This paper describes an investigation into the processes and effects of using electronic data-logging in practical science. A pilot study of classical laboratory work in schools was compared with similar tasks performed with data-logging systems. A more detailed exploration of pupils' performance was then conducted through an extensive series of observations in a range of secondary schools. The results reinforce previous indications of the potential benefits of data-logging, but such benefits must be viewed in the curriculum context of the type of measurement activity and the pedagogical context of teaching and learning objectives. The paper concludes with a discussion of the latter issues.
Very little empirical large-scale research has been carried out on the use of IT in the management and administration of schools despite of the fact that schools all over the world have adopted such IT based systems. The move in many countries towards autonomous school management will further require the use of these systems. Sophisticated computerised school information systems (SISs) will have to provide school-based information relevant to the development of policies in areas where schools used merely to follow governmental guidelines. If such systems are to be designed and used to full effect, knowledge is urgently needed on the implementation, use and effects of established computerised SISs. The large-scale research project in England, reported here, goes some way towards filling this gap in our knowledge.
Evaluation of the implementation, use and effects of a computerised management information system in English secondary schools
In the second of two papers which consider aspects of the Local Management of Schools, P. Wild and S.J. Richardson of the University of Loughborough and J. E. Scivier of Nottingham Polytechnic comment that whilst many LEAs have implemented new information technology systems to support LMS much less attention has been given to establishing techniques for evaluating the success of these systems. Working from a human factors perspective they report on a study which aims to apply and refine a set of 'tools' developed by the Human Sciences and Advanced Technology Research Institute (HUSAT) at the University of Loughborough as a means of identifying harriers and promoters to systems acceptance. The study focuses on direct users in secondary schools within an LEA and its findings suggest that the 'tools' can elicit useful infor~~tation 1-ullich can be fed into the LEA's IT strrttegy thus reducing the 'risk of Ï1nplenzentationproblelns which l1zay lead to system rejection.Background ne of the consequences of the Education Reform Act 1988 has been to I increase the delegated responsibility of I schools for financial and overall management I of their establishments. The new Act has placed I a legal requirement on schools to make available additional information to parents, governors and LEAs. As a result it can be anticipated that the type and nature of the information which schools needed to hold and the flow of that information would alter (Figures 1 and 2), information flowing primarily between bodies in order to monitor performance and within schools to support administration and management decisions. Coopers and Lybrand (1988), in a report commissioned by the government, recommended that the introduction of LMS should be supported by computerised systems. In July 1988 the government made available £325 million over three years to facilitate this initiative and, during September 1988, LEAs were given the opportunity to bid for sums of money to support their IT strategy. As a result many LEAs have begun implementing new IT
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