3. Using ICT in learning and teaching: secondary schools

Focused inspections

3.1 This section outlines examples of good practice in the 22 secondary departments that HMI visited to focus on the use of ICT. Not all departments had developed good practice to the same extent, or in the same way. In some subjects, the breadth of application of ICT was relatively narrow. It was not possible to be exact about the extent to which the use of ICT was directly responsible for pupils' attainment in particular subjects but HMI found that, when used well, it was making a key contribution.

Learning videos
English	Video clip
This video clip provides an overview of the ways in which ICT can benefit the learning and teaching of secondary level english.	QuickTime movie: using ICT to enhance the learning and teaching of secondary level english
3.2 In English, pupils' attainment in aspects of reading and writing was promoted by their independent use of ICT. Some S1/S2 pupils made effective use of an integrated learning system to develop skills in specific aspects of reading for information, and reading to reflect on the writer's ideas and craft. From S3 to S6, many pupils made very effective use of ICT to support the drafting and redrafting of pieces of extended writing.	QuickTime movie: ICT and basic English skills
3.3 Some teachers used ICT very well to enable pupils to work independently on extension or consolidation tasks while they themselves worked directly with the rest of the class. Teachers explained ICT tasks and techniques clearly so that pupils could work without direct supervision. The pace of work was increased significantly where pupils used ICT effectively to edit their writing, often increasing the overall output and quality of written work. Sometimes, however, they were hampered by a lack of basic keyboard skills.	QuickTime movie: ICT and independent learning
3.4 Pupils' individual needs were generally well met where the use of ICT had been thoughtfully planned. In some cases, ICT had been introduced specifically to improve pupils' attainment by addressing their individual needs more directly. In one school, an integrated learning system had been developed to enable pupils to work at their own level and pace while receiving ongoing assessment, feedback and advice from the teacher. The effectiveness of this approach will be further enhanced as links are developed between pupils' work which is based on this system and the rest of their coursework in English.	QuickTime movie: using ICT to improve reading and language

Learning videos
Mathematics	Video clip
This video clip provides an overview of the ways in which ICT can benefit the learning and teaching of secondary level mathematics.	QuickTime movie: using ICT to enhance the learning and teaching of secondary level mathematics
3.5 In mathematics, pupils at different stages gained a very good understanding of the graphs of algebraic and trigonometric equations through the use of graphic calculators. In one school, pupils had made very good progress in learning key mathematical ideas and skills by the effective use of an integrated learning system which matched individual learning programmes to their assessed needs. Pupils' attainment in a number of aspects of mathematics was promoted through this effective use of ICT.	QuickTime movie: using a graphic calculator to teach trigonometry
3.6 Teachers in one school used a graphic calculator linked to an overhead projector and screen to generate an 'electronic blackboard'. They then explained and demonstrated key ideas very effectively to the class. One teacher added a movement sensor that enabled individual pupils to replicate a graph displayed on screen by walking backwards and forwards at different speeds. This facility helped the pupils to explore the relationship between distance and time. Pupils were very well motivated by this practical work.	QuickTime movie: using ICT to provide visual demonstrations of key ideas and phenomena
3.7 Pupils' needs were particularly well met in some aspects of mathematics. In particular, the ease and speed with which display could be changed on the 'electronic blackboard' helped increase the pace at which S2 pupils could be challenged by the teacher. The pace and depth of learning in graphical work at other stages were also enhanced.	QuickTime movie: using an electronic blackboard to teach graphical work

Learning videos
Modern languages	Video clip
This video clip provides an overview of the ways in which ICT can benefit the learning and teaching of secondary level modern languages.	QuickTime movie: using ICT to enhance the learning and teaching of secondary level modern foreign languages
3.8 Pupils' attainment in certain aspects of modern foreign languages was promoted through the effective use of ICT as part of a range of learning and teaching resources. In German, pupils at S1/S2 worked very effectively with computers to practise what they had previously learned, paying careful attention to the correct use of language, particularly in writing. From S3 to S6, pupils used ICT well to research different topics using foreign language sites on the Internet. In one school, pupils consolidated and improved their listening and talking skills in French through a live video conference with a school in Normandy	QuickTime movie: ICT and improved levels of concentration and motivation
3.9 ICT was used to promote effective learning and teaching in a variety of ways. Computer displays of pupils' writing provided a very focused opportunity for the teacher to offer constructive advice to individual pupils on editing. E-mail was used to support homework assignments. Resources based on the computer workstations provided stimulating contexts for teaching at pupils' individual level of understanding. Teachers offered very good advice, both about language and technical ICT matters, to enable pupils to benefit from these varied resources.	QuickTime movie: using e-mail to make contact with German and French speaking pupils
3.10 Pupils' needs were well met in some areas of French and German, particularly where the flexibility of the ICT resources allowed for some self-pacing. This approach provided ample scope for pupils to exercise independence in their learning.

