Computers have little impact on exam results, says report
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| NEEDS TIME: Fiona Hyslop |
The use of computers in Scottish schools has had no impact on exam results despite investment of £150m over the past five years, according to a new report.
Schools inspectors found that, despite the potential to transform learning, there was no evidence that the use of information technology had increased attainment in formal qualifications.
The report, ICT in Learning and Teaching, also highlighted concern over internet plagiarism, with teachers reporting greater numbers of pupils cutting and pasting material from the web directly into homework.
Inspectors concluded that for computers to transform learning, schools needed to have access to reliable and modern equipment with good training and technical support which would build teachers' confidence and skills.
Where schools were using computers well, it helped pupils build effective problem solving skills, encouraged independent learning as well as communication and teamworking and improved the opportunities for teachers to collaborate.
However, despite progress, "excellence exists only in isolated pockets," the report found.
"There has been a general improvement across all sectors, but the overall impact of the adoption of ICT in learning and teaching does not reflect its potential," the report said.
"Learners' use of ICT broadens and deepens their learning. However, inspectors found no evidence of increased attainment, in formal qualifications or against nationally defined levels, that could be directly attributed to the use of ICT in learning and teaching."
Last night, the Educational Institute of Scotland blamed the problems on a lack of proper training. "While pupils and teachers are becoming increasingly skilled, teachers are often not provided with adequate training when new resources are introduced," said a spokesman.
An executive spokeswoman said the report showed ICT was "steadily transforming" the nature of learning and teaching. "Inspectors found many examples of good practice where there was an increase in the depth and breadth of learning in subject areas and where learners' motivation and engagement improved," she said.
Eleanor Coner, of the Scottish Parent Teacher Council said: "Computing can work very well, but the good teacher is the most important thing."
However, Fiona Hyslop, SNP education spokeswoman, said it would take time for the full impact of technology to be felt. "It has got huge potential, but its impact depends on teachers and therefore investment in training is as important as the equipment and programmes."
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Posted by: John on 1:04am Fri 16 Mar 07
Without success, I had been trying to get sent on a course on the use of the internet in the classroom for five years. Didn't bother applying for it this year.
Without success, I had been trying to get sent on a course on the use of the internet in the classroom for five years. Didn't bother applying for it this year.
Posted by: Age of Reason, At the keyboard on 5:53am Fri 16 Mar 07
Now there's a surprise! Computers are tools. You need to know what you're doing WITH a computer. It doesn't do it for you.
Look at basic numeracy, literacy and language skills. Once mastered, get computers in to speed things up.
Look at the education systems in the successful economies of the world. See how what they still do resembles what we used to do. Get back to basics, been if it's boring for the little dears
Now there's a surprise! Computers are tools. You need to know what you're doing WITH a computer. It doesn't do it for you.
Look at basic numeracy, literacy and language skills. Once mastered, get computers in to speed things up.
Look at the education systems in the successful economies of the world. See how what they still do resembles what we used to do. Get back to basics, been if it's boring for the little dears
Posted by: tom, europe on 6:29am Fri 16 Mar 07
Douglas Fraser's article earlier this week on Finland referred to computer literacy as being one of the factors in that nation's success. Finnish schools, from primary up, are supplied with good equipment but, more crucially, teacher-experts and technicians in order to get the best out of the technology. Of the £150 million spent in Scotland, if upwards of £80 million was not spent on training, then there will be schools with the hardware but without the know-how.
Douglas Fraser's article earlier this week on Finland referred to computer literacy as being one of the factors in that nation's success. Finnish schools, from primary up, are supplied with good equipment but, more crucially, teacher-experts and technicians in order to get the best out of the technology. Of the £150 million spent in Scotland, if upwards of £80 million was not spent on training, then there will be schools with the hardware but without the know-how.
Posted by: Mike Paterson, Canada on 12:12pm Fri 16 Mar 07
Computers do nothing to develop critical thinking or literacy skills. Computing skills (usually learned at home anyway nowadays) are taught only to produce corporate can-fodder for employerrs like the 'Pru'. Education should be in the hands of educators; and employers should be undertaking the responsibility for job training: they are intellectually very different things.
Computers do nothing to develop critical thinking or literacy skills. Computing skills (usually learned at home anyway nowadays) are taught only to produce corporate can-fodder for employerrs like the 'Pru'. Education should be in the hands of educators; and employers should be undertaking the responsibility for job training: they are intellectually very different things.
Posted by: john montgomery, anstruther on 12:38pm Fri 16 Mar 07
My wife tells of when she was carrying out teaching at Glasgow Uni, students produced answers to some maths questions which were way out. If the calculator said the answer to 3+3 was 7 then it must be correct.
