 ac yn arddangos o ddechrau ac yn creu cyfnodol. Thank you very much, very good, in front of you introduction. Thank you very much, Bob. Thank you very much everyone for coming, because I've looked along the programme in this slot and I realised I'm competing with Virtual Midwifery, which I think was the real draw in this slot. So I'm very very grateful that you're here, which means that you must find the topic interesting and I hope I can live up to that. For those of you who don't know Bector, ac mae'n ddweud o'r ffordd. Rydyn ni'n meddwl y Llyfrgell Llyfrgell o'r technolig yn ei ddweud, o'r ffordd o'r gyflawni'r ysgolau a'r FFE o'r ffordd o'r FFE o'r cyfrifio ar gyfer y llyfrgell ac o'r cyfrifio'r cyfrifio ar gyfer y llyfrgell o'r technolig a'r llyfrgell, a'r llyfrgell o'r technolig, o'i ffordd o'r gwaith ar reoli gwyllfa ar y byd. Mae'n gyflionnaiol y nesafoedd a'r hynny'n cael bys Llyfrgell a Chiswyr, Llyfrgell Nid i gynnwys a Llyfrgell Y Llyfrgell, a o'r ffordd o'r gweithio chips o'r cyfrifio, o'r llyfrgell Llyfrgell, i gydigasio'r llyfrgell, o'r gweithio'r cyfrifio ar gyfer y Llyfrgell, ond flwydd, Bringnarchad is dnan Running are the providers are good at it as well. and including the workforce. Obviously very important. This is really what this event is. About sharing practice, building practice, sharing innovation, leadership of innovation, leadership of technology very much underpinned by a really good educational infrastructure. That's not just the whole system's stuff like a good broadband network but also ensuring that colleges, schools, universities are enabled a mynd i chi'n gobeithio'r unigol, bo'r ffordd yw'r unigol fydd yn ei gweithio, i ddim yn gwneud o ffodus o'r leir. Felly, mae'r ffordd, mae'r gwneud, o fewn i'r ffordd, mae arbennig yn ffocusiad mewn ddweud, sy'n ddweud i'r ddweud o gwneud. Felly, iddyn nhw, fe ymweld o'i cyfnod, mae'r ddweud i'r ddweud o'r ddweud yn y rhaid o'r defnydd, ac mae'r ddweud o'r ddweud o'r ddweud. Felly, byddai'r ffordd. Beth ynghylch yn siwr o'r ffordd, mae'n allwch ddataeth i'r amser ar eu cyffredin am y lat. Ond mae'n ffordd wnaeth ddefnyddio ziwyddiad i'r ffordd. Ond mae'r cinclau ffordd o'r cyffredin wedi'i ysgol ynghymliaeth cyllid yn gwybod ddechrau. Ac mae'n unwaith sy'n crossing sydd pan fwyn effaith ynghylch, dyma'r ysgol, mae'n roeddu yma'r pwyllt yn yr unig pray arall, rhoi yma'r amser a'r gofyn ar y c workplace arall. Ac rydw i'n meddwl i'r llywodion maen nhw. A pob rydw i'n meddwl eu meddwl meddwl eich meddwl noteidol a'r meddwl meddwl. Ar hyn ar gyfer eich meddwl meddwl meddwl, bod eich meddwl meddwl meddwl meddwl meddwl meddwl meddwl meddwl whether or whether it is important to help students in schools of the 21st century, i meddwl meddwl meddwl meddwl meddwl meddwl meddwl meddwl meddwl meddwl meddwl meddwl. Roedd gynllunau ac edrych i'r ei ddeithas a'r meddwl meddwl mynd ddiwethaf. bydd y cwestiynau oedlion gyda'r cyfrion, yw allan, yna fe gynllunol yn fawr i gair pan ddiolgrifennu, yn fawr i weld yn gweithio'r gweld yn gyfarigol a gweithio'r fawr i gweld yn gweithio'r mewn gweld a'i gweithio'n gw I'm holding on that. See, such as that thing, that's very important especially in the context of... ....actually in the UK are relatively high number of young people who... ....certainly by the age of 16 or 17 are out of any kind of formal education... ...or even employment or training, and we want to make sure that they remain engaged. Early intervention and support and big theme of 21st-century schools. when it's too late, but really understanding young people, their needs, you know, where they actually, you know, have problems perhaps in literacy and numeracy and diagnosing those, but also intervening and supporting in relation to those. So the diagnosis piece using computer based systems for that certainly kind of really good recording and sharing of information in really effective ways and in real time in ways that are going to make a difference. And another big theme is parents' partners. Very, very big thing. It's absolutely true that parents will make a real difference to young people's educational and other outcomes. That's absolutely true. And some people may argue, well, yeah, okay, so you get middle class parents, they're more likely to be involved and they're more likely to, you know, come out with these outcomes. But actually there's very, very strong studies that have shown that it doesn't matter what social group you come from and what educational background your parents come from. But actually parental engagement and involvement in education, their kids' education does actually make a difference and can predict better outcomes. So that's a very important theme for the department. Now, how can technology help? This is just some examples of the ways that Bector is encouraging schools to use technology really as a means of getting that partnership working. Okay, albeit in, you know, limited ways, but ways that will support, you know, the genuine dialogue between teachers, for example, parents and learners about, okay, what's best for this child or what next or what's the problem here. And I guess the kind of extension of virtual learning environments that sort of uses the term, commonly uses the term learning platforms can be sort of learning in information platforms or even just information platforms. But platforms that enable information to be shared in a secure way with parents so that, for example, when they come to a parents evening, they're much more knowledgeable about some of the progress and the issues and can have a much better dialogue with the school. So that's a kind of a, you know, kind of a quick tour around the policy context for a lot of the work that Bector does. What about research? Because I'm my lead on the, on Bector's research effort. We put a fair amount of resource into research each year and