MY LEARNING, MY WAY Realising Learning Potential

A practical guide to using ICT to personalise learning.

• Is personalised learning an attainable goal or will it always remain just a vision? • What have we learned about the nature of learning itself and how can technology help children learn better? • What is the role of ICT in the modernisation agenda?

Mike Lloyd Schools Marketing Manager Microsoft Ltd CONTENTS

Introduction 3 Teaching with Tablet PC 18 Personal potential 3 Learning with Tablet PC 18 Personalising learning with ICT 4 Tablet PC graphical tools 18 The Tablet PC Composition Tool 18 1. EXTENDING THE BOUNDARIES OF TEACHING 4 Class Server 19 Engaging learners through their personal learning styles 4 Microsoft Office 20 VISUAL 5 What products are in Office 2003 Professional? 21 Learning by seeing 5 Outlook 21 Why not try… 5 Excel 21 AUDITORY 6 PowerPoint 21 Learning by hearing 6 Publisher 22 Why not try… 6 Producer 22 KINAESTHETIC/TACTILE 7 Office System Applications and related products 23 Learning by doing 7 Exchange Server 23 Why not try… 7 OneNote 23 Feedback and assessment 8 MapPoint 23 What should I do next? 8 Visio 2003 24 InfoPath 2003 25 2. DEVELOPING MULTIPLE INTELLIGENCES 9 Encarta 25 Linguistic 9 Windows SharePoint Services 25 Logical mathematical 9 Windows Media Technologies 26 Musical 10 Movie Maker 26 Visual and spatial 10 Speech technologies 26 Interpersonal 10 Text-to-Speech 26 Intrapersonal 11 Speech recognition for dictation and PC control 26 Bodily kinaesthetic 11 Agent 27 Naturalist 11 Your computer in the language of your choice 27 Education pricing for Microsoft products 27 3. EXTENDING CURRICULUM CHOICE 12 From differentiation to personalisation 12 APPENDIX 2. PROGRAMMES 28 Technologies that support reading 13 Innovative Teachers 28 My Computer, My Way 13 Partner Schools programme 28 My Tablet, My Way, by John Davitt 13 Technocamps 29 Fresh Start for Donated Computers 29 4. BUILDING CONNECTED LEARNING COMMUNITIES 14 The Education Community 29 Managing change15 Building schools of the future 15 APPENDIX 3. RESOURCES 30

APPENDIX 1. PRODUCTS AND SOLUTIONS 16 APPENDIX 4. REFERENCES 31 Microsoft Learning Gateway 17 Tablet PC 17 APPENDIX 5. ACKNOWLEDGEMENTS 32

The information contained in this document represents the current view of Microsoft Corporation on the issues discussed as of the date of publication. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information presented after the date of publication. This document is for informational purposes only. MICROSOFT MAKES NO WARRANTIES, EXPRESS OR IMPLIED, IN THIS Document. © 2003 Microsoft Corporation. All rights reserved. Some rights may belong to specific owners. Microsoft is a registered trademark of Microsoft Corporation in the United States and/or other countries. The names of actual companies and products mentioned herein may be the trademarks of their respective owners INTRODUCTION

How do we fit the learning to children – not children to the learning? How and why do we personalise learning? How can ICT help teachers help pupils achieve their full potential?

Progress in education “means building every aspect of education around the talents and needs of each individual pupil, personalised around each child” -1. Personalised learning isn’t new. It builds on what the best teachers do now. The challenge is to make it universal.

To get the best out of our children, we need to understand how they learn and then provide the resources and teaching strategies that enable them to learn in the most effective way.

Of course, technology can’t provide all the answers, but ICT can play an important role in every aspect of personalised learning and help schools realise the full potential of their pupils and students. This guide explains how to exploit ICT to address different learning styles, build multiple intelligences and engage the home and wilder community in the learning process.

Four principles behind personalising learning with ICT are explored and explained –

1. Extending the boundaries of learning 2. Developing multiple intelligences 3. Extending curriculum choice 4. Building Connected Learning Communities

PERSONAL POTENTIAL

Over a lifetime, human beings have the potential to think more thoughts than there are particles in the universe! The human brain is composed of billions of brain cells, which are linked together by trillions of connections. Yet scientists estimate that we use a mere four per cent of brain capacity. In other words, a vast well of potential remains to be untapped. Imagine the impact on learning and achievement if every school child was able to use just a fraction of one per cent of this untapped potential. It is clear that ICT has a central role in this and the aim of this guide is to connect our understanding of technology with our emerging understanding of the nature of learning to show where targeted use of ICT in schools can personalise and accelerate learning.

Humans are not only remarkable; we are also unique. All of us have our own preferred ways of learning. Many UK schools are looking at how ICT can help us exploit what we know about the brain and learning in the classroom. By understanding how children learn best and by using ICT to help deliver learning that is richer, more varied, more engaging and more personalised, schools can help their students to tap into a huge reservoir of potential. Based on the work of Dunn and Dunn, Barbara Prashnig suggests that:

• Only 30% remember even 75% of what they hear in class • Only 40% retain even 75% of what they read in class

Furthermore, Holland (1998) reported that boys – in schools in which she researched – revealed that they spent 25-70% of their time listening passively to teachers.

So there’s plenty of scope for improving learning, and technology offers some exciting solutions. ICT can offer children a range of learning experiences and help schools organise, manage and administer the curriculum in more imaginative, effective and flexible ways. It can help identify a child’s strengths and weaknesses, providing both teacher and learner with valuable information that can be used for developing a child’s potential. It can also help forge links between schools and the wider community, and most importantly help schools deliver a much more “consumer” orientated learning experience. 3 PERSONALISING LEARNING WITH ICT

1. Extending the boundaries of teaching The first principle behind personalising learning with ICT is to use technology to more deeply engage pupils and students through a range of learning experiences.

No matter how talented a teacher is, he or she will find it difficult to set the pace and style of learning so that it suits all the students in a classroom. Students have different abilities, interests, aptitudes, experiences and learning preferences.

Portable computing devices such as laptop PCs, and Tablet PCs mean that ICT can be used for teaching and learning almost anywhere and any time. Wireless networking makes ICT even more flexible. Add to this the proliferation of online digital content and “input” technologies – such as cameras, pen and voice, and “output” technologies – such as whiteboards or video. It’s easy to see why so many teachers are embedding ICT into the curriculum.

Engaging learners through their personal learning styles New models and theories about learning have recently emerged and these can help schools to develop more effective teaching and learning programmes. One model of learning, known as learning modalities, defines learners by the sensory pathways through which they acquire information. Under this model, there are three main types of learners: • Visual • Auditory • Kinaesthetic/tactile

Put simply, if you want to communicate with someone who has a visual learning style, he or she will find a lesson that consists only of a teacher speaking tedious. Conversely, someone who learns best through listening (an auditory learner) will benefit less from a presentation that relies purely on slides.