Learning videos
Science	Video clip
This video clip provides an overview of the ways in which ICT can benefit the learning and teaching of secondary level science.	QuickTime movie: using ICT to enhance the learning and teaching of secondary level science
3.11 Pupils' attainment was promoted in several aspects of biology where ICT was used effectively as part of a range of learning and teaching resources. Pupils' knowledge and understanding of key ideas were consolidated and extended through a variety of ICT resources. They accessed a range of information that included assessment materials from CD-ROMs, the Internet and from resources their teachers had prepared. They used these materials to broaden and test how well they understood, and could explain, a number of key scientific ideas.	QuickTime movie: Using ICT to demonstrate key scientific ideas
3.12 Biology and science teachers integrated ICT very effectively into a range of teaching strategies, including some very good interactive teaching involving questioning and discussion. ICT played an important role in helping teachers to demonstrate and reinforce key ideas during lessons, and e-mail was used efficiently to support homework. Pupils worked well on self-study tasks using ICT workstations.	QuickTime movie: Using ICT to engage the class
3.13 A good pace of learning was achieved for many pupils where ICT was used well in lessons. At S5/S6, pupils who could use ICT effectively were very much in control of their own learning, working individually at their own pace with appropriate direction and support from the teacher. They made very good progress overall.	QuickTime movie: ICT allowing pupils to control their pace of learning

Learning videos
History and modern studies	Video clip
This video clip provides an overview of the ways in which ICT can benefit the learning and teaching of secondary level history and modern studies.	QuickTime movie: using ICT to enhance the learning and teaching of secondary level history and modern studies
3.14 In history and modern studies, pupils' skills in researching information were enhanced significantly through access to a range of contexts that had been broadened by ICT. They had a good grasp of how to handle source materials and organise, present and justify their findings. Some pupils made very effective use of ICT to prepare high-quality presentations and reports.	QuickTime movie: using the internet for research
3.15 A very good balance was achieved in some history lessons between class discussion and independent research. In modern studies, teachers' expositions provided very clear contexts and instructions that enabled pupils to use ICT in a focused way to research topics and then report back on their findings. Particularly effective e-mail conferences at S3 to S6 encouraged evaluative interactions among pupils and teachers as views were stated, challenged and defended.	QuickTime movie: pupil using e-mail conferencing
3.16 Most ICT-based tasks in history and modern studies were well matched to pupils' needs. A range of appropriate software in history enabled pupils to proceed at their own pace. In most lessons, pace and challenge were good. At S5/S6 in modern studies, an e-mail conference enabled the teacher to interact individually with each pupil, testing understanding and prompting further thinking at appropriately challenging levels.	QuickTime movie: the benefits of online learning

Learning videos
Business education	Video clip
This video clip provides an overview of the ways in which ICT can benefit the learning and teaching of secondary level business education.	QuickTime movie: using ICT to enhance the learning and teaching of secondary level business education
3.17 In business education from S3 to S6, pupils demonstrated very good skills in using ICT applications for a range of purposes. Some pupils had very good keyboard skills. Pupils could use a wide range of software packages including word processing, databases, spreadsheets and desktop publishing to produce well-presented letters, tables of information, graphs and databases. Many pupils used the Internet effectively to supplement information provided by the teacher.	QuickTime movie: the development of transferable ICT skills
3.18 Lessons began with clear expositions from teachers. Pupils were clear about the role of ICT in the tasks they were given as part of their Standard Grade, Higher Grade and modular courses. Teachers provided good explanations when they interacted with individual pupils throughout the lessons. Whilst many pupils worked skilfully using a range of integrated packages, teachers provided effective help when individuals experienced problems in the use of particular features. Questioning was often skilful. It was used consistently well to check pupils' understanding of the ways in which ICT could be used to solve problems or undertake a wide variety of functions. Pupils were fully engaged in their work and well motivated by the ICT resources they used.	QuickTime movie: teaching ICT skills through task learning
3.19 Teachers provided relevant contexts for pupils to apply their ICT skills. These contexts included: investigating fixed and variable costs of using various Internet service providers; costing and planning journeys; and evaluating the quality of different Internet sites. The regular use of 'timed' tasks ensured that pupils developed the habit of working at a good pace and encouraged them to generate high-quality printed or electronic output within an appropriate timescale. Some pupils were skilled in using ICT-based slideshow packages to present the results of investigations or to communicate information and possible solutions to a variety of business options.	QuickTime movie: using ICT to improve presentation skills

