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Harnessing Technology:
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07/DD08-09/258/TT/500
2
02 Harnessing Technology: Next Generation Learning
Contents
Ministerial Foreword 03
Preface 05
Section 1: Introduction 08
Background 08
The changing policy context and the aims of the strategy 09
The next phase of the strategy 17
Ministerial Foreword
It is three years since we published Harnessing Technology: Transforming
Learning and Children’s Services, setting out our plans for utilising
information and communications technologies across our sector. Much
has happened in that time. Real progress is being made and we are one
of the leading countries in the world in the use of technology for learning;
at least £10 billion has been invested since 1999. Many schools, colleges,
universities and training providers are using technology in innovative ways
Jim Knight MP to raise standards and improve learning. Critically, learners are making
Minister for Schools use of technology to support flexible learning stimulated by their personal
and Learners, use of technology.
Department for
Children, Schools There is a significant agenda for change for the education and skills system
and Families over the coming years. For our country to compete in the future we need
to significantly improve our learning, upgrade our skills and develop our
knowledge and understanding. Both the Department for Children, Schools
and Families (DCSF) and the Department for Innovation, Universities and
Skills (DIUS) see technology as a vital tool to help achieve our ambitions
as set out in the Children’s Plan, World Class Skills and Higher Education
at Work – High Skills: High Value. We need to ensure providers and learners
use technology well in supporting these ambitions.
Developments in technology continue to bring new opportunities. The
Bill Rammell MP ways we use it at home, on the move, at work, and for leisure are always
Minister for expanding and make real differences to our lives. Technology has – and
Lifelong Learning, will always have – huge potential to change things for the better. Equally
Further and the risks it creates have grown too and we need to make sure that we
Higher Education, guard against these.
Department
for Innovation, We therefore asked Becta to update the strategy to reflect these changes
Universities and Skills and to address the major challenges we face across the system. Both our
Departments see the strong need for a strategy which supports learners of
all ages and in all sectors as they move from one part of the education and
skills system to another. Technology has a central role to play in enabling
services to be more innovative, responsive and coherent, in ways which
would not be practicable without the opportunities technology offers.
04 Harnessing Technology: Next Generation Learning
Preface
Ministers have asked Becta to review and refresh the Harnessing Technology
Strategy to ensure that it is aligned with the needs of learners of all ages,
parents and employers, and that it meets the challenges facing us today
and in the future.
In reviewing this strategy we carried out an extensive and stimulating series
of events and seminars during the autumn of 2007 involving nearly 2,000
experts, policy makers and practitioners. These generated a wealth of
Andrew Pinder
information on the changing environment and much good advice on the
Chairman, Becta
development of the strategy. We have considered this carefully in the light
of the needs which flow from the recently published Children’s Plan and
DIUS strategies for skills development.
The role of technology to support improvements to learning across the
system remains central, but now the context has broadened. Children and
their families are increasingly at the centre of a wide range of connected
services and there is a recognised need for work-related skills and more
HE graduates to enhance national competitiveness and innovation.
Whilst changes have taken place, learners across all sectors do not
experience a consistent quality of technology-supported learning and the
system as a whole needs to better exploit new ways of working to meet
future needs. We need a step-change in the way we apply technology,
so it becomes an integral tool in supporting and improving key processes
in education.
This can only be achieved by securing a technologically confident education
and skills system where all participants have a good and self-improving
capability with technology. We set out an approach, led by Becta, for
delivering this through the co-ordinated work of a wide set of national
and local partners.
Harnessing Technology: Next Generation Learning 07
The system-wide framework outlined here will provide the basis for specific
sector implementation plans. In addition to building this broad capability,
these will be informed by five important cross-sector themes.
• Promoting a technology-related learner entitlement, and working
to close the gap for disadvantaged learners to enable all learners
to access and use technology effectively, safely and purposefully
in support of their learning.
• Putting in place universal access to powerful learning tools, content
and support for family and informal learning.
• Helping to secure better teaching by fully exploiting the benefits of
technology to provide professional tools and support for teaching.
• Mobilising leadership at all levels of the system through nationally
recognised leadership networks supporting innovation and
knowledge transfer.
• Developing a fit-for-purpose system-wide national digital infrastructure
that supports personal ownership and environmental sustainability.
We fully recognise that this is a high-level strategic plan and it needs to be
turned into reality through the actions of Becta and its partners, including
those at a local level. We will work with our partners to develop sector-
based implementation plans. Local leaders are a natural and important
ally for the further development of the strategy within each local context,
and over the next year we will work with them to identify how this strategy
can be used to support local plans.
We look forward to your response to our revised strategy. We welcome the
challenge of delivering it on behalf of Government and of ensuring that every
learner is supported by the power of technology to transform their learning
and achievement.
08 Harnessing Technology: Next Generation Learning
Section 1: Introduction
Background
1. In March 2005 the Government published Harnessing Technology as a
system-wide strategy for technology in education and skills. It identified
four key objectives for the use of technology within the education system, to:
• transform teaching and learning
• engage ‘hard to reach’ learners
• build an open, accessible, system to improve personalised support
and choice
• achieve greater efficiency and effectiveness.
2. Three years on, much has been achieved and much has changed in the
education and skills system and in the ways learners of all ages use
technology. In many aspects of life outside education, technology has
revolutionised the way we communicate, collaborate and do business.
Major advances supported by technology have taken place in public
services such as health care. Information and communication technologies
are now fast, cheap, easy to use, widely available, increasingly mobile,
personal, and above all, powerful.
3. These trends reinforce the need for a continuing system-wide approach to
technology education, skills and children’s services. We now need to make
sure that technology is used more systematically to help improve the quality
of provision and improve outcomes for learners of all ages. Leaders in the
education and skills system now require a good understanding of how
technology can help improve outcomes, solve problems and improve
efficiency. Our goal is to ensure technology enables the development of
a productive and ‘agile’ education and skills system, with self-improving
organisations and a workforce that is confident and capable in its use
of technology.
