Case Study...

ECDL

To increase the ICT skills and confidence of teachers, classroom support and school administration staff across the borough.
To provide teaching materials relevant to school staff.
To help participants achieve an internationally recognised ICT qualification.
To provide tuition at convenient times for school staff to attend.
To provide support and encouragement for participants starting with only basic ICT skills.

Not completed yet, sorry!!

The ECDL modules were offered in 5 week blocks to offer the more advanced students the opportunity of completing the course in 1 year.
Modules were staggered on 3 evenings per week in 2002 – 3 to allow for regular out of hours activities that couldn’t be altered so as many staff as possible could attend, and continued on 1 evening per week in 2003 -4.
One evening per week was set aside as a “drop-in” session for participants to catch up, revise or practice for the module tests.
The course ran for 3 years so that teachers with heavy out of hours commitments, or starting with only basic ICT skills would have a better chance of achieving the qualification.
After the 1 st year of the course beginners ICT classes were provided to help prepare staff for ECDL.

Number achieved ECDL in 2002 – 19, 2003 – 21, 2004 - 11
In course evaluations participants wrote:
that their ability and confidence in the use of ICT had improved greatly (even if they didn’t complete the course).
they use ICT more, and for more tasks.
they now run out-of-hours computer clubs.
Some participants decided not to take tests but benefited by attending and studying the modules.
Some participants keen to progress and learn more advanced skills.
Change structure of the course to incorporate more support for school staff.

5 week modules are too short for many of those who didn’t complete the qualification.
5 week modules too short to allow teaching or materials to be aimed at school staff specifically. Modules now scheduled into 10 week blocks.
Even with more teaching time participants still need access to a computer to use their skills at other times.
Changes to the syllabus or operating system require extensive preparation of teaching materials.
Assessment necessary before enrolling beginners to avoid high drop out rate.
A foundation level required to prepare many beginners for demands of ECDL.
Most participants found modules covering Word, PowerPoint and the Internet and e-mail most useful.
Most staff did not have access to computers to practice and consolidate new skills.
Evaluations showed that course structure should change.
Many staff have other commitments such as parents evenings that take precedence over attending the course.