I'm kind of crossing my fingers that that will continue for a while. Certainly over about the last three or four years, we've made significant investments in research to really try and understand how technology can support achieving some of those outcomes. We actually do pretty much three things. We want to know where our schools, so we do tracking and monitoring studies. We can do some interesting analyses of them. So which schools are, you know, really good at using technology? Do they have any shared characteristics? Is it small schools, large schools, posh schools, you know, poor schools? Actually posh schools, poor schools, big schools, small schools tend not to be factors in how good they are at using technology. But we do some analysis like that. More exploratory and just more, I guess, researchy research. So usually with a kind of policy issue, and I'll give some examples of that in a moment. And then impact research, which is horribly difficult, really just desperately difficult to do. But we do think it is absolutely critical to get a sense where we see either uses of technology, innovations with technology, technology being used in very specific ways with very specific aims in mind to assess whether or not there actually was a difference. Because if we can't pick up any real kind of improvement, either to the learning experience in the broader sense or to the outcomes for the learner, we do have to seriously ask, well, is this a good investment of teacher time effort and obviously the kind of technological enterprise that goes behind it? It's a genuine question. But we don't do it from a policy perspective. I think we used to be one of these kind of agencies that did the, oh, public money being spent, let's check it's being spent really well. Technology is in education. There's huge investment. It's not going to go away. Okay, we might be getting into more straightened times in the next few years. But huge investment is there and it will continue. It may reduce a bit. Who knows? The question isn't about should we be using technology in education. It's how should we and what are the most effective ways? And that has tended to shape our studies, our evaluation studies and our studies of impact. So, some examples and you'll see some of these coming up. Looking at narrowing the gap, which is narrowing the social class achievement gap and what role technology can play in supporting low achieving and under achieving learners, supporting needs, those not in education, employment or training aged sort of 16, 17, 18, digital literacy and participation, curriculum and pedagogy, one to one personal mobile access. And then the general kind of is a load of impact studies. Actually, they're not things that we do every year. There's a kind of probably about five years worth of impact work that we've been building, a kind of view of what is the impact of different practice with technology. So, that's a kind of indication of our research programme. And then we do general surveys as well. And I've listed those because I will mention some of those studies. And some of them are kind of nearly reporting and I'm giving you a bit of a glimpse of what will be published. Some of them have already been published. I'll try if I remember to indicate where that's the case. I know, for example, this week or last week, I think it was narrowing the gap literature review went up. And that's a very, very good literature review which outlines some very interesting practice with technology and puts a nice framework around it for thinking about how, if you like, the school-based practices for helping support low and underachieving learners using technology. Okay, that's the intro, which was long enough. What do we actually know? Well, I'll start with children and young people. And what I'll do is really give you a kind of a set of fairly kind of, well, not necessarily bold, but fairly bland statements and try and say a little bit more about them. About what we actually know, if you like, from different studies, sometimes in some cases from accumulated research. I think one thing that you would have heard a lot and actually it's a no-brainer, I don't really need to say it, is that young people are not all the same in relation to technology that comes very clearly out of the research. They actually represent themselves and position themselves differently in relation to technology. Not only are they different possibly in their habits and behaviours, they actually think of themselves as different. So there are some kids that are thought of and might think of themselves, oh, I'm a really nerdy geeky and another kid may say, actually, I don't like the idea of being addicted to the internet. I'm more interesting. So there are very different ways that young people position themselves. And I think it's very important in a school response to that and also, of course, a college and university response as kids move up the system to bear in mind that not everyone is the same. One thing that is certainly true, though, and I think this is a trend that is really interesting bound to continue. Again, sounds pretty obvious. Kids are getting engaged with computers and the internet at younger ages and I'll show you a chart in a moment. Much younger ages than we thought before. So we're now talking five-year-olds being pretty competent in using the internet. Not all of them, but this is a real kind of reality. These are kids who haven't long been reading, but they're using the internet actually in quite comfortable ways. So we're seeing more of that and that's a trend. It's actually a fairly recent trend, but something obviously to bear in mind. Certainly, again, this is subtle. This is very, very subtle, but from lots of different research projects we're seeing that actually we're getting signs of the real implications for how young