While teachers should allow each student to use his or her preferred learning style they should also be giving them opportunities to develop their ability to learn through the styles that they do not necessarily prefer.

In reality, people learn through a mixture of modalities. However, most people have a dominant modality, which offers the most effective route to learning. Research suggests that in a typical classroom, 25-30% of students will be visual learners; 20-30% auditory; 15% kinaesthetic/tactile and 25-30% mixed modalities-2.

4 VISUAL

Learning by seeing The first learning style that we’ll look at is “visual”. People who think predominantly in images and have a natural affinity for pictures and graphics are Visual learners.

Visual learners learn best through seeing things. ICT can be used to stimulate visual learning with the use of digital images, graphics, animations, simulations and paint programs. Interactive whiteboards and PowerPoint presentations allow teachers to present various concepts in a highly visual way. Other examples include: • Children at The Millennium Primary School in Greenwich are using their Tablet PCs (which use a pen and ‘digital ink’) to design outside play areas. They take digital pictures, download them and then draw on top of the images using digital ink. • Schools in Torfaen LEA, Wales, use video software to create animated movies. This develops a multitude of skills and intelligences including story telling and Design and Technology. • Some schools in the US have even set up daily news report “channels” on their networks.

Why not try… Basic. Show Discovery Channel videos from Encarta to illustrate a relevant topic.

Intermediate. Ask children to present a concept such as “Water Cycle” using pictures and diagrams in PowerPoint.

Advanced. Get children to produce a time-lapse movie of a plant germinating and growing using Movie Maker 2 (video editing software contained in WindowsXP).

5 AUDITORY

Learning by hearing The next learning style that we’ll look at is “auditory”.

Auditory learners prefer to learn via spoken word, sound or music. For these learners, oral presentations, class discussions and debates offer the best ways of learning.

Today’s multimedia computers offer sound, music and speech. Many PCs – and all Tablet PCs – also have a facility for recording speech, as well as recording and editing music. Once recorded, speech or sounds can be embedded into slides or documents.

ICT can also encourage cooperation and collaboration. Desktop videoconferencing enables pupils to talk to trusted adults and other pupils.

Many schools using WindowsXP and Office 2003 are using in-built speech technologies to read onscreen text or to input speech or commands.

Some examples of auditory learning through ICT: • Desktop video-conferencing enables pupils to talk to trusted adults and other pupils, thus encouraging cooperation and collaboration • Many schools with WindowsXP and Office 2003 are using the in-built speech technologies to read onscreen text and input speech or commands. • Vickie Hayes, a teacher at Lakes Elementary School in Lacey, Washington State, has embedded the sound that bats make to catch their prey into a PowerPoint presentation (visit: http://download.microsoft.com/download/4/a/c/4ac6fca3-6ff4-4ff2-9d03- 90964d858751/BatsSound.PPT). • Eggbuckland Community College in Plymouth has developed a great way to teach how the heart works. The children recorded a voice-over for a video on heart dissection.

Why not try… Basic. Use, or get children to use, some of the sound clips in Encarta to explain concepts or ideas.

Intermediate. Ask children to embed sounds in their PowerPoint Presentations to explain an idea or concept. They could, for example, record and embed their voices explaining their thinking.

Advanced. Videos with voice-overs will simultaneously engage both visual and auditory learning styles. Why not get your students to record the sound track to a demonstration?

6 KINAESTHETIC/TACTILE

Learning by doing The third learning style that we’ll look at is “kinaesthetic”. People who have this as their dominant modality prefer active forms of learning. They tend to be “hands-on” people who enjoy writing, drawing, doodling, sketching and producing animations.

Computers can be operated by a variety of devices that involve touch – mice, keyboards, joy-sticks, switches and pen tablets, for example. Devices like the Tablet PC – which allows users to write, sketch or draw on a computer in the same way as using pen and paper - are especially stimulating for this group of learners. These learners also like making models, playing games, moving objects and doing practical experiments. And they are also stimulated by the use of games controllers and flight simulators, both of which involve much physical activity.

Some examples of Kinaesthetic/Tactile Learning: • Southampton University has been investigating the use of Flight Simulator to teach Geography topics such as latitude and longitude to school children • Children at the Frankley Learning Support Centre, Birmingham, record illustrative sounds using a pen to control the software – this combines visual, auditory and kinaesthetic learning in one task.

Why not try… Basic. The “Lever Principle” interactivity in Encarta – this is a great example of content optimised for kinaesthetic learners.

Intermediate. Ask children to explain a concept that involves movement using the animation features in PowerPoint.

Advanced. Set up a PC with Flight Simulator and a games controller. Attach to a data projector or large screen. Select a city or area that you’d like to fly over. Just add children and use to teach Geography! (At a really advanced level you can get the children to produce their own landscapes – in “Open GL format” – or add 3rd party high definition landscapes to give a high level of realism and detail).

7 FEEDBACK AND ASSESSMENT

Teachers invariably understand the value of giving immediate feedback. The longer a learner thinks that a wrong answer is right, the harder it is to correct. Put another way, the longer a learner waits for their work to be marked, the less efficient the learning. Therefore a key goal for providing feedback is to give it as close to immediately as possible. In today’s classroom, and with all the distractions that teachers face, just how attainable is this goal?

ICT can be used to automatically mark tests as well as constantly track the performance of learners and then present the data in a form that makes it easy for teachers to analyse and assess specific skills and aptitudes.

Assessment systems can also be linked to reporting systems, so that reports can be automatically generated for each student - and at increasingly granular levels of detail. As a result, assessment and reporting become less of a chore and more of an opportunity for helping teachers to help their students.

At Broadclyst Primary School in Devon, for example, teachers can assess a pupil’s performance and achievements against each aspect of the core curriculum using systems that link directly to planning. Tracking a student’s learning gain over a set period of time, target setting and measurement can now be done on-line using a complimentary tool to Microsoft’s Class Server. This provides every pupil with an individual learning plan.

It’s a similar story at Maricourt Catholic High School, Liverpool. Using Class Server, this school is able to provide individualised and more frequent assessment along with immediate feedback and remediation.

At the George Spencer Foundation School and Technology College teachers analyse data to build a ‘learning profile’ of their classes in terms of preferred learning styles. Plotting the scores students achieve in the verbal and non-verbal components of their Cognitive Ability Tests (used in many schools) on a scatter-graph gives an indication of the dominant learning styles within a teaching group, informing the teacher's planning and allowing learning to be more personalised. Essentially this is just a simple charting data in Excel, but it is very informative from a teaching and learning point of view.

What should I do next? Why not get children to analyse their preferred learning style by using a system such as this Learning Style Analysis on the Birmingham Grid for Learning – http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks1/ict/mulitple_int/index.htm

Develop a teaching and learning strategy for personalised learning, using this guide to help plan where ICT can help you achieve this.

