Education policy and the rationale for technology development in schools: political drivers - Teaching with Technologies: The Essential Guide - page 34

Table 2.1 (Continued)

Date Report

2002 DfES/BECTA ImpaCT2 - The impact of icT on pupil learning and attainment

(dfEs/0696).
impacT2 - learning at home and school: case studies (dfEs/0741).
impacT2 - pupils' and Teachers' perceptions of icT in Education (dfEs/0742).

2003 DfES 'fulfilling the potential: Transforming Teaching and learning through icT in schools'.

2004 PRESTON 'The full Evaluation of the English nof icT Teacher Training programme

(1999-2003)' (mirandanet).

2004 OFSTED 'icT in schools: The impact of government initiatives five years on'

(hmi 2050).

2005 OFSTED 'Embedding icT in schools - a dual evaluation exercise. december 2005' (hmi

2391).

2005 DfES/BECTA E-STRATEGY 'harnessing Technology: Transforming learning and

children's services'.

2005 BECTA 'The Becta review 2005: Evidence on the progress of icT in Education'.

2006 SOMEKh AND UNDERwOOD 'Evaluation of the icT Test Bed project' nottingham

Trent University.

2008 DCSF 'personalized learning: a practical guide'.

2008 BECTA 'harnessing Technology: next generation learning'.

2009 BECTA 'Enabling next generation learning: Enhancing learning Through

Technology'.

2009 BECTA 'harnessing Technology for next generation learning: children, schools and

families implementation plan 2009 to 2012'.

2009 BECTA 'impact of Technology on learning and Educational outcomes'.

2010 BECTA 'The impact of Technology: value added classroom practice. final report'.

• inequablequalityoftechnologytrainingfromNOFand
• thelimitedimpactonpedagogy(Younie2006).

First, the national strategy was ambitious and it was implemented at a time when
there were not the necessary multi-agency procedures in place for managing such a
nebulous and complex initiative across 'multiple ecologies' at macro, meso and micro
levels.
Policy-makers in England working on NOF had not realized that policy-makers
in another part of government had dismantled systems at the meso level, which
provided the regional subject expert network that NOF relied upon for delivering
training (Leask 2002).
In England there are longstanding tensions between the macro and meso levels
(Goddard and Leask 1992) with central government having an uneasy relationship
with local authorities together with a long history of central government devolving