Harnessing Technology: Next Generation Learning 09
Home Access
There are significant educational benefits their achievement. The Home Access Taskforce
associated with having access to technology is investigating how to make sure that every
at home, as this gives learners greater choice learner has access to technology at home and
about where, when and how they study. will make recommendations in 2008 detailing
Research shows that this helps to motivate how universal access could be achieved. At
learners and improve their attainment. We also the moment, there are over a million children
know that learning technologies in the home with no access to a computer in the home.
can serve as a focal point for parents to become These children are disproportionately from
more actively involved in their child’s education. disadvantaged backgrounds, and their limited
This collaboration between learner and parent access to technology reinforces attainment
can further enhance a pupil’s engagement and gaps. (Children’s Plan, p.77)
Harnessing Technology: Next Generation Learning 13
Parental engagement
Every parent will have regular, up-to-date between parents and schools will cover what
information on their child’s attendance, is expected from the pupil and how the parent
behaviour and progress in learning. A school can support their child. Parents’ evenings and
website will also offer information, such as face-to-face discussions between parents and
school events calendar, health and lifestyle teachers will be held at times when working
issues, behaviour information and access to parents can attend. (Children’s Plan, p.58)
blogs from experts to parents. Discussions
14 Harnessing Technology: Next Generation Learning
www.jisc.ac.uk/whatwedo/programmes/programme_elearning_capital/came
Harnessing Technology: Next Generation Learning 15
16. Some people learn for their own interest or self-fulfilment. As the recent
consultation document, Informal Adult Learning – Shaping the Way Ahead
points out, technology can open up the world of knowledge. Increasing
access to broadband, open resources and digital services means there
are more opportunities and media to support learning than ever before.
Technology-enabled learning brings a sense of empowerment and wider
choice to informal adult learning.
17. Employers value the advantages technology can bring. They find that, working
in collaboration with training providers, they can tailor skills training to their
business needs and schedules, and economies of scale can be achieved
which improve cost-effectiveness. In one survey 73 per cent of employers
who used e-learning cited flexibility as a key reason for adopting the method
(e-Skills UK, 2007).
16 Harnessing Technology: Next Generation Learning
Assistive technology
Technology has made all the difference to Liam nursery and the school applied to CAP so that
as he will probably never be able to use pen support would be in place for when he began
and paper to write legible notes. He is now in Year 1. He received a special keyboard with
Year 2 and has a visual impairment as well as large, chunky keys and this helps him to see
poor fine-motor skills. Liam was assessed in the shapes of letters.
Phase 2
Discriminating
Phase 1
Confident
Learners access
learning resources
and support at any time
Capable and from anywhere
Technology-supported
Technology planning
learning helps build
and management
Enabled aligned with core
higher order skills
Basic infrastructure goals and activity Technology helps
in place deliver more
Professional practice
personalised services
Existing practice support with technology
for learners
recognised and
Superficial
Percentage of teachers with access, competence and motivation to use the internet
and computers in classroom situations
70
60
UK, 60.2
Netherlands, 54.7
50
Slovenia, 52.2
Poland, 49.9
Norway, 49.1
Denmark, 48.6
40
Germany, 41
EU average, 37.9
Italy, 34.2
30
Finland, 34
Ireland, 30.2
Sweden, 28
Spain, 24.5
20
France, 19.2
10
100 Source: ICT and e-learning in Further Education: management, learning and
improvement (Becta 2006f)
90
80
70
60
50
40
30
20
10
0
1999 2000 2001 2003 2004 2005 2006
5:1 and better 3 34 64 81 76 68 59
6:1 to 7:1 9 26 24 15 20 24 31
8:1 to 11:1 21 18 9 3 5 8 10
12:1 and over 65 21 3 0 0 1 0
Provider e-maturity
30. ‘E-maturity’ refers to the capacity of a learning institution to make strategic
and effective use of technology to support educational outcomes. Becta has
tracked e-maturity in the schools and FE college sectors for several years,
and this year established e-maturity baselines across FE and skills.
31. Over the last five years, both schools and FE colleges have demonstrated
steady progress in e-maturity. The percentage of e-mature FE colleges
rose from 6 per cent in 2003 to 25 per cent in 2008. In schools, average
e-maturity scores have increased from 22.3 per cent (primary) and 20.4
per cent (secondary) in 2002 to 27 per cent (primary) and 27.2 per cent
(secondary) in 2007.
32. However, a significant proportion of providers across the schools and
FE sectors remain late adopters, and this has an adverse impact on the
experiences and skills of learners. For example, fewer FE college learners
(27 per cent) reported they were very confident in using computers for
a range of tasks in ‘late adopter’ colleges than in ‘enthusiastic’ colleges
(39 per cent). In schools, lack of maturity in deploying and using technology
has an impact on how well information can be used to support learners,
the range of resources available for teaching and learning, and the ability
of the school to enhance links with the home.
Harnessing Technology: Next Generation Learning 21
33. Among those delivering adult skills, e-maturity is highly variable. Only 9 per
cent of Personal and Community Development Learning (adult education)
providers could be considered e-mature, and less than a third of work-
based learning providers. Evidence indicates that the challenge for FE
colleges and those providing work-based learning is to develop the
capability of the educational workforce. Offender learning and adult
education both still face significant infrastructure challenges.
34. Approaches to learning and teaching have not yet significantly developed
through the use of technology across all sectors. It is unlikely that the full
value of technology is currently being realised. In schools, for example,
the majority of teachers report that they rarely use technology to support
learners’ creativity or working together (as shown in the figure below).
Personalised learning
35. Learners aged 11 to 19 report that three of the most commonly reported
activities in class are still copying from the board or a book, ‘listening to
a teacher talking for a long time’ and taking notes while the teacher talks.
By contrast, learners’ reported preferred ways of learning are ‘in groups’,
‘by doing practical things’, ‘with friends’ and ‘by using computers’.
100
90
80
70
60
50
40
30
20
10
0
Gathering Analysing Being Problem Working
information information creative solving with others
Kitchen, S., Finch, S., Sinclair, R. (2007), Harnessing Technology schools survey 2007
22 Harnessing Technology: Next Generation Learning
Challenges
36. Evidence from learners, teaching practitioners and providers indicates
common issues which represent particular challenges for the development
of system-wide e-confidence.