people obviously manage their lives and they are using technology to manage their lives and we know that their social interactions, their leisure time, their entertainment, you know, what they do in life and technology mediates that to a very, very large degree with young people. And again, not to generalise, but that's been a big trend, but also their learning, so they, of course, actually will drag in habits. Now, they might not use Facebook all the time for learning. It's not about that. They might use Facebook a bit to get the homework that they've left at school and make sure that they've done it, but they will get into habits of interacting with people while they're learning, interacting with different resources while they're learning and actually learning at home is becoming much more of that kind of very, very connected activity. Albeit a lot of it will be just connected with the web and having lots of good information, but that is shaping how they are thinking about learning and they're bringing, increasingly bringing, those expectations in. I don't want to overplay the kids bringing the expectations from that kind of setting into education. They also, interestingly, have expectations that education won't be very interesting in terms of technology. So, however, there is beginning to be a shift away from that. Okay, schools not that great at technology. Sometimes it is and I've learnt some useful skills and there are some very good schools that are doing good things. I'll tell you what proportion in a moment. And there's a chunk of schools that are kind of still trying to get there and still trying to make learning a little bit interesting. And there are curriculum issues, I think, in relation to the use of technology. So, this was a quote about, in fact, the ICT curriculum. It could be about anything really, but in this case it was about using Excel. Well, you know, actually I could have looked that up on a website. You know, this was added to by, well, they took five weeks to learn that at school when I could have just spent a bit of time online and learnt it quite easily because there's lots of tools to teach you how to do that. So, that's an expectation. Just an example, just one example. This is the really interesting, I like charts like this that have nice kind of interesting effects. This is tracking data of basically households with kids. Over time, and those that have an internet connection. And we had a relatively low, well, it's just a bit more than 50% in 2007, of those that had, if you like, the sort of five-year-olds in the house having access. And that's gone up quite steeply just in recent months. So, that's a really interesting or recent, in recent years. We haven't got the 2009 yet, but we will do. So, there's an age five to 15, difference from age eight to 15, and it's the five-year-olds adopting. And that's five to seven-year-olds adopting. And that's a really interesting trend. What more can we say? So, I'm sort of constructing this kind of picture of well-connected five-year-olds. It's not quite like that, but certainly it's true that well-connected young people is becoming much more an all. Certainly if you look over a kind of five-year period, the trends are really quite amazing. They really are. And I don't think in any arena of life, we've seen such rapid change as we have compared to young people's adoption and use of technology. So, there are gaps, though. I'll show you the kind of access gaps in a moment in terms of, you know, there is still a social class issue here, and we need to take it very seriously. But we also, of course, need to be critical of the kind of digital-native concept. We've been working with Future Lab on digital literacy and participation. And they've recently produced a very nice report which is about to be published on digital literacy and participation. And I've drawn together a bunch of literature. And it's very clearly saying, you know, let's be cautious about this concept. There are gaps. There are gaps in access, and there are certainly gaps in young people's abilities to do things with technology that may be useful for learning. And that's really the main gap. But one of the things that Future Lab, and it's Ben Williamson and his team there have said is that actually there is a real divide in terms of if you like the kind of more interesting and what they might, we might term 21st century skills with technology. So creativity, critical thinking, problem-solving, using technology, or when you are solving a task with technology, do you actually engage in those activities? OECD is very clear. OECD has done an analysis of employment trends over time. We want young people to have productive, economically healthy lives because then we don't need to worry about them when they leave home. And so actually these skills are going to become increasingly important. And if you get a chance to have a look at some of the OECD analysis if you like of the kind of future skills, it's very, very interesting. So two things really. One is in relation to parents. Actually they might be quite important. In fact in the University of Oxford research that we've commissioned, there are examples of parents being really quite important. Certainly in kind of earlier years as in primary age group, supporting if you like kind of learning with technology and providing a kind of mentoring. And that becomes part of providing a sort of secure and supportive learning environment at home. So there are some good examples of where parents were really helping kids to understand, find the right websites, not the great website, be critical about the information, supporting them and being creative and publishing whatever they wanted to do and so forth. So that does seem to be important. Again, it's interesting. It's possibly slightly counterintuitive because we think kids