BECTA Case Study

PC computers have never been cheaper and so teachers that use Macs often need to provide evidence that Apple technology makes a difference in the classroom. Empirical evidence, however, is very difficult to find. The last major BECTA report that involved Apple was the DV pilot back in 2001. This report supported the use of digital video across the curriculum and iMovie was perceived as a key tool in this development.

The most recent BECTA report to feature Apple technology has been produced by Terry Russell and Linda McGuigan (Liverpool University). The report, published last year, shows how digital creativity can be used to "engage and motivate hard-to-reach learners" in schools supporting students with Behavioural, Emotional and Social Difficulties (BESD).

The lead school in the project was New Rush Hall in Redbridge, led by John D'Abbro, head teacher and Apple Distinguished Educator. The Mac based school was responsible for designing digital creativity activities for ten other partner schools in the project. Each school was provided with 10 Macbooks and Canon digital video and stills cameras.  Student and staff progress was tracked by the researchers from Liverpool University. The process has been documented in video and is available as a DVD from BECTA and accessible on line (see links below).

The outcomes for learners were positive and wide ranging, "unlocking learners’ interests and creative energy in a powerful way".  Learning activities included digital, video, animation, digital imaging and music technology. Some of the key outcomes were as follows:

  • almost universally, pupils wanted to be involved in digital creativity  activities;
  • previously disengaged pupils were proud to present their work to peers, teachers and parents;
  • some otherwise disengaged learners were attracted back into achieving formal educational outcomes. This was the result of taking part in activities that tapped into their personal interests;
  • pupils with difficulties that affect concentration and attention span (for instance Attention Deficit Hyperactivity Disorder - ADHD) showed increased persistence and concentration when engaged with digital creativity activities;
  • headteachers reported increased attendance in classes where pupils were involved in digital creativity activities.

The full report can be downloaded from;
http://partners.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid=14761

In addition, there is a series of engaging on-line videos, featuring students and practitioners, showing how digital creativity projects transformed the behaviour and attitudes of a wide range of learners. This can be found at;
http://schools.becta.org.uk/index.php?section=re&catcode=ss_res_dig_02&rid=14996

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