8 2. Developing multiple intelligences Having explored how to engage pupils with ICT, the next goal is to target the use of technology to develop different intelligences.

In addition to considering different learning styles, some UK schools are beginning to see the benefit of incorporating Multiple Intelligence thinking into their curriculum. Broughton Hall High School in Liverpool is one such school and their results have increased dramatically in some subjects as a result.

Birmingham and Kent LEAs are also taking the science of learning seriously.

Many agree that there are eight distinctive intelligences as identified by Howard Gardiner. Multiple intelligences are important because, as Howard Gardiner himself wrote, “ultimately a full understanding of any concept of any complexity cannot be restricted to a single model of knowing or way of representation”.

Another perspective on multiple intelligences is offered by Alistair Smith who described these as “eight doors to the same house”-3.

Let’s now look at each of these in turn.

Linguistic Children who find pleasure in using written and spoken words show a linguistic intelligence. There are some powerful ways of building linguistic intelligences through technology, eg: • Change the user interface in Windows and Office to that of a modern foreign language – for example, use Russian or Arabic Windows! • Use inbuilt sound recording in WindowsXP and Office 2003 to embed spoken word into presentations or essays; or use a microphone to dictate text into programs • Use tools such as Document Map, Spell-check, Auto summarise, Thesaurus or Readability Scores in Word 2003 to help develop writing skills

Using proofing tools and user interfaces in different languages helps children learn. Ysgol y Banw in Powys, a Primary School in Wales is improving Welsh language learning through the use of Welsh language spell checker. Welsh is one of the 135 “locales” supported by Microsoft.

Logical mathematical Children with a mathematical and logical intelligence delight in sequence, logic, order and they readily discern patterns. Computers are a natural “playground” for developing this intelligence and the following approaches can be used: • Try producing a 3D graph of a well-known mountain by entering spot heights from an OS map into an Excel grid. Spin it around and look at it from the underside! • Set up a Crime Scene Investigation. Use data-logging and Excel to conduct a forensic analysis. • Instead of just playing games, design and build them! Start with simple story-boards using PowerPoint; build game web sites using Front Page and go on to develop full-blown games using Visual Basic.

At Djanogly City Technology College, for example, students use Excel to learn how to classify quadrilaterals, understand statistical measures and graphs, read maps and understand plans, estimate distances and transform shapes using translation and rotation.

9 Musical Playing or listening to music activates both sides of the brain and is a powerful stimulus to learning. Djanogly City Technology College are taking an innovative approach to using music in the curriculum. Their students are learning French faster through writing rap songs. Helping this process is the use of the Tablet PC Composition Tool, which allows students to quickly compose accompanying music. Students simply input a series of pen strokes on their Tablet PC to build a sequence of notes.

For more advanced users Microsoft DirectMusic Producer (a free download) can be used to create music and other sounds for computer games and other applications.

Visual and spatial Children with well-developed visual and spatial intelligence will be readily able to create or re-create images or objects. Timelines, mind mapping, diagrams, photos, video, graphs, charts, displays and posters all help develop visual intelligence.

There is a plethora of software that can support the development of this intelligence – knowing what you want to achieve is vital here.

For example, Visio can be used to create mind-map diagrams. These “cascade” changes as you build the picture, which makes brainstorming faster and clearer. (See http://www.microsoft.com/Education/analyticalvisio.aspx).

MapPoint is another powerful visualising tool. Take any geographic related data (census info, for example) in an Excel format and watch MapPoint place “push pins”, with the relevant data attached, onto a detailed map.

The Tablet PC is a natural “platform” for producing digital artwork. Several painting, graphics and design packages are now available which lets learners naturally draw and paint directly into the Tablet PC.

Interpersonal Children who have this intelligence play collaboratively, see things from someone else’s view and enjoy being in teams.

As the world of work increasingly demands team working, the ability to use technology to communicate with virtual teams is ever more important. E-mail, desktop videoconferencing and the web are an everyday part of the modern workplace and well within the grasp of schools.

Monmouthshire LEA, for example, uses desktop videoconferencing to bring in experts from outside the classroom and to facilitate collaboration between students. This develops interdependent learning skills – an essential corollary to independent learning skills.

10 Intrapersonal The flip-side to interdependent learning is independent learning.

At Broadclyst School in Devon, children use Microsoft Class Server – curriculum management software - to work independently on their own programmes of work. See the case study at: http://www.microsoft.com/uk/education/broadclyst

Encarta is another tool that enables children to work independently. It provides a wealth of relevant information on virtually any subject. Its multimedia content - articles, photos, illustrations, maps and video - is ideal for visual, auditory and mixed mode learners.

E-portfolios are increasingly used to enable children to build up a collection of their best work. At Mere Green School in Birmingham, this enables children to “port” their best work up to their local Secondary School before they arrive there, giving them self confidence at this important transition time. See the case study at http://www.microsoft.com/uk/education/meregreen

Bodily kinaesthetic Children with a kinaesthetic intelligence will show physical dexterity. Using video to demonstrate the correct way to carry out a task or movements in subjects such as PE or Design and Technology can help children develop this intelligence. Use of Tablet PC applications can help develop dexterity.

In Physical Education, Microsoft PowerPoint® has been highlighted by the Fischer Family Trust annual survey-4 (http://www.fischertrust.org) as the highest impact ICT resource. It can be used to present performance data from different sporting activities as well as illustrate movements.

In another example, students at Southridge High School work through real-world engineering problems as they design, fabricate and test microprocessor-controlled “Sumo Robots” from basic electronic components. They then create videos and Web pages to share the technology with students at other high schools. See http://www.microsoft.com/Education/VCTSumoRobot.aspx for details and downloads.

Naturalist Children who have developed this intelligence will be able to see patterns and relationships between species or effects of pollutants on the environment, for example.

There are a multitude of ways in which ICT can be used to help develop this intelligence. For example, the portability of Tablet PCs makes them ideal for field trips. USB data-loggers/probes, digital microscopes, or digital cameras can be plugged straight in, and data can be immediately analysed using Excel.

Access (database) enables children to build a knowledge-base of species and their characteristics.

11 3. Extending curriculum choice So far we have explored how to engage pupils with ICT and develop different intelligences. The next objective is to see how technology can be used to give pupils and students more learning options.

The aim of personalised learning is to offer a curriculum that is broader, deeper, more flexible, more adaptive and more responsive to the needs of the individual student. More and more schools are extending the curriculum thanks to the use of ICT. In subjects where there is a shortage of specialist teachers (such as Mathematics), students can participate in virtual lessons by linking up to other schools or classes via video conferencing or desktop conferencing systems to share a specialist teacher. Many of these systems – such as Windows Instant Messenger - offer much interactivity, with students able to share resources, exchange ideas, pose questions and use a virtual whiteboard through a simple interface.