Learning videos
Music	Video clip
This video clip provides an overview of the ways in which ICT can benefit the learning and teaching of secondary level music.	QuickTime movie: using ICT to enhance the learning and teaching of secondary level music
3.20 In music, pupils developed very good skills in using the voice and instruments when supported by computerised backing tracks as they practised their parts. Many pupils' attainment in inventing their own music was consistently higher when they used ICT within the creative process to record their musical sounds and patterns to build well-structured compositions. Overall, many pupils' attainment in the core musical skills of performing and inventing was promoted through well-judged use of ICT.	QuickTime movie: ICT and making music
3.21 A consistently very high standard of teaching was achieved with the support of ICT in appropriate contexts. It was effectively used to enable pupils to work individually, in small groups or as a class on performing, inventing or researching tasks. The pace at which some pupils learned to play or sing new pieces was increased where MIDI files were used to provide musical support during the rehearsal stage, thereby allowing the teacher to circulate amongst the class to offer individualised advice. Pupils' motivation was particularly high where they used ICT to record songs and inventions and publish CDs of their own music.	QuickTime movie: ICT and the production of a school CD
3.22 ICT enabled many pupils to work at appropriate pace and depth in their chosen specialised areas. Various MIDI and audio recording workstations helped pupils to use their best performing skills on instruments or voice to explore sound and create their own pieces of music, capturing and organising their best musical ideas as they went along.	QuickTime movie: pupils working on a MIDI and audio recording workstation

Learning videos
Physical education	Video clip
This video clip provides an overview of the ways in which ICT can benefit the learning and teaching of secondary level physical education.	QuickTime movie: using ICT to enhance the learning and teaching of secondary level physical education
3.23 In physical education at S5/S6, the quality of pupils' investigations and analysis of performance was improved by the independent use of ICT. Pupils' understanding of the effects of exercise on the body was enhanced significantly through the use of ICT to record and display changes in heart rate. Some pupils were able to improve their practical performance in sport and dance after analysing digital video recordings of their own and others' performances. This effective use of ICT contributed to improved attainment for a number of pupils in physical education, particularly at the upper stages.	QuickTime movie: pupil using ICT to analyse the effects of exercise on the body
3.24 Ready access to audio and video resources increased the pace and quality of lessons in dance, gymnastics and games. ICT was used effectively to extend the range of teaching approaches. Teachers used recordings of pupils' performances and those of professional performers to engage pupils' interest. They also used video clips well to stimulate discussion about aspects of technique, strategy and composition. Sometimes, however, the space available for filming restricted the potential of the video to record the complete performance.	QuickTime movie: pupils using a digital camera to make recordings of their PE activities
3.25 A range of ICT resources was used to meet pupils' varied needs and improve the pace of lessons. Video recordings ensured that pupils received immediate feedback on their performance. Word-processing facilities were used to help pupils improve the presentation of their investigations. Opportunities for undertaking independent research were enhanced through access to good quality resources on the Internet, in school libraries or in departmental bases.	QuickTime movie: using the school intranet to present work

General inspections

3.26 There were significant weaknesses in the use of ICT in some subjects in almost all of the 49 secondary schools. During the period covered by the inspections, however, very significant improvements were taking place in the provision and development of ICT in many of the schools. In most cases, these improvements had not yet become firmly embedded in practice.

3.27 The examples of effective practice in the subjects inspected as part of the focused inspections have been described earlier in this chapter. Similar practice was observed in some departments inspected within the general inspection programme but it was not sufficiently widespread across all schools. Significant features of secondary departments' use of ICT to promote learning and teaching were as follows.

In English departments, there were recurrent and significant weaknesses in the provision and/or use of ICT. These shortcomings limited the impact of ICT on learning and teaching to improve pupils' attainment. At times, however, ICT was being used effectively for word processing and to help pupils improve the presentation of their work, drafting and redrafting skills, and research activities. On occasion, the need for staff development in ICT was identified as a major issue.

ICT did not feature prominently in most mathematics, modern foreign languages or physical education departments. There were important weaknesses in the provision and/or use of ICT in almost all of the departments inspected in these subjects, although a few mathematics departments were beginning to make effective use of graphic calculators in teaching the Higher Grade course. While there were a few examples of effective practice, much remained to be done before pupils reaped the benefits of ICT.

While there were some examples of the use of ICT to support pupils' needs or research activities in the sciences, history, and modern studies, there were important weaknesses in the provision or use of ICT resources in most departments in these subjects.

There were significant strengths in the use of ICT in most business education departments and in around half of the music departments inspected. In these departments, the provision and use of ICT resources were often good or very good. Pupils who took the business education courses generally had good opportunities to develop appropriate skills in ICT, and those who took music often used ICT very effectively to develop their musical skills. The need for staff development in the use of ICT was identified as an important issue in a number of music departments.

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