year-old grandson started school this term and he is already using a tablet PC at home!


I am not personally convinced that the changes should lead to the introduction of programming skills and I know the government is now re- visiting this approach. We need to consider whether we will really have a community of teachers available with the knowledge and skills to teach programming themselves and to what extent this knowledge will benefit the vast majority of pupils in their working lives. What I do agree with is the need to release pupils’ creative and design abilities through the use of appropriate hardware and software.


If ICT is to be applied successfully at a primary level, then the right resources are essential, don’t you agree? What key pieces of hardware do you think schools should be sure to invest in?


I think schools need to be considering anything that enables the sharing of content by teachers and students. For example, I think we will see increased use of iPads and tablet PCs in the classroom with supporting software and resources that provide opportunities for throwing content to a shared display. A key consideration before making such large-scale purchases should be: what quality resources are available for me to use with this technology?


uwww.espresso.co.uk 8 www.education-today.co.uk October 2012


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28