Information and communication technology in schools is improving
but it's inconsistent, with some secondary schools lagging behind,
says schools standards body
Ofsted.
There has been a decline in the number of sixth form students
choosing to take computer studies. This has been particularly
marked in girls, with 45% fewer taking an A-level in the subject in
2007 compared to 2004, as opposed to a drop of 31% in boys.
Ofsted said government investment and better planning in schools
have contributed to improvement in the quality of school ICT
lessons, yet not all pupils are benefiting, according to its
"Importance of ICT:
information and communication technology in primary and secondary
schools 2005/8" report.
The report said schools are now making the subject a high
priority for development. Government investment of nearly £2bn over
the past decade has funded new equipment and staff training, and
schools have improved leadership of the subject.
Christine Gilbert, Her Majesty's Chief Inspector, said,
"Students are enthusiastic about learning ICT, both in school and
at home. Ofsted inspectors saw some great examples of students
using modern technology to communicate and present their
ideas."
The picture was "most positive in primary schools, where
achievement and standards rose as the survey progressed", said the
report. In secondary schools, "students were adept at using ICT to
present their work and communicate ideas, but standards in using
spreadsheets, databases and programming were low".
In both primary and secondary schools many higher-attaining
pupils were insufficiently challenged.
In Key Stage 4, students studying some vocational courses often
spent time demonstrating what they could already do rather than
acquiring new skills. And despite it being a statutory requirement,
one in five secondary schools made insufficient provision for
students who chose not to take an ICT qualification at Key Stage
4.
Assessment was deemed the weakest aspect of ICT teaching and was
inadequate in one school in five. It was rare for schools to
measure pupils' attainment in the subject on joining secondary
school, track their progress, or assess the use of it in other
subjects, so ICT teachers had little idea about how well they
applied their skills elsewhere.
The report recommends that the government should evaluate the
level of challenge posed by some Key Stage 4 qualifications, whilst
also finding ways to encourage more girls to study ICT in the sixth
form.
The report concludes that it is up to school leaders to find
ways of getting ICT into more of their classrooms, to ensure it is
well taught and assessed, to promote higher standards and to get
good value for money from the investments they make.