A study of the organisation, implementation, planning and evaluation of ICT in primary classrooms for subject teaching

Reg Eyre was awarded the Bill Tagg Bursary in 2001/02. In his research, he posed the questions:
How does teachers' planning, organisation, implementation and evaluation of ICT differ for different resource situations?
Does the emphasis change from using ICT to teach subjects to ICT capability when the ICT resource is greater?

Bridget Patel was awarded the Bill Tagg Bursary in 2004/05.
This case study focuses on the learner's experience of school-based educational multimedia in the context of their literacy development in an increasingly mulitmodal (the use of multiple modes of communication) world of communication. It explores the uses of Information and Communication Technologies (ICT) with which Year 2 children participate in a 'typical' school day, during English and ICT lessons; and furthermore how children's perceptions of ICT are rendered in their on and off-screen work. Literacy (in the traditional and 'techno' senses), creativity and multimodality are key concepts. At a time when communication is shifting to the degree that warrants a revisiting of the English curriculum and the drawing up of policy guidance on digital content quality the relevance of rich, deeply detailed pupil data and pupil consultation is greatly significant.

John Wasteney was awarded the BIll Tagg Bursary in 2004/05.
The focus for John's research was the investigation of 'Voting systems' in Key stage 2 and Key stage 3 as a means raising achievement across the curriculum. This focus was derived from anecdotal evidence, gained from a variety of disparate sources, as to the effectiveness of this technology to engage and increase motivation of students of all abilities. John believes that most schools will use this resource creatively to support assessment for learning strategies.

Jane Finch was awarded the Bill Tagg Bursary in 2001/2002.

The intention of this report is to outline the various influences on this process and to relate these to the effect on the development of ICT Capability of a targeted group of pupils.

Shelagh Mackenzie graduated from the Herts. MEd. in Teaching and Learning in 2006. Her project, which was supported and extended by the granting of a Bill Tagg bursary, was carried out in collaboration with two Hertfordshire schools, one senior and one primary. In this report, she provides an account of her research, which explored the use of control ICT with Year 5 pupils to develop problem-solving capability.

The project was very successful in so far as the status and awareness of ICT in the Foundation Stage both in schools in the area and centrally was raised. The training sessions gave teachers the confidence to use the boards and they were provided with a wealth of resources that supported learning and teaching. On the whole teachers were delighted to have equipment that was so visual and exciting as they could see how the technology might enhance the learning environment. Teachers were inspired to use the boards not just as a teaching tool but also to introduce the equipment to children as one of the areas or zones of learning in the classroom. Teachers practising continuous provision were encouraged to set up activities on the interactive whiteboard that could be accessed by pupils individually or in small groups by choice.

One of the most significant outcomes focussed on the pupils' organisation of themselves when using the boards. Teachers were reporting that pupils were devising their own turn taking systems and were working collaboratively in small groups in ways that had not been seen before. They were tutoring each other and motor skills were developed. Increased teacher and pupil confidence, competence and motivation were also reported.