BaselineSurveyData


 * **Executive Summary: 10 - Not Quite Feilding Cluster - Bunnythorpe School** ||
 * There were 28 Surveys completed by teachers from this Cluster. ||
 * The great majority of teachers in both schools have laptops. 1 person doesn’t have a laptop. Most have had their laptop for two years or more, though there is a group of 4 (mostly at Newbury School) who have had laptops for less than 6 months. ||
 * Half of the teachers indicated having broadband access to the internet outside school, while 11 teachers have dial up access. 3 teachers don’t have internet access outside school . ||
 * Most (more than a half) of the teachers have had some PD in ICTs, proportionally more from Newbury School. 12/28 teachers said they have had no PD in ICTs the past two years. ||
 * The majority of teachers have not attended an ICT-focused conference in the last 2 years proportionally more of these coming from Newbury School. There is a solid core of teachers at each school who have attended such conferences. ||
 * More than a half of teachers wanted to work with staff from their own school, but most of the rest did not mind either way. 4 teachers preferred to work with their own dep./synd, most of the rest did not mind. ||
 * Teachers preferred after school times, and to a lesser extent than in school holidays for their PD. Weekends was the least prefered option. ||
 * 18 respondents indicated that they do not participate in any professional online communities. There is a solid core of 1-2 staff in each school who are occasional or regular participants. ||
 * 18/28 respondents were prepared to make ICT their major PD focus this year. 9/28 people stated it was a secondary focus of their PD for the year. 1 teacher stated that ICTs were a low priority for PD this year. For teacher comments on this please refer to the Qualitative worksheet. ||
 * Teachers expressed a variety of goals for their ICTPD programme. These goals included improved/developed/increased skills (software/hardware); Increased confidence about ICTs, ideas foreffective integration of ICT into classroom programmes, and linking ICT use to curriculum goals and learning objectives These are listed for each teacher on the Q7 Goals worksheet. ||
 * The PD activities that had most general appeal were: release time,workplace visits, Lead Teachers, technology mentors/coaches, Financial Support to Attend Conference, retreats/intensive practicums, and on the spot support. Listservs/online discussion modes appealed least. ||
 * A solid majority of teachers had a positive view of the potential of ICTs to support curriculum delivery and felt the investment was justified. ||
 * Teachers generally felt more confident in relation to personal use of ICTs than about classroom use of ICTs. 8 teachers (proportionally more from Newbury School and Colyton School ) were either not confident or anxious about using ICTs with classes. ||
 * Access to equipment, technical support, the need for ongoing PD, lack of ideas on how to use ICTs with classes and making the links between ICTs and quality teaching and learning, Tech reliability/equip breakdown, Lack of time and Keeping up to date with required skills and knowledge on ICT were all of concern or signficant concern for the majority of teachers in the cluster. Comments on these concerns are listed in the Qualitative Ques worksheet. ||
 * Teachers indicated that they use ICTs for finding or producing resources for lessons less often than for genral school admin. 19/28 teachers indicated that they 'often' or 'always' use ICTs for administration purposes. ||
 * Overall, most teachers rated of their ICT competencies as moderate or better in basic computer operation, file management, word processing, telecommunications, graphics,presentation/multimedia and the internet. Databases and spreadsheets were the ICTs that many teachers indicated they had lesser skills in. ||
 * The majority of teachers have at least one or two units of work containing ICT-based activities. 5 teachers incorporate ICTs into several units, and 5 teachers into most or all units. About 7 teachers do not currently incorporate ICTs into any of the units of work with students. ||
 * More teachers use ICTs for information processing (eg: WWW), technical skill development, and text/picture presentations (WP) than for other curriculum purposes. There is not a lot of variety in the purposes for which students use ICTs, or in the range of ICTs that students use. ||
 * The whole analysis is here [[file:NQ Fielding bl analysis 08 L.xls]] ||
 * Teachers expressed a variety of goals for their ICTPD programme. These goals included improved/developed/increased skills (software/hardware); Increased confidence about ICTs, ideas foreffective integration of ICT into classroom programmes, and linking ICT use to curriculum goals and learning objectives These are listed for each teacher on the Q7 Goals worksheet. ||
 * The PD activities that had most general appeal were: release time,workplace visits, Lead Teachers, technology mentors/coaches, Financial Support to Attend Conference, retreats/intensive practicums, and on the spot support. Listservs/online discussion modes appealed least. ||
 * A solid majority of teachers had a positive view of the potential of ICTs to support curriculum delivery and felt the investment was justified. ||
 * Teachers generally felt more confident in relation to personal use of ICTs than about classroom use of ICTs. 8 teachers (proportionally more from Newbury School and Colyton School ) were either not confident or anxious about using ICTs with classes. ||
 * Access to equipment, technical support, the need for ongoing PD, lack of ideas on how to use ICTs with classes and making the links between ICTs and quality teaching and learning, Tech reliability/equip breakdown, Lack of time and Keeping up to date with required skills and knowledge on ICT were all of concern or signficant concern for the majority of teachers in the cluster. Comments on these concerns are listed in the Qualitative Ques worksheet. ||
 * Teachers indicated that they use ICTs for finding or producing resources for lessons less often than for genral school admin. 19/28 teachers indicated that they 'often' or 'always' use ICTs for administration purposes. ||
 * Overall, most teachers rated of their ICT competencies as moderate or better in basic computer operation, file management, word processing, telecommunications, graphics,presentation/multimedia and the internet. Databases and spreadsheets were the ICTs that many teachers indicated they had lesser skills in. ||
 * The majority of teachers have at least one or two units of work containing ICT-based activities. 5 teachers incorporate ICTs into several units, and 5 teachers into most or all units. About 7 teachers do not currently incorporate ICTs into any of the units of work with students. ||
 * More teachers use ICTs for information processing (eg: WWW), technical skill development, and text/picture presentations (WP) than for other curriculum purposes. There is not a lot of variety in the purposes for which students use ICTs, or in the range of ICTs that students use. ||
 * The whole analysis is here [[file:NQ Fielding bl analysis 08 L.xls]] ||
 * Teachers indicated that they use ICTs for finding or producing resources for lessons less often than for genral school admin. 19/28 teachers indicated that they 'often' or 'always' use ICTs for administration purposes. ||
 * Overall, most teachers rated of their ICT competencies as moderate or better in basic computer operation, file management, word processing, telecommunications, graphics,presentation/multimedia and the internet. Databases and spreadsheets were the ICTs that many teachers indicated they had lesser skills in. ||
 * The majority of teachers have at least one or two units of work containing ICT-based activities. 5 teachers incorporate ICTs into several units, and 5 teachers into most or all units. About 7 teachers do not currently incorporate ICTs into any of the units of work with students. ||
 * More teachers use ICTs for information processing (eg: WWW), technical skill development, and text/picture presentations (WP) than for other curriculum purposes. There is not a lot of variety in the purposes for which students use ICTs, or in the range of ICTs that students use. ||
 * The whole analysis is here [[file:NQ Fielding bl analysis 08 L.xls]] ||
 * More teachers use ICTs for information processing (eg: WWW), technical skill development, and text/picture presentations (WP) than for other curriculum purposes. There is not a lot of variety in the purposes for which students use ICTs, or in the range of ICTs that students use. ||
 * The whole analysis is here [[file:NQ Fielding bl analysis 08 L.xls]] ||
 * The whole analysis is here [[file:NQ Fielding bl analysis 08 L.xls]] ||
 * The whole analysis is here [[file:NQ Fielding bl analysis 08 L.xls]] ||