The Government sees ICT playing a key role in helping to extend choice and create a more flexible curriculum, allowing students living in rural areas or those opting for minority subjects for example, to gain access to richer digital resources. For more details, see the government’s Green Paper on extending opportunities and raising standards for 14-19-year olds: http://www.dfes.gov.uk/14-19greenpaper/app1.shtml

From differentiation to personalisation Differentiation – setting the level of learning tasks appropriately to each learner – is a fundamental part of lesson planning and delivery. This potentially onerous activity could, for example, involve setting separate sets of tasks for children according to their ability and the level that they are working at for each lesson taught.

However, this becomes much easier with curriculum management software such as Microsoft Class Server. With this software, teachers can view reports and target areas for improvement at a highly granular and, ultimately, a personal level.

12 Technologies that support reading Regardless of your preferred learning style, reading is central to the learning process. ClearType technology makes text look clear and sharp on a screen and is ideal when working with Tablet PCs, PDAs and other devices. Microsoft Reader is an ideal companion for Tablet PCs, allowing users to read electronic books, makes notes, set bookmarks and so on. Teachers can even create Reader material directly from Microsoft Office.

My Computer, My Way Windows XP enables users to customise their own environment to suit their own needs, for example, change fonts, screen sizes and toolbars. Even in a school environment where children use different computers from one week to the next, ‘roaming profiles’ – managed through Windows Server – allows them to run their personal settings on different computers.

Microsoft products also offer a wide range of features to improve accesibility for people with physical disabilities, such as the ability to create keyboard shortcuts or magnify text. For more information, go to: http://www.microsoft.com/enable/

AFID – a school for handicapped children in Lisbon – uses software based on Microsoft Agent technologies to help children who are unable to speak talk to one another. The software strings sentences together from selected pictures and an Agent character (eg. a parrot or wizard) speaks on the child’s behalf. Many UK schools are also adding Agent capabilities to their software, for example as a fun add-on to PowerPoint presentations.

For practical advice on setting up your computer so it’s easier to use go to http://www.abilitynet.org.uk/myway/

My Tablet, My Way, by John Davitt Heard the old classroom maxim “change the physiology, change the state”? With the tablet PC, it seems students feel more in control and connected than desktop PCs or even laptops.

Learners at Frankley learning support centre in Birmingham are trialling tablet PCs for their local education authority. Watching students at work, you are immediately struck by how the students shield their tablets, snuggling them into a private world under their arms.

A student who cannot use his hands to write sits comfortably on the floor and writes with the stylus held between his toes. He is now taking the tablet to four or five different lessons. “I’m convinced it will turn his education around,” says centre manager Eamonn Duffy, who highlights the delight of students working on onomatopoeia.

As well as writing, the students were able to record illustrative sounds of clanging and bashing straight onto their tablets – a perfect example of visual, audio and kinaesthetic learning styles being used together.

Finally, the ability of the tablet PC to recognise writing and turn it into computer text has brought a powerful response from students who have never before been able to produce any quantity of written work.

13 4. Building Connected Learning Communities We have now looked at how to engage pupils with ICT, develop intelligences and use technology to give more learning options. The fourth and final objective is to explore how to grow schools’ “intellectual capital” through building Connected Learning Communities.

In the best schools you’ll find a ‘web of tensions’, defined by the demands of all the key stakeholders – pupils, parents, government, governors, examining bodies, and the wider community. The glue that holds them is the free flow of information. The wider the school community, the more minds it can engage and the richer it becomes.

The challenge to schools is to bring communication under a single technology umbrella whilst extending boundaries to include the wider community. The challenge to LEAs and consortia of schools is to bring member school communities together into higher-level infrastructure. The Learning Gateway can help respond to these challenges.

The Microsoft Learning Gateway is a portal framework enabling schools and LEAs to deliver customised information and collaboration services. It gives students, parents, managers, teachers, and “Connected Learning Community” members their own ‘spaces’ – resources that are important to them as individuals, through a single web page portal. The benefits are enormous. For example, parents can check what homework their children should be doing, and engage better in their learning; pupils can view all their key information – assignments, results, resources, email, calendar and so on – all from a single web page; and a school calendar system can keep everyone up-to-date with key events.

Southampton LEA are at the forefront of Learning Gateway developments. “As the first UK pilot of the Learning Gateway, we are working with our schools to evaluate its impact. We believe it will support the raising of educational standards by the sharing of best practice, and providing efficient access to quality online resources,” says Karen Mitchell, ICT Strategy and Development Manager, Southampton City Council.

The Learning Gateway can be scaled to local community, LEA or regional level, and has shown its potential to deliver learning gains and time efficiencies through pilot schemes in the US and Australia. John Paul College in Brisbane, for instance, discovered this platform offers the features needed to construct a content-rich learning centre ideal for collaboration.

14 Extending the reach Another school taking the Learning Gateway approach is Monkseaton Language College. They are using technology to deliver Modern Foreign Language learning to a large cluster of primary schools across the North of East England.

Managing change Of course, the possibilities afforded by ICT extend beyond directly helping children learn – workload issues and the modernisation agenda are both addressable through ICT.

Managing change is about modernising schools in such a way that it enhances learning whilst at the same time improves the quality of work and work/life balance for teachers as set our in the workforce reform.

Developing schools so they take full advantage of ICT is a phased process. Microsoft, in consultation with leading practitioners, has developed an 8 step approach – available here online http://www.microsoft.com/uk/education/schools/standards/, or in a magazine format (call 0870 60 70 800 and ask for “The ICT Planning Guide”).

Building schools of the future More and more schools are recognising that ICT can open up fresh approaches to timetabling and the way resources are used. For example, some – such as Philip Morant School and College in Colchester - are finding that ICT can help eradicate cover and supply teaching, enabling to re-divert funds into more productive uses.

In other cases, the sizes of teaching groups have been dramatically altered to make teaching and learning more effective – some schools are even knocking down walls in a move away from the traditional “box style” classroom.

The Hugh Christie Technology College in Kent is leading the debate about putting ICT at the heart of the learning process and redesigning the physical environment to accommodate a more modern and flexible approach. For more information see “A Wireless School of Thought” http://society.guardian.co.uk/e-public/story/0,13927,1155042,00.html.

In some schools, teaching groups have been enlarged or made much smaller in order to make teaching and learning more effective. Traditional class furniture has been replaced by less formal seating and there may be even be background music. The aim of all this is to create a learning environment that is relaxing, engaging and stimulating and which helps bring out the best of each student. (Some are even talking about this approach as an attempt to make secondary schools feel more like primary schools).