Technology services
• Access to reliable and sustainable infrastructure, including technical
support, remains a challenge, particularly in smaller institutions. Effective
management of the technology estate and good value for money are
currently not being achieved. There is a strong argument for promoting
more professional technology services, particularly to schools. JISC
evidence suggests that integration of systems in smaller higher education
institutions and colleges is not well advanced and that this may be linked
to lack of funds, planning and in-house ability (Measuring and Understanding
Systems Integration Change, 2006). In addition, though there are good
products and services available, many digital tools and resources offer
limited value to teaching and learning.
Harnessing Technology: Next Generation Learning 23
www.jisc.ac.uk/publications/publications/studentexpectations.aspx
System leadership
Strategic leadership
Shared learning and
innovation
Technology
Joined-up information
World class resources
Harnessing Technology: Next Generation Learning 25
In groups 55%
By doing practical things 39%
With friends 35%
By using computers 31%
Alone 21%
From teachers 19%
From friends 16%
By seeing things done 14%
WIth your parents 12%
By practising 9%
In silence 9%
By copying 8%
At a museum or library 5%
By thinking for yourself 6%
From others 3%
Other 1%
Equitable access
David Bevan has only one hand – his right received a laptop with Microsoft Office, Corel
hand and forearm were missing from birth. Draw, a Cherry keyboard, an optical mouse and
He stayed on to do A levels in ICT, history, a bag to carry the kit around in. David is now in
geology and resistant materials (product his second year at Swansea Institute of Higher
design) at John Kyrle High School in Ross Education and just before Christmas he won
on Wye. He was assessed by AbilityNet for the faculty prize for project design.
the Communications Aids Project (CAP) and
Equitable access
51. Learners of all ages and in all sectors must have access to learning
services, enabled through universal access to technology. The aim is to
ensure that no learners are excluded from learning opportunities through
inability to access the services they need. Becta will work with DCSF to
agree a national target for 5–19-year-olds and their families for access to
technology and learning services. The ministerial Home Access taskforce
represents an important step in driving this reform to ensure that no learner
is left behind.
Proactive support
52. A key aspect of proactive support for learners is ensuring that both they and
those who represent and support them have access to the information they
need when they need it. For practitioners that means making good use of
the richer evidence and data that information systems can provide, and
Becta will work with partners such as QCA, NAA and TDA to support this.
Becta will also work with JISC, with industry, and with learners and parents
to understand information and support needs relating to continuity of
learning, so this informs the development of systems.
Confident leadership and workforce
53. Schools, colleges and other learning providers require high levels of
maturity in using technology to meet the needs of learners. All education
and learning professionals should have the skills and capabilities they need
to do this well, including an understanding of how the use of technology
supports more personalised approaches to learning. That entails both
continually updated competence in using the technology and also the
development of practice to make the best use of it. The strategy will
reinforce these expectations through workforce standards, organisational
self-review and evaluation systems and inspection.
30 Harnessing Technology: Next Generation Learning
54. In higher education, an infrastructure for e-learning already exists and this
is available to support flexible learning to students, particularly learning
outside the campus, both locally and internationally. The challenge now is to
engage management to provide leadership in exploiting this infrastructure,
to support distance and work-based learning, widen participation, attract
overseas students, and provide a more integrated approach to the
management of information across the university or college. This will
not only improve the efficacy of the learning experience, but also enhance
research practice and administration.
Innovative use of technology resources and tools
55. The availability and innovative use of technology resources and powerful
tools can help raise the quality of teaching and improve learning outcomes.
In this next phase, Becta will work with national partners to provide better,
practically focused support to improve teaching in the following areas:
• Assessment for learning to secure a closer curriculum match and
better differentiation.
• Lesson and learning design – addressing issues of optimum pace, use
of time and learning styles.
• Resource location, access and integration – including the use of media
and communication/collaboration tools for first-hand, authentic learning.
• Teaching interactions including presentational techniques and
questioning/learner engagement.
• Monitoring, evaluation and reporting to learners, parents and employers,
using whatever technology is appropriate to their needs.
Self-improving organisations.
56. During the next six years we need all education, skills and training
organisations to become mature and responsive in their use of technology.
Becta will promote and develop the use of self-review frameworks for
schools, colleges and providers to enable this, including an e-maturity
framework for FE and skills which recognises the dynamic and complex
nature of this sector. We expect the HE to build on the outcomes of the HE
academies’ Benchmarking and Pathfinder Programme.
57. In continually improving their use of technology to meet the needs
of learners, organisations need to listen to the views of learners and
stakeholders. Becta and its partners will ensure there is effective guidance
in place on approaches for eliciting learners’ views, and encourage the
sharing of good practice in this area.
Harnessing Technology: Next Generation Learning 31
61. Three key interventions are required to support the delivery of the
policy ambitions:
•A need for a rapid step-change in the provision of information systems
to help reform and ‘e-enable’ the business processes which underpin
education and skills.
• Development of a common understanding of what constitutes quality
resources for learners and professional tools for teachers and trainers,
and how these resources may be identified.
• A continued expectation that the best possible value for money will be
achieved in all purchasing. Becta will continue to encourage collaborative
provision of services, to realise the benefits of improved coherence and
economies of scale that an aggregated approach can bring.
62. Becta will also now give increased priority to supporting tangible
improvements in efficiency through reduced administrative burdens and
improvements in access to accurate data when it is required. As part
of this we will develop metrics to assess how ‘efficient’ current systems
are and set objectives to improve efficiency by 50 per cent by 2011.
World-class resources
63. Digital resources to support learning and teaching are now increasingly
available across sectors and borders. In this next phase we will explore how
the best resources can be made available to support all learners. We also
need to pool effort in the way such resources are procured. Therefore, we
will promote national arrangements for the collaborative development of
content and services, to enhance front-line value for money and reduce
duplicated efforts.
64. We already have models whereby resources made available to one sector
can be extended to others – the JISC Collections for Schools materials being
an excellent example [http://jcs.nen.gov.uk/home.html]. In the next phase
we will challenge all publicly procured developments to examine whether
the benefits acquired in one sector can be applied to the whole system –
and be available to support informal and family learning.
Harnessing Technology: Next Generation Learning 33
66. The learner entitlement applies to children and young people. Becta and its
partners in FE and HE will explore whether and how the concept could be
extended to the FE and skills system and HE sector, with their varied remits
and groups of learners.
