I have already looked at the data you need in your role as leader of the subject Computing or ICT or similar. What sort of data do you need as e-learning co-ordinator or similar? Here’s what I think. Not every item on the list will be applicable to everyone’s situation, so take the bits that work for you and ignore the rest. I hope you find this list useful.
►How many pupils use the facilities after school or at lunchtime?
►Ditto teachers.
►How frequently are the resources booked (eg laptop trolleys, computer rooms, digital cameras).
►How widely are they used throughout the school?
►What sort of ‘kit’ do the pupils have access to at home?
►What do they do with or on it?
►How do people – pupils, teachers, parents, governors – feel about the technology in the school?
►How often does the equipment break down?
►How easy is it to get technical issues sorted out?
►How long does it take to have a technical issue resolved?
►How welcoming are the resources? (Cameras with no battery charge and keyboards caked in black fingerprints are not known to be inducements to using the equipment.)
I’m sure you can think of others. This sort of data, even though some is subjective, is important because, for instance, if you know why people are not using some of the resources, you can start to do something about it – even if all you can do for the time being is flag it up as an issue with the senior leadership team.
cross-posted at www.ictineducation.org
Terry Freedman is an independent educational ICT consultant with over 35 years of experience in education. He publishes the ICT in Education website and the newsletter “Digital Education."