Some schools have reported significant gains in pupil progress as a result of adopting more imaginative approaches to teaching and learning, classroom organisation and the use of ICT. For example, a number of schools in Kent that have been working with Microsoft have reported that ICT has helped them compress the curriculum into shorter time periods. For example, taking two years to complete Key Stage 3 work rather than three, or embarking on AS work a year or two earlier. Targeted use of ICT really can make a difference. (These findings are part of Putting Learners First, a proof of concept project involving Kent County Council, Microsoft and partners. See – http://www.microsoft.com/uk/education/kent).

15

APPENDIX 1. PRODUCTS AND SOLUTIONS

Table 1. Learning styles and multiple intelligences versus software products hematical Y OR AL aturalist UDIT

VISU A KINAESTHETIC Linguistic Logical//Mat Musical Intrapersonal Interpersonal N Reading Accessibility Assessment Website URL Tablet PC XXXXXXXXXXXX http://www.microsoft.com/uk/windowsxp/tabletpc Tablet PC graphical tools X http://www.microsoft.com/windowsxp/tabletpc/downloads/powertoys.asp Tablet PC Composition X http://www.microsoft.com/WindowsXP/tabletpc/downloads/powertoys.asp Tool Tablet PC “Power Toys” XXX X http://www.microsoft.com/windowsxp/tabletpc/downloads/powertoys.asp Office 2003 Professional X XXXX XXX X http://www.microsoft.com/uk/office Outlook XXX http://www.microsoft.com/uk/office/outlook/prodinfo/default.mspx Word XX X XXX X http://www.microsoft.com/uk/office/word/prodinfo/default.mspx PowerPoint (inc. animation XXXX XX http://www.microsoft.com/uk/office/powerpoint/prodinfo/default.mspx features) Producer XX XX http://www.microsoft.com/windows/windowsmedia/technologies/producer.aspx Publisher XX XX http://www.microsoft.com/Office/publisher/prodinfo/trial.mspx Excel XXXhttp://www.microsoft.com/uk/office/excel/prodinfo/default.mspx Access X X X http://www.microsoft.com/uk/office/access/prodinfo/default.mspx Visio X X http://www.microsoft.com/uk/office/visio/prodinfo/default.mspx and http://www.microsoft.com/Education/analyticalvisio.aspx

MapPoint XXX http://www.microsoft.com/mappoint/2004/europe.mspx OneNote X XXhttp://www.microsoft.com/office/onenote/prodinfo/demo.mspx Front Page XX XX XX http://www.microsoft.com/uk/office/frontpage/prodinfo/default.mspx Windows Movie Maker XXXX XXXX X http://www.microsoft.com/windowsxp/moviemaker/top10.asp Windows Media XX X XXX http://www.microsoft.com/windowsxp/windowsmediaplayer Technologies Windows Media Centre PC X X X X X X http://www.microsoft.com/uk/windowsxp/mediacenter WindowsXP Instant XX X X http://www.microsoft.com/windowsxp/home/using/howto/communicate/videoconf.asp Messenger (conferencing) Encarta Reference Library XXXXXXX XX http://www.microsoft.com/uk/encarta Microsoft Class Server XXhttp://www.microsoft.com/uk/education/products/server/class-server and Exchange Server X X X http://www.microsoft.com/Education/ClassServerAbout.aspx Sharepoint Portal Server XXhttp://www.microsoft.com/uk/exchange Windows SharePoint X X http://www.microsoft.com/uk/windowsserversystem/sharepoint/default.mspx Services Multinational X http://www.microsoft.com/WindowsServer2003/technologies/sharepoint/default.mspx User Interface Packs X http://www.microsoft.com/WindowsXP/tabletpc/evaluation/muiprodguide.asp Microsoft Agent X http://www.microsoft.com/products/msagent/default.asp Visual Basic X http://msdn.microsoft.com/vbasic/ Flight Simulator X http://www.microsoft.com/games/flightsimulator/ ClearType and Reader X http://www.microsoft.com/typography/cleartype/default.htm DirectMusic Producer http://www.microsoft.com/reader http://msdn.microsoft.com/library/en- us/dmusprod/htm/thepowerofdirectmusicproducer.asp

16 Microsoft Learning Gateway The Learning Gateway platform essentially creates a pool of resources that are automatically customised for all the users on the system. Everyone has access to shared information, whilst retaining their own private ‘space’.

For example, a shared central calendar can be used to show the whole school events. That same calendaring system can also be used as a scheduling tool for teachers, pupils and parents.

Pupils can see their own calendar with shared dates and appointments, learning resources, and their due assignments and grades. Teachers can view their lesson resources, any outstanding assignments, pupils’ grades, and their calendar. The same principles apply to school managers and parents – each stakeholder has their own, secure perspective on common and specific information.

The Learning Gateway is built from standard Microsoft products and software components and can be customised for individual LEAs, individual schools or clusters of schools.

For more information visit: http://www.microsoft.com/uk/education/learninggateway

Tablet PC The Tablet PC is a fully functional PC that runs Microsoft Windows XP Tablet PC Edition. Pupils, students, teachers, and administrators can use the Tablet PC for all of their standard, Windows-based applications and more. Extremely lightweight and with long-lasting battery power, students and teachers can use a pen to input into a Tablet PC, in addition to (or instead of) a keyboard and mouse.

17 Teaching with Tablet PC Teachers can: • Mark papers by inserting comments in Office documents or by annotating OneNote documents. • “Show and tell” by connecting to a projector and turning Tablet PC into whiteboard. You can even annotate your Microsoft PowerPoint® 2002 slides during presentations. • Take hand-written notes and organise your thoughts using Microsoft OneNote 2003 • By working in “slate” mode, you and your students maintain eye contact, and are free to move around the room to facilitate collaboration.

Learning with Tablet PC Pupils can: • Take notes, mark up Office 2003 or XP documents in their own handwriting • Search through handwritten notes to find key topics such as “ecology” – without having to first convert notes text • Draw, sketch and doodle using a pen • Easily read documents and e-books with Microsoft ClearType technology • Work with multimedia content

For more information please visit: • http://www.microsoft.com/education/TabletPC.aspx • http://www.microsoft.com/Education/EdGuideTabletPC.aspx • http://www.microsoft.com/uk/windowsxp/tabletpc/choose/casestudies.mspx

Tablet PC graphical tools Visit http://www.microsoft.com/windowsxp – select ‘Windows Catalog’, then ‘Software’ then ‘Desktop Publishing, Graphics and Visual Design’.

The Tablet PC Composition Tool The Tablet PC Composition Tool enables users to create record and play their own music files by drawing notes straight onto music “sheets” with a pen.