34 Harnessing Technology: Next Generation Learning
STREAM Hull
STREAM Hull uses digital TV, delivered over Much of the available material has been
the airwaves, via cable, via the internet, and on produced by local young people, who also
mobile phones, to connect the local population produce a fortnightly bulletin for parents. One
to a series of personalised services. Among of the key benefits has been the involvement
these is ‘Learning STREAM’ which gives pupils, of parents in their children’s learning. Schools
parents and teachers personalised access to have been broadcasting to each other, virtual
video-rich lessons and resources. revision sessions are being run and parents
have requested materials for their own learning.
73. The strategy aims to support parents and carers in knowing what they
should expect in terms of online information and support, and guidance and
practical ideas in using technology to extend and support learning at home.
This will apply particularly to disadvantaged and ‘hard to reach’ families,
which will require research into new ways of reaching and supporting them
through technology.
74. Becta will support the development of greater intelligence on the needs and
aspirations of those learning at home and the practices and issues in using
digital tools and resources in supporting learning.
75. Much of what relates to family learning and parental involvement, above,
also applies to the context of adult informal learning. This strategy will
be informed by the outcomes of the DIUS consultation into informal adult
learning which is due to report in September 2008. Becta will work with DIUS
to support any government priorities which result from the consultation.
Analysis of test data from Tennessee showed that teacher quality affected student
performance more than any other variable; on average, two students with average
performance (50th percentile) would diverge by more than 50 percentile points over
a three-year period depending on the teacher they were assigned.
Source: Sanders and Rivers, Cumulative and Residual Effects on Future Student Acedemic Achievement, McKinsey
Student performance
100th percentile
cher 90th percentile
* tea
rforming
e
igh p
ith h
tudent w
S
53 percentile points
50th percentile
Studen
t with lo
w perfo
rming*
* teach
er 37th percentile
0th percentile
Age 8 Age 11
*Among the top 20% of teachers; **Among the bottom 20% of teachers
77. Many of the technology tools used in education and skills were designed
to serve the needs of business. Although many of these are useful for
education, we also need specific and customised planning, curriculum
management, and teaching tools for teachers and trainers to use as
a natural part of their professional repertoire.
78. Success in this area will depend both on providing the right professional tools
to practitioners and the right support to help them change their practice to
develop more personalised learning. In supporting the development of tools
we will bring together practitioners and industry, working closely with key
agencies like TDA.
Leadership and the role of local authorities
This national strategy means very little unless technology across a spectrum of services.
it supports needs at a local level. Local There are a number of examples of local
authorities are a natural and important ally government making practical use of new
for us in the strategy’s further development technology to design smarter services
within a local context. and deliver them more efficiently, of the
The Children’s Plan outlines a strong role voluntary and community sector using it to
for local authorities and Children’s Trusts run befriending schemes for isolated people,
in delivering the five ‘Every Child Matters’ and schemes supported by local business for
outcomes and commissioning and funding setting up digital communities and piloting
education and training for all up to the age of wireless systems in rural areas.
18. Over the next year we will work with local Over the next year we will work more closely
authorities to ensure that technology can be with local authorities and with the Local
better used to support local Children’s Plans Government Association, the Association of
and achieve positive outcomes for all learners. Directors of Children’s Services, the Association
Many communities are also developing of Chief Executives, Regional Government
innovative and coherent approaches to using Offices and others to look at how this national
strategy can better support local communities.
38 Harnessing Technology: Next Generation Learning
Personal ownership
86. There are significant opportunities to deliver educational information,
resources and services via many personally-owned devices. Parents,
learners and employers are already directly funding many of these and
public funds can be used not to replicate this provision but to support its
use for learning. The era of government investing in the major share of
technology used by individuals for education and skills is passing.
87. This means that increasingly leaders will need to ensure effective
management of a ‘mixed economy’ of publicly funded and personally owned
technologies, and ensure that no learner or family is disadvantaged due to
lack of access to technology. This raises significant issues, including those
relating to licensing and liabilities, data protection, and health and safety.
Becta and its partners will provide advice and guidance on each of these
areas. Industry partners including internet service providers, hardware
and educational service providers, will be fully involved.
Environmental sustainability
88. There are two sides to technology
sustainability. Any solutions have to
be affordable in the long term. The
continuing downward pressure on the
price of technology will contribute to
affordability, but additional effort will
be needed to achieve value for money.
National procurement frameworks and
reuse of digital resources can help drive
down costs. The tendency noted earlier towards
greater personal ownership of technology will also
reduce the pressure on hardware expenditure
within the education budget.
40 Harnessing Technology: Next Generation Learning
[http://projects.oucs.ox.ac.uk/lowcarbonict/about/]
Harnessing Technology: Next Generation Learning 41
Strategy Framework
Schools, FE and HE
children, Skills
families 14–19
95. In pursuing each of the sector implementation plans, one of Becta’s key
roles will be to ensure that three overarching objectives are in place:
• That the underpinning technology is system-wide and ensures
interoperability and value for money
• That the focus is consistently on the learner and led by demand.
The education and skills system must offer coherence for learners as
they pass through each phase of education and training and throughout
adult life
• That in each sector, the workforce has the confidence and competence
to use technology – and access to high-quality tools and resources – to
support teaching and learning, and institutional effectiveness.
96. Harnessing Technology is a strategy for England. The other UK countries
have equivalent plans for developing the use of technology for learning and
there is much in common in our aims and ambitions. We will work with the
devolved administrations and relevant supporting agencies in Northern
Ireland, Scotland and Wales to ensure alignment and bring coherence and
synergy to UK-wide developments. JISC also has a UK-wide role, which
helps provide synergy and coherence in higher and further education.
97. The UK education and skills reform agenda provides the immediate context
for the Harnessing Technology Strategy, but the wider global setting is crucial.
To help position the strategy within this broader context, we are holding a
World Technology in Education Forum in January 2009, which will be attended
by ministers, officials and leading practitioners from the UK and abroad. A key
aim of this event is to learn from international experience and refine strategy
in the UK, as well as promoting UK expertise and helping others identify how
to progress in the use of technology in education.
Learning technology
and learning technologists
are essential to modern learning.