just get on with it. But actually a lot of the time they can engage in really, quite mundane activities online. Some kids and they need support and help. And something that comes out is that I don't want to come over as overly critical on schools because I think this is a developing area and I think schools are trying really hard to keep up with technology-based changes and what they'll need for learning. But they're not necessarily doing that well at the moment in equipping children and young people for the future and building the right kind of competencies and behaviours. And that's why we've been working very closely with what's now QCDA, the Qualification and Curriculum Development Agency, alongside working with the Department for Children, Schools and Families in looking at the revisions to the primary curriculum, asking the question, okay, what kind of skills and competencies do we want an 11-year-old to come out with, from primary school, to go into secondary learning? We've started from an assumption that actually secondary aged learning should really be about independent learning, should actually be about independent learning. Not exclusively, but you would want to have the beginnings of good skills of independent learning. Now, this is something that when I taught in higher education, we were saying it was something we wanted higher education to do. It's because of technology. I think it's coming down far more into secondary school environments. So this is the framework that's coming through on the Rose Review, which is the primary curriculum review. It's a framework. There's lots behind it. If you want to look at the document, just google Rose Review and you'll see that there are proposals that are out to consultation at the moment and very likely to be included because they seem very popular with teachers and head teachers. This is the caution, though, in terms of young people. There are 6,641,225,000 but that was when it was published and there may be more or less since then. Children at school and that's primary school and secondary school in England. This is England. We've broken that down using some data from the family spending study, which is Ipsos Moray, into what the kind of household income will be for kids, the households that those kids are in. We've sort of done some fairly convenient divisions. The income less than 15,912 is the baseline for... or the top level, if you like, for eligibility for free school meals. So it's an important figure. Around about £16,000 a year household income. You might not always be able to get free school meals with that depends on other circumstances but that's the eligibility threshold. So we're interested in that group and of that group, which is a reasonable chunk. I haven't got the percentages, but you might be able to work it out. But of that group, which is basically kids that are pretty much in poverty, economic poverty, 39% don't have access to the internet at home. I don't think many of us think that of school age kids 40% don't have. Most think that most kids do. Of course, I'll put the kind of higher income, which is modest for a household income but it will go up to all sorts, 27196 and upwards. Then it's up at 93% with internet and then just 7% without. That's a very stark social divide. Very, very stark. Very interesting, very worrying. And the government is investing £300 million in a home access project, which is basically to equip parents with a single purchase credit card which will buy them connectivity and a computer for their kids if they're in that lowest. So the government is trying to fill that gap at the moment. That's planned for later this year. Again, back to website, we'll give you more information about that. I know I'm sort of running short of time. Hopefully have a bit of time for questions, but just a few things on what we can say about schools. Well, this is a chart I bring out a lot because it gives an indication of the range of practice in schools. This is secondary schools. We asked teachers, and we asked a lot of teachers, how do they use technology? The question is, do they use technology or how often do they use technology to do these things with kids? Gather information, analyse information, be creative, solve problems, work with others. Interesting range, but very much chimes with kind of thinking around 21st century skills. In 2008, for example, only 27% of secondary teachers used technology to enable kids to work with each other in effect, which is pretty damming actually, although it's excellent progress on the year before and we're awaiting this year's figures. They could be better. I think what it illustrates is, there is a little way to go in terms of practice. You wouldn't necessarily want every teacher to do all these things all of the time, but this is whether they do it some of the time. Basically, whether they do it at all, which is very interesting. Only 17% of secondary teachers do all five or did all five in 2008. Higher in primary, actually. And as I say, we're awaiting an update on that. So there are some limitations in practice with technology. We know that. And just at the broad kind of indicator, we look at school-e enablement. We collect a bunch of data from schools and we put it together and it's data on are they using technology across the curriculum? Are the skills there? Is the management there? Is the ICT resourcing their whole range of things that we put together? And we've recently done an analysis of it from this year's survey. Around about 35% of secondary schools, despite if you like a bit of a lag in practice, they're great at other stuff, managing and providing technology, are what we would call the enabled. The immature is a term that's sometimes used. We've got a kind of low hurdle version of that. Secondary school, sorry, primary schools, about a third. There is