18 Class Server Class Server is a learning management system for delivering lessons over school networks or the Web. It enables teachers to set learning tasks against the National Curriculum for England, Scotland or Wales. Class Server also helps teachers assess completed tasks against National Curriculum standards. This can be done at class, group or individual level. The latest version (version 3.0) includes: • A new teacher’s guide – designed specifically for the way teachers work • The ability to create auto-assessed tests delivered over the Web • The ability to set student work against National Curriculum standards • A portal that can be fully customised for schools and teachers • Compliance with Instructional Management Standards (IMS) and Sharable Content Object Reference Model (SCORM) open standards for content • Compliance with Schools Interoperability Framework (SIF) open standards for Enterprise Application Integration

Assignments can be edited, tracked and graded on a PC screen and information can be transferred between the teacher’s computer and the school network. Students simply require a PC, Internet connection and web browser in order to receive assignments, check grades and view teacher comments. Parents can view their child’s assignments and progress on any home PC with a web browser.

As Class Server integrates with a range of other Microsoft products, building repositories of learning material is relatively straightforward. Eg, teachers can directly save an Encarta resource as a Class Server learning resource.

More information on Microsoft Class Server can be found at: http://www.microsoft.com/uk/education/products/server/class-server and http://www.microsoft.com/Education/ClassServerAbout.aspx

19 Microsoft Office Why are so many UK teachers using Office?

Every year the Fischer Family Trust annual survey of software asks hundreds of teachers across the UK what software they think has the most impact. Microsoft Office comes out of this survey as one of the most impactful pieces of software available. (You can see the full results of the “High Impact ICT Resources” survey at http://www.fischertrust.org).

The latest version of Office, Microsoft Office 2003, has evolved from a suite of personal productivity products to system that facilitates collaboration. Building on the tools that most schools are already familiar with (Outlook, Word, Excel, Access, PowerPoint, Publisher and FrontPage), the Microsoft Office System 2003 family includes new application technologies, such as InfoPath 2003 and SharePoint Portal Server (discussed below).

It also has new features that are particularly useful in education such as the ‘Research Pane’. This is a window that can be activated on the right-hand side of any Office application to give users quick and instant access to a range of local and online research resources. These include thesaurus and dictionary; integrated language translation (plus web translation); access to MSN Search and Encarta Online Encyclopaedia. Additional paid-for research services are being continually added.

Tablet PC-specific features in Office 2003 allow handwritten input. This means, for example, that PowerPoint slides can be easily annotated.

The main benefits of working with Office 2003 are that it saves time and raises standards by offering: • Collaboration tools – a core function • Better tools for handling data • Better communication tools

20 What products are in Office 2003 Professional? Office Professional is the defacto choice in education. The following products make up the Office 2003 Professional suite:

Outlook 2003 Word 2003 Excel 2003 PowerPoint 2003 Publisher 2003 Access 2003

Let’s now look at each of these in turn –

Outlook What better way to build interpersonal intelligence in young people than to give them access to the tools that the modern workforce uses to communicate and work in teams?

Outlook is the centrepiece in the Office Professional suite and gives pupils, students and teachers greater control than ever over communications. Designed to work with server software – and Microsoft Exchange Server in particular – Outlook can deliver: • Creation, storage, sorting and prioritisation of e-mail • Filters to block unwanted messages • Privacy protection for users’ inboxes • Provide a forum for managing collaborative projects • Share calendars and contacts with team members • Protect documents from being copied, printed or forwarded – great for preventing cheating on coursework, for example

Excel A few years ago Microsoft Excel was considered too complex to use in Primary Schools, but is now ranked alongside specialist primary school

Maths software-4. The advantage of Excel is that the skills learned transfer upwards and are built upon throughout a child’s education.

The main area that Excel is used for in primary schools is handling data and building logical/ mathematical intelligence. Wizards step children through the creation of graphs and charts, while random number generation, for example, can simulate rolling a dice, or the probability of an event.

PowerPoint PowerPoint is one of the most commonly used products in UK schools. It is used by children of all ages and enables them to create highly visual presentations that can include images, graphics and video. In the latest versions (XP and 2003), animation capabilities can help teachers and children communicate concepts such as plant growth, the water cycle or the solar system. Add to this recorded voice and visual, auditory and kinaesthetic learning styles are catered for simultaneously.

21 Publisher Now part of the Office System 2003 Professional suite, Microsoft Publisher is used extensively to support literacy and cross-curricular work. It is commonly used to create banners, posters, calendars, flyers and newspapers, as quick and easy templates and wizards guide children through the process of producing highly professional-looking work. A great use of Publisher is to create friezes – such as ‘key events of the ages’ – around the top of classrooms, using the ‘Banners Wizard’.

Producer Learning usually needs to be packaged-up into easily digestible chunks. Imagine being able to take a PowerPoint presentation and add a window to it that shows a presenter (could be a teacher or a pupil) taking the audience through the presentation. Imagine this also being possible using just a webcam and a PC. Microsoft Producer – a free add-on to PowerPoint – does just this. When complete a Producer presentation can be delivered over or the school intranet (or the Internet) – a great way to capture and distribute lessons or help pupils consolidate and remember what they have learned.

22 Office System Applications and related products Outside the Office 2003 Professional Suite are a number of applications that integrate with Office 2003 and Microsoft Server products and solutions.

Exchange Server Exchange is a server product designed to provide a range of communications services such as e-mail, task management, shared calendars, scheduling and security.

A key technology in Exchange Server 2003 is Outlook Web Access which delivers a web interface to users that mirrors Outlook 2003. This means that users can get a consistent e-mail, calander, contacts and tasks window regardless of where they access the network from.

OneNote OneNote, as its name suggests, is a single focal point for all the written work that a pupil needs to do in school.

In class, pupils have a range of choices for taking notes, including video (with a webcam) or audio recording. Imagine pupils being able to video a Science experiment with nothing more than a webcam and have the experiment video easily searched for and retrieved for revision.

Pages in OneNote can contain pictures, video, recorded voice, handwritten text (for use with Tablet PC), typed text, and drawings. Pupils don’t have to remember their pencil case or highlighters – OneNote contains an arsenal of inputting tools.

It’s in the process of re-editing notes, that much learning takes place and the ease of arranging and rearranging written work helps the student see the “wood from the trees”. This is known as “holistic processing”. Unfortunately, unlike OneNote, paper doesn't lend itself to this without re-writing the information.

Once re-edited the work can be left until required for revision. It’s at this point that OneNote comes into its own. The horizontal and vertical tabs will have provided a framework for organising written work but unlike paper, OneNote enables rapid search – through flags or even keyword searches with handwritten text.

See http://www.microsoft.com/office/onenote/prodinfo/demo.mspx for a demonstration of how students can use OneNote.

MapPoint Another powerful visualisation tool which can be used in geography and a range other subjects is MapPoint. Microsoft MapPoint 2002 helps learners visualise data that relates to a geographic area – e.g. demographics, historical or land use. MapPoint enables users to map data straight out of Excel, making it ideal for surveys.