The Association for Learning
Technology strongly supports
the strategy, and will play its
full part in implementing it.
Governance Structure
Policy Reporting
Implementation Reporting
Cross-sector Board
Governance
98. Harnessing Technology is a national, cross-sector and multi-partner
strategy. Effective governance arrangements will be crucial to its success.
The proposed strategy will operate on three closely linked levels – policy
direction and reporting, strategy development and leadership, and
programme design and delivery.
99. The National Strategy Group will meet quarterly and will be chaired by Becta’s
Chief Executive. It will comprise the Chairs of the Implementation Boards, key
DIUS and DCSF sponsors and representatives from policy NDPBs.
100. The Implementation Boards will be sector-focused but include a cross-
sector Board which will be responsible for issues such as interoperability,
procurement, the Next Generation Learning campaign, and linking with
Government, CIO Councils, and the Information Standards Board.
44 Harnessing Technology: Next Generation Learning
101. Becta has agreed with HEFCE, HEA and JISC that this strategy will provide
the overarching framework of support and challenge and complement their
strategy to enhance learning and teaching in higher education. We will work
with them on setting up effective governance and linkage between the HE
sector strategy and the Harnessing Technology Strategy. HEIs play a key role,
contributing at both the national and the local level and we will work with
them, and with key partners, to enable them to fully participate in this cross-
system strategy. In particular we will work to provide better linkage and
knowledge transfer between leaders working in different sectors.
102. There will be an Expert Advisory Group, comprising experts and leading
educational influencers, who will provide a formal reference group for
Boards to use when developing their work.
103. Becta will set up a clear process by which learner voice and learner
engagement are formally incorporated into the strategy’s governance.
Quality Improvement
Agency (QIA)
Harnessing Technology: Next Generation Learning 45
108. The purpose of the performance framework is to support the roles of the
Becta Board, the National Strategy Group, the Implementation Boards and
partners by:
• demonstrating how an e-confident education system has direct impacts
on the Government’s policy goals for families, education and skills
• ensuring that developments to build a more e-confident system are
designed and targeted with a clear ‘line of sight’ to specific policy impacts
• using research evidence and performance data to monitor and learn
from progress towards system ambitions and their related policy impacts
• assuring the coherence and transparency of activities to develop the
e-confident system, by providing shared objectives for all partners.
109. This strategy covers the six-year period from 2008/9 to 2014/15. For each of the
outcomes set out in the dashboard Becta will work with partners to identify
appropriate metrics, assess the current baseline and set appropriate goals
and timescales for future performance and intervention programmes.
110. This strategy is a partnership strategy and two annexes set out a high-level
performance management table showing the contributions of partners. These
provide an initial framework and will continue to evolve to meet the changing
needs of the system through the work of the National Strategy Group and the
Implementation Boards.
111. Measures of success will be further refined with the Implementation Boards
and partners using the framework in Annex 2.
Harnessing Technology: Next Generation Learning 47
Raising achievements and Narrowing gaps and supporting Improving capacity, quality
improving skills the vulnerable and efficiency
• Technology-confident providers • Technology improves • Technology-supported learning
deliver better student outcomes engagement of disadvantaged increases capacity in learning
• Technology improves parental groups and supports provision
engagement in children and vulnerable learners • Technology-confident providers
young people’s learning • Technology-supported do better in quality assessments
• Technology for learning assessment improves retention • Technology-based business
improves engagement in and progression rates systems improve provider
work-based skills development • Systems safeguard learners efficiency
online and improve wellbeing
Strategic Leadership
Government and national The vision for technology Becta’s role in strategic Establish National
partners endorse and is not fully recognised leadership for technology- Strategy Group, chaired
sign up to the strategy or integrated into policy led solutions should by Becta, to co-ordinate
Education policies and development be strengthened and partners’ strategies and
plans take account of Partner planning supported delivery plans
the opportunities and happens independently Policy makers’ Increase knowledge
benefits provided by of Harnessing Technology understanding of exchanges between
technology priorities and objectives technology opportunities Becta experts and policy
Kay activities and and benefits strengthened makers within policy
priorities of partners Partners’ key operating processes
are aligned with and and delivery plans should Development of new
supportive of Harnessing directly reference HT aims e-learning and technology
Technology goals and performance criteria elements for the skills
needed by practitioners,
managers and leaders
both for teaching and
learning and efficient
business processes
(Further Education
and Skills Plan)
Systematic national
professional development
programme, including
updated training
interventions and
qualifications and
a national leadership
capacity-building
programme (FES plan)
Harnessing Technology: Next Generation Learning 49
Knowledge of effective Good practice and Policy makers, delivery Support effective
practice, experience excellent performance partners and learning networks of communities
and research shared and is concentrated among providers are all well of knowledge about
used across the system a minority of providers, informed on current technology solutions
Learning providers, with an unduly long tail good practice and and use of technology
technology suppliers, of underperforming research findings to address frontline
intermediaries and others institutions All key players participate priorities
participate actively in Fragmentation within actively in knowledge Use award schemes
communities or networks sectors makes it hard to exchange activities for innovative learning
for knowledge exchange propagate good practice Providers receive help providers to publicise and
‘Good’ levels of e-maturity Decision-making relating in adopting innovative promote best practice
become the norm for to learning technology and good practices Identify and support
learning providers in is insufficiently Technology Leadership
all sectors and build evidence based Champions from leaders
on widespread adoption of sector-based
of best practices knowledge networks
Establish a co-ordinated
research strategy across
agencies to identify and
disseminate evidence of
benefits and impact of
technology investment
(FES plan)
A supported network
of business leaders
who will be advocates
for flexible and online
delivery (FES plan)
50 Harnessing Technology: Next Generation Learning
Technology tools and Development and Learning providers need Establish recognised
resources for improving availability of high-quality to be able to locate and quality standards for
educational outcomes digital resources is secure high-quality digital learning resources
are readily available and uneven, and teachers resources suitable for and professional tools
universally used – all and learners need help diverse learner needs (FES plan)
learners benefit from to find the best materials Providers, suppliers and Business benefits
high-quality learning Many parents are intermediaries should developed and promote
resources, relevant to concerned about the be able to collaborate the use of functional and
their needs safety of their children on identifying and filling technical specifications
Learners of all ages online, which may gaps in available and standards for
are able to use online discourage the use resources technology products and
resources safely and of valuable resources Both learning providers service, a National Digital
securely – appropriate and learners need to Infrastructure and quality
safety measures are be able to use online criteria for digital content.
