Improving the use of ICT in the Foundation Stage

Improving the use of ICT in Foundation Stage: Conclusions and Recommendations

Go to the case studies.

The major constraint upon the success of the project ‘Using ICT in EYs’ mentioned by the majority of the LAs was the timescale that they had to work under. Some LAs built upon existing local ICT initiatives and were enabled to extend their projects and produce some detailed case studies (e.g. Wolverhampton / Northants), whereas others started from scratch and their case studies depict the early stages of setting up a project (e.g. Ealing). The short timescale also impacted upon the amount of evidence that many LAs managed to obtain regarding children’s skills, understanding and use of ICT in their play. Many LAs however still managed to complete the ECERS ICT (Early Childhood Environment Rating Scale) prior to commencement and at the end of a short period of time, and demonstrated a significant impact upon children’s use of ICT. A few LAs managed to demonstrate some impact on children’s achievements as evidenced through the FSP scores. Most LAs managed to complete some form of practitioner questionnaire or self-evaluation schedule demonstrating a significant rise in practitioners’ competence and confidence in using ICT as part of their on-going observational assessment practices.

Recommendation:
Any future ICT initiative must take into account an appropriate timescale for the introduction, execution and completion of a project, particularly if impact on children’s achievement against the FSP scores at the end of the reception year is an aim.

Where ICT and EYs colleagues within LAs worked closely together, the impact of the project on practitioners’ observational assessment practices was significant. Where ICT colleagues worked in isolation, the emphasis given to ICT use was higher, but the impact on the developing EYs pedagogy was not as strong. Conversely, where EYs colleagues worked in isolation, the EYs pedagogy moved forward, but the use of ICT was less pronounced.

Recommendation:
Any future ICT initiative in the EYS needs to include specialists from both EYs and ICT fields for greatest impact.

In a number of the LA case studies, it is clear that practitioners do not always understand what constitutes good EYs pedagogy in relation to observational assessment practices, and associated documentation of learning. In some instances the practitioners used the ICT to capture evidence of children’s performance mainly for the completion of individual FSP criteria. The concept of observing learning holistically, documenting the process of learning in order to plan next steps for children, based upon children’s own questions and interests has been captured by a number of case studies.

Recommendation:
Continued work by LAs in their CPD programmes is required to support practitioners in acquiring observational assessment skills and practices to support planning next steps for children in their learning. Many LAs already use extensively the QCA training packages to support training in observational assessment practices – e.g. ’Seeing Steps tin Children’s Learning’ and ‘Continuing the Learning Journey’.

A significant issue for a number of LAs concerned the manageability of using ICT to support observational assessment practices. However, once practitioners had acquired the necessary ICT knowledge and skills, then the use of ICT was seen as valuable in supporting children’s learning and for encouraging the sharing with parents and even their involvement in documentation. A number of comments were made about the time to document, edit and compile children’s files, but practitioners felt it was more about using time differently rather than requiring more time.

Recommendation:
Observational assessment practices need to be seen by Head Teachers and Senior Managers as a crucial and integral part of EYs pedagogy, and this needs to be reflected in the adult:child ratios for the age phase (Birth to 5).

A number of LAs commented upon how valued the private, voluntary and independent sector felt to be included in the project. This dimension to the project provided evidence of the importance for children’s continuity of learning across the sector as they move from one provider to another.

Recommendation:
Any future ICT initiative in the EYS, needs to be inclusive of all providers across the sector (Birth to 5) to facilitate continuity of practice and learning for children.

A significant concern for many LAs related to the ICT issues. For example, the quality of the sound and visual results in some of the digital camcorders; ICT equipment not functioning properly and the need for technical back-up; lack of access to computers in the PVI sector; lack of internet access for parents; etc.. A number of LAs commented with a note of surprise at how responsible and careful children were in handling ICT equipment, and the speed with which they mastered their operation. Time and again the impact on children’s motivation, independence and confidence was mentioned, and the impact on speaking, communicating and negotiating was significant. This demonstrates the importance of ICT being embedded within the continuous curriculum of the learning environment, rather than being withdrawn into a discrete session in an ICT laboratory.

Recommendation:
Those responsible for recommending or purchasing ICT equipment need to consider the quality required and ensure that appropriate technical support is available. This ICT equipment needs to be readily accessible and available within the on-going continuous provision of the EYs learning environment. Any e-portfolios or documentation needs to be available not only electronically but also in hard copy to ensure all parents / carers have access.

Practices that emerged – recommendations:

Digital Cameras (still / video clips / sound bites) – these are a vital resource for all settings for supporting documentation of learning – e.g. Durham; Barnet;
PowerPoint frameworks – these provide ready and easy access for practitioners and children to store and access files – e.g., Redcar and Cleveland; Barnet.
PDAs (Personal Digital Assistants - Palm Held Technology) – these are easy to use by children and parents / carers to contribute to e-portfolios. They can be placed in activity areas as part of the continuous provision for children to use – e.g. Wolverhampton.
VLEs (Virtual Learning Environments) and e-mail – these aspects of ICT provide easy forms of communication for parents / carers with internet access – e.g. NE Lincs; Redcar and Cleveland.
Video Conferencing – a useful strategy to support networking between EYs providers and dissemination of good practice – e.g. Westminster.