23 Visio 2003 As its name suggests, Visio is a great resource for building visual intelligence by helping users communicate ideas, information and plans.

Powerful search capabilities enable users to quickly locate the right shapes to express their ideas. Diagrams are then easily assembled through dragging smart shapes and symbols.

A particularly useful application for Visio in schools is brainstorming. Visio enables learners to quickly produce a mindmap diagram showing interrelationships among topics.

See http://www.microsoft.com/Education/analyticalvisio.aspx for a short tutorial showing how students can easily create brain storm diagrams in Visio.

24 InfoPath 2003 InfoPath 2003 is designed to help gather data with online forms and then share information. Users can easily collect, access, and reuse information with InfoPath. Paper-based documents such as school reports, questionnaires and memos can all be designed and maintained with InfoPath, saving precious time and improving accuracy and manageability.

Encarta Visual, auditory and kinaesthetic content – it’s all contained in Encarta. Engaging visual and kinaesthetic styles, a particular favourite in schools are the 360-degree panoramas which enable pupils to visit fascinating sites around the world and view them as if they were standing in the middle.

Countless movie clips and sound bites (Discovery Channel videos, music pieces, snippets from famous speeches, for example) engage visual and auditory styles. Interactive games such as building a dinosaur or setting an orbital path of a planet engage kinaesthetic learning styles.

Encarta is available for purchase under the Curriculum Online Scheme (http://www.curriculumonline.gov.uk).

Windows SharePoint Services Mere Green Combined School in Birmingham was finding that its system for storing pupils’ and teachers’ work – both on paper and digitally – was growing in an unstructured way and becoming increasingly difficult to deal with. Windows® SharePoint™ Services, a free server product supplied with Windows 2003 Server, has helped address this issue by enabling pupils to quickly develop personalised electronic portfolios. This in turn builds intrapersonal intelligence. These portfolios are nested within an easy-to-navigate web portal structure, so it’s simple to access them from the school network.

Collaborative work – which builds interpersonal intelligence – is also much easier now. For example, groups of pupils recording the plant species found on a field trip might use Excel to collate their findings and create a graph. Using SharePoint to store the file, any pupil in the class can then access and upload their data and change the graph. SharePoint has built-in survey technology and discussion forums, extending the ways in which pupils collaborate.

25 Windows Media Technologies Windows Media Technologies enable schools to deliver video across school or LEA networks. Imagine building a database of your very best lessons and being able to make these available on demand. Pupils who didn’t understand a particular aspect of a lesson can go back and find the relevant pieces and play back as many times as they need. Windows Media also enables playback at different speeds.

Some schools and districts are turning digital TV programmes into Windows Media and giving pupils access to either archived programmes or live broadcasts via a web page.

Other schools are beginning to work with Media Centre PC which combines the functions of a full blown PC with a video recorder, television and radio. Lesson material recorded from TV or radio broadcast is archived and retrieved easily by the teacher or children. Programmes archived with Media Centre PC, or picked up as live broadcasts, can be made available over the school network.

Our Lady Queen of Heaven Primary School in Sussex is at the forefront of using this technology. Before Media Centre PC was introduced there, ancillary staff had to manually record TV programmes. Now programmes (individual and series) are recorded automatically and made available over the school network.

Movie Maker Windows Movie Maker (latest version, 2.0) makes producing video amazingly fun and easy. With no more equipment than a PC using Windows XP and a webcam or digital video camera-5, pupils can simply plug in their camera and create, edit, and share videos right on their computer with a few simple drag-and-drop moves. After that, they can add special effects, music, and narration then share via the school network, Web, e-mail, or CD.

Speech technologies Text-to-Speech

Windows XP users can use inbuilt Text-to-Speech to turn onscreen text into spoken word. The choices of playback voices include British accents.

Speech recognition for dictation and PC control

Pupils can use speech recognition to dictate text when using Microsoft Office 2003. This is particularly useful where the pupil’s ability to type is limited.

You can also select Windows XP menus, toolbars, and dialog box items using your voice.

-5. Most digital video cameras work best if the PC has a “firewire” card.

26 Agent Microsoft Agent can make learning fun by delivering speech through animated characters such as a parrot or a wizard. Agent can be used with PowerPoint, for example, to speak alongside slides.

Your computer in the language of your choice Windows XP lets you display, input, edit, and print documents, including e-mail and Web pages, in many languages.

This means that schools can operate computers in languages such as French or German, or even languages that have non-Western characters such as Arabic or Japanese. Translation, dictionary and thesaurus tools support language learning.

Visit http://www.microsoft.com/WindowsXP/expertzone/columns/honeycutt/03april28.asp for details.

Education pricing for Microsoft products Following an agreement between Microsoft and the British Educational Communications and Technology Agency (Becta) earlier this year, UK schools can now to acquire and use the most up-to-date Microsoft software at reduced cost. Schools can benefit from savings of between 20-37% on School and Select Licensing Agreements compared to April 2003 prices.

Visit the BECTa website for details of the licensing agreement – http://www.becta.org.uk/corporate/press_out.cfm?id=3098

Visit http://www.microsoft.com/uk/education/how-to-buy to find a Microsoft partner

27 APPENDIX 2. PROGRAMMES

Innovative Teachers Microsoft provides training and continuing professional development (CPD) specifically for UK teachers. The new Innovative Teachers programme trains teachers to use and develop best practice resources and then make those available to others within an open community.

The model involves three stages: • Developing practical, everyday IT skills • Using the PC as a tool for teaching • Delivering ICT training through a cascade model to other educators

Central to the programme is the concept of Virtual Classroom Tours (VCT). A VCT is an exemplar project that provides all support materials including planning and assessment guidance, and teacher reflections.

Members of the Innovative Teacher’s programme have access to the following resources: • CPD Toolkit (CDs) comprising training and templates • Access to The Education Community (online resources) • A monthly newsletter • Software grants and accreditation

For more information go to: http://www.microsoft.com/uk/education/training/teachers/

Partner Schools programme It isn’t always easy to envisage the possibilities of ICT. It helps tremendously to see real life examples of the ability of ICT to transform education institutions and outcomes.

Microsoft is working with visionary leaders, their schools and our partners, to explore just how ICT can be used to create exciting and innovative solutions or to solve some of the chronic issues facing school management teams everywhere. For every project, we share the experiences and outcomes with others in the education community.

The aim is to establish a network of partner schools, so that every school in the country can find a partner school nearby for inspiration, expertise and guidance.

28 Technocamps These days, with children often building their first website in secondary school, there is widespread demand for opportunities to develop technical skills amongst school children.

That’s what “Technocamps” are being designed for.

