Index of impact studies

This page will link to impact studies as they are created. At present this index provides the kinds of headlines we believe impact studies will justify. The headlines are intentionally contentious because they must seriously challenge anyone who denies the major impact of ICT in education. The quantification of impact will be done through analysis of the learning processes. The references in brackets are sources which have reported these impacts.

1 - Four times the learning with online forums

2 - Five times the help for pupils via email.

3 - Schools save £millions.

4 - 45% more engagement with German.

Online behaviour monitoring improves pupil behaviour
, cutting the number reported for bad behaviour by ?%. (Several schools using Frog)

Creating digital video causes pupils to start collaborating
. (School in Sheffield involved in the Apple/Canon digital video project)

Students spend ?% more time developing their creativity when they can use school software from home
. (Frog and 2Simple have technology to permit use of school software from home)

Pupils complete online learning tasks in half the time expected.
(Wolverhampton handhelds project)

Online forums more than double the amount of learning pupils do,
and radically improve its quality. (School in London)

Pupils’ reading ages increase by 19 months in just one year with handheld computers (Docklands Literacy project)

Practice of maths skills raised by ?% through use of online content.
(Learning2Go project)

Creating broadcasts gets hard-to-engage students to produce high quality writing. (School in Nottingham)

Use of a science simulation raises student discussion to a significantly higher order.
(School in Derbyshire)

Online learning resources stimulate ?% of pupils to extend their learning during evenings and weekends.
(LGfL study of skoool)

The challenge generated by using wikis collaboratively increases English A level grades by one or more levels in comparison with expectations (NATE wiki-wars project)

Pupils increase their handwriting by more than 50% through the stimulus of being able to word-process their work.
(School in Rotherham)

Polar mapping of forums; identifying the deep thinkers. (Schools working with GridClub)