KEY
ENABLERS
LEARNING SPACES
ACCESS
TIME
ICT INFRASTRUCTURE
ELECTRONIC DATA
CPD |
LEARNING
SPACES
Learning also takes place to a significant extent outside
of school
Investment is made in more flexible workspaces
A greater use is made of school facilities aided by additional
sources of funding
Flexible, multi-function classroom design provides good
scope to reconfigure learning spaces to match learning activities
and allow the best use of technology
The school becomes a centre for organising learning activities,
resources and support at appropriate times and at appropriate
places throughout the year
The classroom becomes a learning centre; the timetable becomes
a ‘personalised learning programme’ |
ACCESS
Teachers have access to school ICT systems from home
New technologies blur the boundaries between learning and
leisure time, between learning and teaching and between
school and home
New technologies remove distance and the need to travel
in order to learn
ICT enables people of all age to participate in learning
ICT enables learning to become part of one’s life |
TIME
ICT is used effectively for routine tasks to enable more
effective use of time
Remove the school bell and reconsider the match of time
to each learning activity
School-based learning can be programmed flexibly over wider
blocks of time than at present
Learning using technology-based programmes enables people
to learn when it is convenient for them |
ICT
INFRASTRUCTURE
A single whole school client-server network is used for
both curriculum and administration, with access to one or
both through authenticated logon
A mix of hardwired outlets and wireless is used to provide
whole school and remote access to learning systems
The learning platform provides the basis for a joined-up
approach to managing learning
There is effective technical support and good management
of technical issues |
INFORMATION
AND ELECTRONIC DATA
Good information sources keep teachers well informed about
professional issues
Electronic data is used to identify pupil strengths and
weaknesses, curriculum effectiveness, the impact of budget
decisions and the management of school improvement |
CPD
Staff responsibilities for ICT are made explicit within
job descriptions
Changes to how learning is organised provides teachers with
more time to build relationships, learning programmes and
professional practice
Senior Leaders use ICT as part of their everyday activities
(staff memos, bulletins, cover lists reports to parents,
etc.)
Schools must show that they are learning organisations prepared
to learn and improve their own effectiveness and efficiency
|