Problem was. It was obvious they had entered the wrong input but they were robots hooked to the machine by now.
My wife tells of when she was carrying out teaching at Glasgow Uni, students produced answers to some maths questions which were way out. If the calculator said the answer to 3+3 was 7 then it must be correct.
Problem was. It was obvious they had entered the wrong input but they were robots hooked to the machine by now.
Posted by: Donna, USA on 12:46pm Fri 16 Mar 07
I agree completely with the comments made by Mike Patterson:
"Computers do nothing to develop critical thinking or literacy skills." My high school students play on computers at home all the time. What they need is more time with good literature, but at my school and in the state of Texas, value is placed on lessons that involve computers even if not appropriate.
I agree completely with the comments made by Mike Patterson:
"Computers do nothing to develop critical thinking or literacy skills." My high school students play on computers at home all the time. What they need is more time with good literature, but at my school and in the state of Texas, value is placed on lessons that involve computers even if not appropriate.
Posted by: Greg, Glasgow on 12:53pm Fri 16 Mar 07
Computers are indeed tools, not solutions nor a replacement for a proper teaching curriculum. As IT support within academia I all to often see courses reduced to what the IT may provide. The moment the systems go down, the ability to transfer to a common, non-technical teaching method is lost. Like calculators, ICT may assist but is no replacement for basic research, learning and educational tools all students must have before searching wikipedia for an answer.
Computers are indeed tools, not solutions nor a replacement for a proper teaching curriculum. As IT support within academia I all to often see courses reduced to what the IT may provide. The moment the systems go down, the ability to transfer to a common, non-technical teaching method is lost. Like calculators, ICT may assist but is no replacement for basic research, learning and educational tools all students must have before searching wikipedia for an answer.
Posted by: Guga, Rockall on 1:37pm Fri 16 Mar 07
Computers are tools, plain and simple. They are not a panacea, or a quick fix. Access to the Internet is like access to an, at times, "dodgy" reference library. Again, it is not a panacea. There is no substitute for good teaching, and good books; just as there is no substitute for the three R's
Computers are tools, plain and simple. They are not a panacea, or a quick fix. Access to the Internet is like access to an, at times, "dodgy" reference library. Again, it is not a panacea. There is no substitute for good teaching, and good books; just as there is no substitute for the three R's
Posted by: Neil, Edinburgh on 1:49pm Fri 16 Mar 07
I work in IT in the private sector. My partner is a teacher of primary school kids and regularly brings home the worst horror stories of how IT is being delivered in schools. The complete lack of proper support and time to actually learn about the subject to allow you to teach. On a number of occassions I have listened in disbelief to the sheer incompetence that in a private business would get you shown the door pronto and you'd never work in IT again.
There seems to be no actual thought given to teaching the teachers how to deliver good information technology to kids. The impression is that you can just muddle through. So called IT for education departments should get it into their heads that they are there to actually provide a service to the teachers and the kids, Not to make the subject such a pointless frustrating exercise that it actually is. Make it fun for kids to learn and show them what you really can do and you might actually spark some creativity and some desire in them.
I work in IT in the private sector. My partner is a teacher of primary school kids and regularly brings home the worst horror stories of how IT is being delivered in schools. The complete lack of proper support and time to actually learn about the subject to allow you to teach. On a number of occassions I have listened in disbelief to the sheer incompetence that in a private business would get you shown the door pronto and you'd never work in IT again.
There seems to be no actual thought given to teaching the teachers how to deliver good information technology to kids. The impression is that you can just muddle through. So called IT for education departments should get it into their heads that they are there to actually provide a service to the teachers and the kids, Not to make the subject such a pointless frustrating exercise that it actually is. Make it fun for kids to learn and show them what you really can do and you might actually spark some creativity and some desire in them.
Posted by: Ex-teacher on 2:51pm Fri 16 Mar 07
The Education Authorities waste the money on technology. They buy the wrong computers, Apples rather than PCs, charge the schools far too much for them and the backup services. Get rid of the myriad of Heads and /or Directors of Education, save millions on wasted salaries and give the power to the schools and this will wipe millions off the wasted costs. The Local Authorities are creaming off millions. Consider too that not one computing teaching position was advertised anywhere in Scotland in the last teaching year no wonder the wrong technology investment bears no fruit in a teaching environment.
The Education Authorities waste the money on technology. They buy the wrong computers, Apples rather than PCs, charge the schools far too much for them and the backup services. Get rid of the myriad of Heads and /or Directors of Education, save millions on wasted salaries and give the power to the schools and this will wipe millions off the wasted costs. The Local Authorities are creaming off millions. Consider too that not one computing teaching position was advertised anywhere in Scotland in the last teaching year no wonder the wrong technology investment bears no fruit in a teaching environment.
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