Information Technology Reference
In-Depth Information
the 'Micros for Schools' scheme from Kenneth Baker in 1981, which introduced
computers into schools and the TVEI initiative in 1984. During the 1980s this first
policy phase gave way to a more prescriptive phase following the 1988 Education
Reform Act. This made mandatory, for the first time in the UK, a national curricu-
lum. While this heralded a move to the inclusion of 'ICT' in the curriculum; it was
not until September 2000 that ICT was awarded core subject status (Curriculum
2000). However, following the national curriculum review in 2011 conducted under
the coalition government which was elected in 2010, technology has been down-
graded to a lower status and now forms only part of the 'basic' curriculum.
Introducing computers into schools: early policy phase 1980s
Technology has been a component of government policy for schools since 1980 (Abbott
2001; Dawes 2001), and Somekh (2000) traces Blair's commitment back to Kenneth
Baker and Lord Young in the mid-1980s. In the early phase, however, teachers were
encouraged to use computers when their reliability was far from stable and there was
an absence of the appropriate software and training. Consequently, in order to guide
teachers, policy-makers set up a supporting agency, the 'Microcomputer Electronic Pro-
gramme' (MEP) in 1980. This was the first nationally financed programme for develop-
ing computers in schools. With funding of £2.5 million over four years, MEP had three
foci; curriculum development, software development and training of teachers.
Hammond et al.'s (2009) research identified the legacy of MEP, in which practi-
tioners recalled how MEP was pivotal in establishing networks of collaborators, who
were catalysts for computer development. MEP was superseded by the 'Micro Elec-
tronics Education Support Unit' (MESU), which was set up with a five-year life span.
Significantly, the DfES (Department for Education and Skills) at this time also devel-
oped the Education Support Grant (ESG), which provided funding for Local Authori-
ties to appoint advisory teachers to support technology use in schools. MESU were
given the role of training the newly appointed advisory staff and their role was crucial
in guiding teachers' classroom practice in the 1980s.
In the early 1980s, during the first phase of policy, there was a government drive
to introduce technology into schools. The government bodies (MEP, then MESU),
which were tasked to support teachers, worked with a vision of networking innova-
tors to develop a pedagogical understanding of computers. While this acknowledged
the need for support, practitioners reflected that this was 'nothing like on the scale
required' (Hammond 2009: 97). Although significant sums were spent on purchasing
computers, comparatively little went on teachers' development and training.
Policy development: 1988 Education Reform Act - a national curriculum
The Education Reform Act of 1988 was the most significant act of parliament since the
Butler Education Act of 1944 that had heralded free state secondary schools in the UK.
The 1988 Act was seminal in launching a national curriculum in which all teachers
were compelled to deliver the same content. A positive outcome was the recognition
of technology as a subject.
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