universally applied resources safely and (FES plan)
Learners, parents securely Guidance developed
and employers (where identifying good practice
appropriate) engage with and promoting the
teachers in designing benefits of using Becta
personalised learning procurement frameworks
programmes drawing (FES Plan)
on a range of appropriate
digital resources – e.g.
percentage of schools
implementing personal
learning plans
Harnessing Technology: Next Generation Learning 51
Learners have choices Most schools for example Learning providers Providers ensure that
about the style, mode, do not comprehensively should be able to support through technology
pace and places that they operate learning learning at times, places learning opportunities
learn – e.g. percentage of platforms (only 11% and modes that fit with are made available for
schools providing remote of primary and 46% learners’ needs all including ‘digitally
access to learning of secondary) Learners need the excluded’, disadvantaged
networks and resources The 14–19 agenda resources and skills to learners and small
Learners are able and the introduction make use of a range of businesses (Further
to progress through of Specialised Diplomas different learning modes Education and Skills Plan)
different episodes and add urgency to the need Learning providers need Work with QCA, awarding
stages of learning in for flexible learning the tools and systems bodies and providers
ways that suit their solutions to support to be able to support (e.g. AoC) to develop
lives and needs – e.g. flexible, multi-mode students on multi-mode solutions for SD delivery
percentage of courses learning patterns programmes like and management
recognised for credit Specialised Diplomas Work with Local
accumulation awards Authorities to ensure
all schools provide full
internet access and
digital learning platforms
for all students
52 Harnessing Technology: Next Generation Learning
Personalised assessment
Practitioners use Though use of internal Teachers should be able Becta should work
technology to incorporate e-assessment in schools to provide responsive with the NAA, QCA and
more formative for example is rising assessment and awarding bodies to develop
assessment into learning (around 50% of teacher feedback to students specifications and
experiences, alongside assessments are done as an integral part functional requirements
‘when ready’ summative online), the availability of courses for technology-enabled
assessment practices – of e-assessment for Learners and parents personalised, formative
e.g. percentage of public exams and Key should be able to receive assessment and develop
schools using ICT Stage assessment is frequent and useful practical implementation
for assessment and still limited feedback on their guidance for practitioners
student reporting Parents and students still progress, available and learners
Students and parents have to rely too much on through a range of Increase the proportion
(and employers when once-a-term or even alternative media of colleges and providers
appropriate) receive once-a-year feedback with integrated learning
regular and timely on performance management systems
feedback on their (FES plan)
performance, progress Becta and partners
and needs – e.g. to produce specific
provision of ‘real time’ advice and guidance
learning progress reports for e-assessment and
Learners have greater digital portfolios to
control over their own include the apprenticeship
progress and learning programmes
plans, based on self- Develop and extend
assessment and online online real time
guidance resources reporting from all
schools to all parents
Harnessing Technology: Next Generation Learning 53
Informed demand
Learners, parents and Low levels of awareness of All parents, learners and Develop Next Generation
employers are well educational opportunities employers should have Learning campaign to
informed about and and support available, good awareness and promote awareness of
motivated towards especially among appreciation of their Learner Entitlements
learning opportunities – disadvantaged groups entitlements to learning to information, support
e.g. percentage of Survey results show big opportunities and and choice
parents believing gaps between children’s available support Develop better, online
e-learning is valuable preferred learning styles Learners should have the information, advice and
(survey results) (problem based, group skills and information to guidance services for
Learners and parents work, using technology) express preferences and parents, learners and
(and employers) are able and their actual exercise choices in their employers
to control how, when and experiences of classroom modes of study
where they study, and learning, for example Learning providers
to exercise real choices should have the flexibility
– e.g. the percentage of to offer real choices to
flexible courses available learners and parents
in localities
54 Harnessing Technology: Next Generation Learning
Equitable access
No learners are Too many learners do Every learner, and their Develop Next Generation
excluded from learning not have access from parents, should be able Learning campaign to
opportunities through home, and are effectively to access online services ensure that learners and
inability to access excluded from online from home if they wish families are aware of the
services through services; provision in Learners and families support available to them
technology – e.g. schools, colleges and should be able to access Extend the Home Access
percentage of learners providers is too uneven support services through Scheme towards 100%
without internet access between the best and a range of channels penetration of target
All learners are able the worst groups
Learning providers
to access the same Support services for should be able to ensure A supported network
range of educational learners are disjointed that no groups of of business leaders
opportunities and and sometimes students or employers who will be advocates
services through direct complicated to access, are excluded from their for flexible and online
or online modes as thereby putting off services due to lack of delivery (FES plan)
appropriate – e.g. students with the supporting technology
availability of remote greatest need Develop model guidance
access to school and for colleges and providers
Many schools, colleges so that technology
college systems, ratios and providers lack the
of PCs/students in systems are not only
facilities to provide configured to best
schools and colleges technology-enabled safeguard learners
support for learners but also the learners
with special needs – themselves are educated
for example, only 40% to become safe and
of primary and 47% discriminating users of
of secondary schools technology (FES plan)
have such facilities
Harnessing Technology: Next Generation Learning 55
Proactive support
Careful monitoring Experience with support All learners and families The Next Generation
of student needs and schemes like LSC should be aware of the Learning campaign
emerging problems is Learner Support support available to them should include information
used to help students (including EMA) shows and how to access it for students and families
remain engaged with that some students Learning support in hard-to-reach groups
learning – e.g. reducing find the system and services should be able about technology-enabled
drop-out rates, engaging processes off-putting to work together and support services
those not in education, Student awareness of share information to Support services should
employment or training the support services provide seamless develop joined-up,
(NEET) available to them is services to learners one-stop access
Smart and joined-up uneven, and lowest and families arrangements, using
supporting services among the most MIAP and ULN
make it easy for students needful groups information
and families to access
the resources they are
entitled to, and hence
encourage higher levels
of participation – e.g.
