Section 3

Implementation of the project

Successful change only occurs when teachers believe in the need for it, know where it is going , are committed to it and have some ownership of it.

  (Harrison 1994)

The starting point for my project begins with spending some time discussing and consulting with staff to get a feel of  how individuals are thinking when using  Handling Information in their classrooms. In a collective meeting of staff the discussion was very positive.  There was a general acceptance that use of Handling Information is a weakness in I.C.T. through the school and that action was needed to rectify the problems.  When it was pointed out that nearly all projects seem to be Maths based at the moment and that I felt that Handling Information should be used in other areas as well, I was asked that “Surely Information Handling is all about manipulating numbers and displaying graphs…and that’s maths work” a good point.  I explained that mathematics is the foundation of calculating and manipulating data to produce information, but the data itself is not necessarily maths based.  The data can be collected from a Science investigation or  an investigation in History  or Geography to provide information for the computer software.  The computer software can then manipulate and display information as charts or graphs which can then be interrogated by the children. 

There seems to be a stigma here in that Handling Information is maths work, not true! 

The general feeling here is that most staff do not feel confident enough yet to attempt projects based in other areas apart from data handling in maths, but they felt positive that with more examples and support they would be willing to include other projects in their teaching.

During the discussion the staff accepted that more teaching of I.C.T. skills  involved in Handling Information are needed  with more input given directly to the children. It was also felt that children in Year 6 would benefit the most from giving more input and practical experience in Handling Information to gain the skills required for end of year SATs.

In Key Stage 1 and Early Years it was suggested that tasks involved in sorting and displaying information pictorially would make good practical projects at this level.

Dean (1987) states in her principles regarding management in a primary school that:

Teachers are more likely to be responsive to the advice given of co-ordinators if addressed personally rather than anonymously in a staff meeting.

Therefore, following the collective meeting with staff, I then visited each class over the next week to discuss individually with teachers about concerns and difficulties they were finding when teaching Handling Information.

A questionnaire asking specific questions about Data Handling  was given to staff, (appendix 1) this gave interesting results which I will now discuss.

The questionnaire given to staff was made simple, direct and easy to complete with the  minimum time required by simply placing crosses on sliding scales.

Results of the survey are as follows:

How confident do you feel about using Data Handling in I.T.?

5 Teachers felt they were weak, 1 Teacher reasonably strong

How important do you think I.T. Data handling is in:

Maths?     6 Teachers felt that it is important

Other Subjects?    6 Teachers felt that it is important

Do you use I.T. Data Handling in:

Maths?    3 Teachers used it little,  3 Teachers used it often.

Science?  5 Teachers never use it,  1 Teacher uses it often.

History?  5 Teachers never use it,  1 Teacher uses it occasionally.

Geography  5 Teachers never use it, 1 Teacher uses it occasionally.

Are you aware of the Data Handling software on your computer for your year?

4 Teachers chose “yes”,  2 Teacher chose “no”

How confident do you feel about using the data handling software?

4 Teachers felt that they were weak, 2 Teachers felt reasonably strong.

Conclusions

Confidence in Information Handling overall is generally weak throughout the school.

Data Handling is seen as important in other curriculum subjects as well as in Mathematics.

Although Data Handling is seen as important, it is not being used sufficiently to enhance other curriculum subjects, Science, History and Geography.

Most staff seem to be aware of software available for their year group, but are not confident enough to use the software to it’s full potential.

The evidence collected from staff and previous evidence collected from classes which highlighted a concern for investigation, now gives me a clear starting point on which to work. 

My next step in development of Handling Information turns to the children to assess their present capability and to sound out their reactions to new ideas.

During the project, two days were assigned to school based work.  This has given me the opportunities to work directly with groups of children of differing age groups on projects involving Handling Information.  These projects and planned tasks form case studies on which to present findings.

The two school based days are split as follows:

Day 1
To assess children’s knowledge, understanding and capability of Handling Information in different contexts and observe their skills in using I.C.T.

Day 2
To introduce interesting projects to the children which focuses on using Handling Information in I.C.T. as a tool to enhance teaching and learning.

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