A pilot programme took place in Swansea in March 2004. Run as an intensive offsite training session, the four-day non-residential pilot held at the University of Wales, Swansea gave teenage students from 10 schools in the Swansea Bay area the opportunity to find out more about building websites, game theory, graphics and simulation, digital photography and publishing. Microsoft also provided software and tools to support an out-of-hours club, in each of the schools involved.

We hope to inspire and excite young developers to pursue the possibilities of, and even careers in, ICT. We will therefore be working with partners to develop a way of rolling out this opportunity from the summer of 2004.

Fresh Start for Donated computers This offering provides a cost-free way of ensuring that when computers are donated to schools they can be properly licensed and equipped with a legitimate operating system. It is designed to ensure that generous gifts from local businesses, parents and friends can start bringing benefit to the classroom without delay. From now on there will be no need for schools with donated PCs to track down the original licensing paperwork.

To apply for this free offer, schools simply report the number of donated PCs they have to the Fresh Start programme website and Microsoft sends a licence letter and the installation CDs (Windows 98 or Windows 2000) directly to the school.

This is a no cost solution with minimal paperwork and is open to all primary and secondary schools in the UK.

For more information go to: http://www.microsoft.com/education/FreshStart/FreshStart.asp

The Education Community The Education Community provides forum for teachers and ICT experts to share information and ideas about how technology can be used in schools. Established in response to teachers who wanted to share information, the Community provides the ideal forum for discussion of school ICT issues. Members share ideas and best practice, examples of how ICT is used for school improvement, and find new ways of using ICT in classes.

The online resource library shares teaching resources and ideas on integrating ICT into the curriculum. By pooling teachers’ knowledge on the effective use of ICT, it encourages teachers to work together to improve their own ICT skills, and raise standards. Content is easy to find, and members have a personal profile reflecting their areas of interest.

The Innovative Teachers Programme uses the Community to share knowledge and discuss integrating ICT into teaching and learning.

For more information visit: http://www.theeducationcommunity.com

29 APPENDIX 3. RESOURCES

For video case study exemplifications of the principles contained in this document go to: http://www.microsoft.com/uk/education/learning

Microsoft’s planning guide “Essential steps to harnessing the power of ICT,” is a 16-page, full-colour booklet packed with advice and information on how to plan and implement successful ICT strategies in easy stages. To order a copy call 0870 60 70 800 and ask for “The ICT Planning Guide” or go to http://www.microsoft.com/uk/education/schools/standards/ and http://www.microsoft.com/uk/education/schools/planning_it/ for more information.

Quick ideas for projects – http://www.microsoft.com/Education/ClassProjectsArchive.aspx http://www.microsoft.com/Education/InTeachersVCT.aspx

‘Getting Started Guide to Wireless Networks’ http://www.microsoft.com/uk/education/solutions/wireless/

Technical support – Microsoft offers both self help and assisted support. You can also sign up for the Microsoft® TechNet programme, which keeps you up to date by providing technical ‘how-to’ information, support and advice. http://www.microsoft.com/uk/education/tech-support

Advice on running computers in the language of choice – http://www.microsoft.com/WindowsXP/expertzone/columns/honeycutt/03april28.asp

“I learn by eye, you learn by ear” is an article on technology and learning by John Davitt published in the Guardian: http://education.guardian.co.uk/elearning/story/0,10577,1164792,00.html

ICT Meets Accelerated Learning by John Davitt will be published in September. Details at http://www.newtools.org

The “Building Schools for the Future” project is at: http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/funding/bsf/

For further research information on how ICT can help in areas such as student attainment, pupil motivation, strengthening home-links and reducing teacher workload, see the British Educational Communications and Technology Agency’s (Becta) research website at http://www.becta.org.uk/research

For information on how broadband Internet connections in schools can be used to provide “virtual lessons” and for sharing resources amongst different classes or groups see: http://www.ngfl.gov.uk/features.jsp?sec=16&cat=99&res=31615

To see how ICT can be used to strengthen home/school links, see the DFES report: “Using ICT to enhance home school links” at: http://www.dfes.gov.uk/ictinschools/evidence/subject.cfm?articleid=255

To see how ICT can be used to strengthen school/community links, go to: http://www.ictadvice.org.uk/index.php?section=ap&catcode=as_hc_02&rid=1799

For information on the government’s strategy for ICT in schools, case studies, publications and ICT-related links, go to: http://www.dfes.gov.uk/ictinschools/index.cfm

For more information on how ICT can motivate and inspire students, see the DfES report “Fulfilling the Potential” at: http://www.dfes.gov.uk/ictinschools/uploads/genericdocs/Fulfilling the Potential.doc

A source of information about using ICT for administration is at: http://www.ictadvice.org.uk/index.php?section=ap&catcode=as_ad_02

30 APPENDIX 4. REFERENCES

-1. Speech given by the Education Secretary at the NCSL (National College for School Leadership) conference on 13 November 2003 (see http://www.dfes.gov.uk/speeches/search_detail.cfm?ID=92).

-2. See Judith Reiff “Learning Styles: What Research Says to the Teacher”, 1992 National Education Association of the United States. A summary of Reiff’s book can be found at: http://darkwing.uoregon.edu/~susankv/ALS609/learning.htm.

-3. Alistair Smith, The ALPS Approach, Network Educational Press, 2002.

-4. Fischer Family Trust annual survey of the impact that software has in schools – http://www.fischertrust.org

31 APPENDIX 5. ACKNOWLEDGEMENTS

Thanks to the following people for contributing their thinking and providing feedback on the early drafts of this paper – George Pearson, CEO and Andrew Read, MD, Pearson Publishing; Paul Kelley, Principal Monkseaton Language College; Peter Hicks, Headteacher Broadclyst Primary School; Kenji Takeda, Southampton University; Delyth Jones, Maldwyn Pryse, Powys LEA; Simon Kaufman, I.C.T Leader Mere Green Primary School; Gary Cooke, Harrow School; Amanda Dennison, Headteacher Millennium Primary School; Neil Calvert, Assistant Principal, George Spencer Foundation School and Technology College; Mike Butler, Kerensa Airey, Darren Freeson and Sanjesh Sharma at Djanogly City Technology College; Keith Hildrew and staff at Whitchurch School; Mike Wood, Carol Webb and Geraldine Gray, Cornwallis School; Kate Norman, Torfaen LEA; Stuart Ball, Monmouthshire LEA; Russell Moon, Headteacher Philip Morant School and College; Amon Duffey, Frankley Learning Support Centre; Vince Burke, Our Lady Queen of Heaven School; Karen Mitchell, Southampton LEA; Dan Buckley and Matt Burrell, Eggbuckland College; Keith Phipps, Birmingham LEA; Carole Whitty, DfES; Tony Parkin, Specialist Schools Trust; John Davitt and George Cole; and finally, all the teachers who joined us at the Envisioning Day in Cambridge, November 2003.

32