Harnessing Technology 2008: Schools Survey
Summary
- the use of learning platforms by schools is increasing, progress is limited;
- substantial proportions of schools still do not have a learning platform;
- the most common uses for a learning platform are as a repository for documents for learning and teaching and, secondly, as a store for digital learning resources, both of which could be seen as ‘passive’ uses;
- there is also evidence that the culture of classroom technology use is still geared primarily towards display and presentational functions;
- 2007-2008. three fifths of secondary schools using a learning platform;
- figures had risen from 46% of secondary schools in 2007 to 60% in 2008;
- most use is for uploading resources;
- the proportion of secondary school respondents able to take advantage of home access had risen from 27 per cent in 2007 to 40 per cent in 2008;
- teacher respondents who reported that they had access to a learning platform were asked which features they found most useful. Overall, the most useful features of a learning platform were reported to be, firstly, that it was a repository of documents for learning and teaching (particularly learning resources for learners) and, secondly, that it was a means for accessing information about pupils’ progress for management and teaching staff;
- around a third of teacher respondents in all three sectors said that assessment of and for learning were useful features, whereas a lower proportion of all respondents thought that hosting e-portfolios was useful. This latter feature was, however, not part of the learning platform in around two-fifths of schools in the survey sample;
- the use of a learning platform for setting homework was reported to be more common among secondary school respondents compared with those in primary schools and, especially, special schools;
- wikis, blogs, podcasting and social networking were not included as a feature in learning platforms in around a third of primary and secondary school sample groups and over two-fifths of special schools. Of those respondents who reported that these features were available, about a quarter of primary and of secondary school respondents said that they were useful, while fewer special school teachers said that these were useful features.
“Once a new technology rolls over you, if you're not part of the steamroller, you're part of the road.” Stuart Brand