raising Higher Education
participation among
disadvantaged groups
56 Harnessing Technology: Next Generation Learning
Provision is Excellence and effective All learning providers We will look to NCSL, PfS,
characterised by strong leadership are should demonstrate and LLUK to:
strategic leadership of concentrated among at least ‘good’ levels of • define leadership standards
organisational change in a minority of high- ICT leadership, through to take account of the strategic
leadership of technology as
the effective application performing providers, Ofsted inspections and a key understanding and
of technology to and too many give eMF self-assessments competency area
education, skills and insufficient priority to the Learning providers • build these standards into
training – e.g. Ofsted provision and deployment leadership qualifications
should be able to engage frameworks
assessments of the of technology solutions effectively with parents, • integrate into leadership
quality of ICT leadership Levels of technological employers and students programmes provision and
in schools literacy and confidence to agree their needs and development which fully
address the strategic
Teaching in schools, among teachers are appropriate responses leadership of technology.
colleges and HE is based similarly uneven, with Teachers in all sectors We will discuss with Ofsted
on confident knowledge too many teachers and should demonstrate high how inspection and
and application of best trainers lacking the skills levels of expertise in the institutional self-evaluation
practice uses of and knowledge to give use and benefits of can better assess
technology resources, their students the technologies in learning leadership effectiveness
e.g. the percentage benefits of technology- delivery, as an in this area. We will work
of teachers using enabled learning expectation of their with Ofsted to provide
technology to plan professional status guidance and support
lessons and to create
Learning technology to inspectors to support
their own digital
professionals experience their judgements.
materials (much less
than 50%) appropriate development Development of Technology
and support Exemplar Network
All learning providers
providers (FES plan)
should make good use
of technology to support Review of the efficiency and
responding to diverse effectiveness of the delivery
learner (and parental chain for technology
and employers’) needs investment (FES plan)
– e.g. to help articulate Ofsted to consider and
learner voice propose how best it can
respond to Becta’s wish to
embed the effective use of
technology in any revision
of the inspection process
(FES plan)
All Initial Teacher Training
(ITT) and CPD programmes
to include the effective use
of technology wherever
appropriate (FES plan)
Harnessing Technology: Next Generation Learning 57
Providers secure and Although frameworks Providers, supported Becta will work with
deploy technology have been developed by Local Authorities, national partners to
effectively to support to enable providers to as appropriate, make provide better, practically
innovative, learner- access quality-assured full use of the resource focused support to
centred services resources, take-up of frameworks available to improve teaching in
Practitioners use these schemes is uneven them (see also Securing the following areas:
technology effectively to across Local Authorities World Class Resources, • Assessment for learning
tailor teaching, learning and localities on page 60) to secure better curriculum
match and differentiation
and assessment according Issues of institutional ICT Providers and • Lesson and learning design
to learners’ needs leadership and workforce practitioners are well – addressing issues of
e-confidence (see above) informed about best optimum pace, use of time
and learning modes (and
also constrain provision practice and innovations learner involvement in this)
and innovation in uses of technology • Resource location, access and
(see Knowledge integration, including the use
Exchanges, above) of media and communication/
collaboration tools for
first-hand, authentic learning
• Teaching interactions including
presentational techniques
and questioning/learner
engagement
• Monitoring, evaluation and
reporting to learners, parents
and employers.
58 Harnessing Technology: Next Generation Learning
Self-improving organisations
Providers use technology Far too many providers All providers are able Provide the e-Maturity
to maintain effective continue to rely on to use ICT effectively toolkit and self-
business processes and manual methods for to monitor and improve assessment framework
to monitor and improve student administration, their management to help providers to
performance – e.g. Ofsted including timetabling, performance assess their capabilities
judgements of the quality registers, reports Teachers are able and develop solutions
of ICT management in Productivity of teaching to concentrate on to weaknesses
schools (eliminating staff is constrained by the their teaching and Revised National
‘unsatisfactory’ persistence of manual student support, Improvement Strategy
performance) administration work with the minimum and FES Technology
Providers use technology and failures to adopt of administrative strategy (and Harnessing
to monitor and improve innovative good practices bureaucracy Technology phase 2
the performance of strategy) are aligned
their students – e.g. (FES Plan)
percentage of schools Initial scoping to
using ICT for assessing determine incentives to
impacts of technology using online and blended
on student achievements learning (FES plan)
Provide a framework and
toolkit for providers to
self-assess, measure
their distance travelled
and develop their
capability in the effective
use of technology
(FES plan)
Harnessing Technology: Next Generation Learning 59
Joined-up information
Cross-system information Government ambitions National partners should Continued roll-out and
sharing and connected indicate the need for be able to collaborate take-up of ULN among
systems ensure wide-ranging system effectively to share post-16, FE, work-based
consistent and reforms to the way information and provide and HE provision
personalised services services for children common points of access Encourage cross-sector
for learners and providers and young people work for learners and providers adoption of solutions
– e.g. implementation together. They seek to Learners (and families developed for one sector,
and take-up of MIAP/ULN be increasingly citizen and employers) should such as the JISC
services by providers centric, provide a more be able to access ‘one Collection initiative
One-stop services personalised offering for stop’ points of entry to a
learning, ensure equity Increase the proportion
and access points for range of related services, of colleges and providers
learners and families of provision for all and based on one set of data
a much richer and with integrated learning
to different but closely entries management systems
related services such as diverse range of
opportunities through (FES plan)
enrolments and financial
support – e.g. the effective collaboration
integration of UCAS between providers
and SLC access for
HE students
60 Harnessing Technology: Next Generation Learning
Collaborations between We already have models National partners should A rapid step-change
national partners and whereby resources made be able to collaborate in the provision of
major suppliers ensure available to one sector with each other, with information systems
the availability of high- can be extended to technology providers to help reform and
quality digital resources others. In the next phase and with end-users in ‘e-enable’ the ways in
that are good value we will challenge all a managed and non- which education carries
National and sectoral publicly procured competitive environment out its underpinning
procurement frameworks developments to ensure Learners, families and business processes
give providers access to that benefits in one employers should be able Development of a
quality-assured resources sector can be acquired to access quality-assured common understanding