a bit of a margin of error here. You might think that primary schools have got worse. We don't think they have because of the margin of error, but they probably haven't got that much better is the conclusion we make. Let's skip through this very quickly. This tells us a range of factors in whether schools are good at that previous measure, e-enablement. We were quite reassured that actually using Bector's self-review framework, SRF, is a factor who are, Bector's possibly making a difference, just possibly. And then there's other thing. CPD comes out very strong on whether or not the practice is in place, obviously the technology, the management and so forth is working well. There's a main kind of theme there in terms of whether or not schools are getting there. Finally, some stuff on impact. Well, impact of technology, and again if Richard this morning said, well it's like saying, would you ask what's the impact of books on learning? Well you wouldn't because it depends what's in the book and depends how the book's being used and so forth. We do pick up some general impact, but we don't say what's the impact of technology. We generally say what's the impact of technology, this sort of technology or using technology in this way. Having said that, these are pretty broad brush, some of these. Assessment related project work. Lo and behold, having good access to the internet helps. Bit of a no-brainer, but it was useful at the time for justifying broadband. Interactive whiteboards seems to be good. Embedded use takes teachers time to learn how to use them in different ways. In primary, no impact in secondary. No impact of interactive whiteboards in secondary. 7 to 11 year olds, yes. Secondary learners, no. The GCSE outcome stuff. Really, really interesting. Actually just the fact that kids have technology at home and use it, and they don't have to use it for educational purposes, but not using it for games is the critical thing. If they use it for games all the time, they're sunk educationally to be quite honest, but if they use it for communicating and web searching and general information gathering, even if it's nothing to do with their school work, there is a positive impact on learning outcomes. That's that the IFS, Institute of Fiscal Studies, has done a proper model around that, which has factored out everything else to be a proxy for other impacts. Revision online. BBC Bitesize will be happy, and there's other packages. We've looked at some commercial data, in fact. That seems to be useful, because that's tied to being prepared to do an assessment, and that has an impact on assessment outcomes. Then the classic, know your kids. Schools know your kids. If you've got good online information systems for monitoring and managing learners when they're embedded in your school, then that's coming up as a good impact. Just to finish off, we're seeing emerging practices with not heavy impact evidence behind them, but some really good school practices that are emerging. Stuff up there at the top around, for example, engaging disengaged learners. At the bottom, we've got the Narrowing the Gap study, Literary Review just published, is actually coming up with some... What are pretty much exemplars, really, if you like, of these are ways that technology... In a way, these are processes, interactions, that are actually supported and improved by technology, rather than this is about the technology. So some very interesting findings there. It would be great to say we've got some heavy, wonderful impact evidence behind this stuff. We haven't. These are exemplars of reasonable good local evidence of impact, but not beyond. Finally, we're just doing some stuff with University of Nottingham and Cerro, some of which will be presented tomorrow, which is actually looking a bit more at new modes of learning. We know we have a lot more to do around new modes and practices with just getting into that territory, and we'll start understanding what kind of practices will work and will run, and we'll really make a difference in school-based settings. I'll leave it there. Thank you. We have literally about two minutes for questions, I think, for five minutes, possibly, if there are any. Josie. On the income, because... That one. Because just from the way you phrased it, it might have just been an accident of the way you phrased it, I got the impression that you were suggesting that the no internet access of 39% was a result of the fact that the income is low, but it clearly isn't, because 61% have got internet access, right? So do you have a sense of what the other, what the next most important factor is in that no internet group that's causing... So what are the factors in whether or not that is a choice? It's interesting. Income, I think, is probably a proxy for some other things. We certainly know that kids from single-parent families are less likely than kids where there's... Of course, income does play a role there, so it's difficult to separate it out. We know kids from, not all, but certain minority ethnic groups are less likely to have it than others. And we know that there are actually, interestingly, there are regional differences, but they're probably socioeconomic group issues. So, for example, southeast, I mean, basically, the further you get away from the southeast on the whole, and it's a generalisation, then the worse the access. Yorkshire and Humberside comes out pretty low, actually. And that's probably to do with, I guess, kind of cultural educational issues. I mean, not low as in no one in Yorkshire and Humberside has it, but relatively low. And it's probably most likely to reflect a kind of... Obviously, the kind of work-based background of the parents or culture and the educational stuff as well. Just a comment. It may not be a very easy problem to solve, and money might not be the answer. Thank you.