探索数字成熟度在学校研究报告-144页_1mb

Summary of the Education Technology: Exploring Digital Maturity in Schools Report

Core Content

This report presents the findings of an exploratory research project conducted by CooperGibson Research (CGR) on behalf of the Department for Education (DfE) to assess the current state of education technology (EdTech) use in schools across England. The study was based on the Education Technology Survey 2020-21, which collected data from over 1000 primary and secondary schools, with responses from headteachers, teachers, and technical leads.

The primary objective of the research was to develop a digital maturity metric using three key pillars: Technology, Capability, and Strategy. This metric was then used to explore the relationship between digital maturity and pupil attainment, and to understand the experiences of schools in terms of their use and adoption of EdTech.

Main Findings

Digital Maturity Tiers

• 9% of schools were classified as high in digital maturity.
• 31% were categorized as low in digital maturity.
• The remaining 60% were in the medium tier.

School Characteristics

• Low digitally mature schools were more likely to be in rural areas, primary phase, local authority-maintained schools, or have a 'good' Ofsted rating.
• High digitally mature schools were more likely to be in urban areas or secondary academies.

Pillar Progress

• Schools made more progress in Technology and Capability than in Strategy.
• The mean scores for the Technology and Capability pillars were 0.58 and 0.62, respectively, while the Strategy pillar had a mean score of 0.27.

Qualitative Insights

• Digitally mature schools were more likely to have a formal technology strategy focused on improving pupil outcomes.
• Leadership support and staff buy-in were identified as key enablers for digital maturity.
• Training and support were provided through various methods such as INSET days, drop-ins, and CPD sessions.
• Low digitally mature schools faced challenges such as budget constraints, staff confidence, and infrastructure limitations.

Key Viewpoints

• Digital maturity is a multi-dimensional concept involving three pillars: Technology, Capability, and Strategy.
• The digital maturity metric was developed using survey data and is based on a scoring system that assigns values between 0 and 1 to responses.
• Statistical analysis showed some correlations between digital maturity and pupil attainment, but the relationships were generally small and not statistically significant in most cases.
• Technology pillar had the lowest correlation with KS2 attainment, possibly due to confounding variables such as school demographics.
• No significant correlation was found between digital maturity and KS4 attainment measures, likely due to the small sample size of secondary schools.

Key Information

Pillars and Indicators

• Technology: Includes connectivity, infrastructure, cloud readiness, hardware, and software.
• Capability: Encompasses staff training, technology suitability, staff confidence, and access to ICT expertise.
• Strategy: Involves strategic planning, investment in technology, and change management.

Methodological Considerations

• The metric was developed post-survey, which may affect the accuracy and completeness of the data.
• Subjectivity was inherent in the selection of indicators and scoring system.
• Equal weighting was applied to all questions and pillars, which may not reflect real-world complexities.
• Self-selection bias may affect the interpretation of results, as more digitally mature schools were more likely to participate.

Limitations

• The survey data were not specifically designed to measure digital maturity.
• Attainment data were collected at a different time point, potentially affecting the correlation analysis.
• Methodological limitations suggest the need for further research to develop a more robust and reliable digital maturity metric.

Conclusion

The report concludes that while 9% of schools are classified as digitally mature, there is still significant room for improvement in the use of technology across the education sector. The digital maturity metric serves as a useful tool for assessing progress, but methodological limitations must be acknowledged. Further research is recommended to ensure the metric is both valid and reliable, and to better understand the impact of digital maturity on pupil attainment.

The findings highlight the importance of leadership, staff training, and infrastructure in achieving digital maturity, and the challenges faced by schools with limited resources. The qualitative interviews provided deeper insights into the barriers and enablers of EdTech adoption, emphasizing the need for targeted support and strategic planning in schools.