at good prices for the whole system – learning resources of what constitutes
and be available to through their own quality resources for
Learners, families and support informal and
employers have access technologies, and learners and professional
family learning on diverse platforms tools for teachers,
to and make good use of,
national or sector-wide In parallel, technology Learning providers identifying those
technology supply development will should be able to secure resources and tools
schemes (such as continue apace. Speed of technology resources which are considered
Home Access) connectivity, processors that have been quality high quality and have
and memory will all assured and at been shown to raise
continue to develop negotiated best prices learner attainment when
without the need for effectively deployed
intervention Becta will continue to
Government no longer work with partners to
invests the major share encourage collaborative
in technology used by provision of services and
users in education to realise the benefits of
improved coherence and
economies of scale that
an aggregated approach
can bring
Business benefits
developed to promote
the use of functional and
technical specifications
and standards for
technology products
and services, a National
Digital Infrastructure and
quality criteria for digital
content (FES plan)
Harnessing Technology: Next Generation Learning 61
Innovative solutions The time, skills Front-line providers We will promote and
to shared needs or requirements and costs should be able to seek to put into place
problems are developed of developing local articulate and share national arrangements
through cross-sector solutions to identified identified needs for for the collaborative
collaborations, and are needs inhibit innovations new solutions, and development of content
quickly disseminated that could be cost to collaborate with and services to enhance
– e.g. percentage of effective on a national suppliers in their front-line value for
providers engaged in or shared basis development money and reduce
collaborations with other Innovative providers duplication of effort
providers to share or should be encouraged Establish recognised
develop technology and helped to share their quality standards for
resources resources with others digital learning resources
and professional tools
(FES plan)
Identify, develop and
maintain efficiency
opportunities to allow
the FE system to achieve
significant cashable
efficiency savings
(FES plan)
62 Harnessing Technology: Next Generation Learning
Impacts of technology for Giving departmental Updating of Becta and All key partners are
improving the capacity, agencies a remit and relevant partners’ remit mandated to work with
quality and efficiency of encouraging other letters to include Becta to realise HT goals
educational provision Government Departments appropriate HT objectives
to collaborate with Becta
on HT’08 strategies
Uses of technology to Developing and leading Use local improvement Percentage of local
improve quality and range local implementation programmes to encourage schools, colleges using
of local education services, plans for relevant Becta schools and colleges national frameworks
such as extended schools, and other HT programmes to develop technology
home access and 14–19 strategies and plans
pathways
Uses of technology Ensure that local schools Use LA positions on Percentage of local
to support delivery of and colleges and LA school, (and in future schools, colleges and LA
LAs’ education service aggregated procurement college) governing bodies, aggregated procurement
obligations, e.g. for special including for BSF and and LA aggregated making use of national
needs, Travellers, asylum PCP, make best use of procurement including frameworks
seekers, child safety, etc. national ICT procurement PCP and BSF, to
frameworks encourage use of national
frameworks and systems
Applications of technology Helping and encouraging Develop specifications and Roll-out and take-up
to maximise the number providers to use recommended practices (numbers of users) for
of providers supporting technologies to support for e-assessment and QCF credit accumulation
new curriculum models introduction of new e-enabled exam marking
learning offers (such
as 14–19 diplomas,
apprenticeships, etc.)
Using technology to help Developing the confidence Develop criteria and Availability of new
teachers and support and skills of teachers standards for e-confidence e-confidence standards
staff respond to growing and learning technology among heads/principals/ for heads/leaders and
administrative demands practitioners to make leaders and teachers/ teachers/lecturers/
for lesson plans, learner best use of learning lecturers/trainers and trainers
plans, feedback to technologies support staff
parents, etc.
Using technology to Identify and promote good Incorporate such Percentage of teachers/
improve teacher and practice in uses of learning standards into improved lecturers/trainers with
support staff productivity technologies among initial teacher training recognised levels of ICT
and job satisfaction, school/college leaders (e.g. QTS, and equivalent competence, both at
and hence to improve and teachers and learning FE and HE standards) initial qualification and
recruitment and retention technology practitioners and in subsequent CPD in-service
programmes
68 Harnessing Technology: Next Generation Learning
Uses of technology to Develop and lead local Use local improvement Percentage of local
improve quality and range implementation plans for programmes to encourage schools, colleges and
of local education services, relevant Becta and other schools to develop BSF partnerships using
such as extended schools, HT programmes technology strategies national frameworks
home access and 14–19 and plans
pathways
Uses of technology Ensure that local schools Use LA positions on Percentage of local
to support delivery of and colleges, including school, BSF (and in future families with home access
LAs’ education service BSF partnerships, make college) governing bodies to school information and
obligations, e.g. for special best use of national ICT to encourage use of learning platforms
needs, Travellers, asylum procurement frameworks national frameworks
seekers, child safety, etc. and systems
Technology Suppliers and System Operators (JiSC/Janet UK, MIAP, NAA, ISPS, ICT Suppliers)
Development of a coherent Participation in programmes Support for work of Percentage of localities
and growing market for to develop and implement Technology Champions with at least two
educational ICT products interoperability standards, to promote informed Technology Champions
and services including personal access provider investments
Widespread adoption of Developing, extending Extend cross-sector Penetration and use of key
common standards to and integrating national infrastructure services services, e.g. percentage
promote interoperability information systems, including JANET, ULN, of providers using ULN
and competitive choices including MIAP, QCF, IAG QCF and JISC Collections
services and Children’s
Services systems
Annex 3: Abbreviations
AoC Association of Colleges
ALT Association for Learning Technology
BSF Building Schools for the Future
CPD Continuing Professional Development
DCSF Department for Children, Schools and Families
DIUS Department for Innovation, Universities and Skills
EMA Education Maintenance Allowance
eMF e-maturity framework
FE Further Education
FES Plan Further Education and Skills Plan
GTCE General Teaching Council for England
HE Higher Education
HEA Higher Education Academy
HEFCE Higher Education Funding Council for England
HEIs Higher Education Institutions
HT Harnessing Technology
IAG Information, Advice and Guidance
ICT Information and Communications Technology
IT Information Technology
JANET Joint Academic Network
JISC Joint Information Systems Committee
KS Key Stage
LA Local Authority
LAN Local Area Network
Harnessing Technology: Next Generation Learning 71
Harnessing Technology:
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