Laurie - Naace must stay at getting the right end of the stick. It is about being the learning organisation.

Doug - totally agree with Laurie. you must be very clear that it is a learning agenda. I want to challenge Naace to say what is exemplar practice? It’s getting global. “Education services can be our biggest export”, Gordon Brown talking of the economy.

John - You can test everything by asking whether Naace is modelling the model? Naace might model peer-review as a suggestion. To develop a methodology for this.

Doug - we do not spend enough on CPD. Some real challenges as a whole. The issue is about CPD for ICT, but for learning. Schools need to be aware that they have money for CPD - revenue and capital pot. If you look at the documents and do all the maths, you can work out how much the ICT element is, but schools must decide the priorities.

Doug - we do have some around the country. There are bits, the issue is not at year 5 that a pupil has an e-portfolio for ever, but an opportunity to allow pupils to reflect on their practice and learning. This has to be appropriate. It might be just a space to save their work on the network.

John - You must apply the same principles to those of older pupils, but in the right context.

Laurie - a space to draw together work.

Should we define an entitlement for children in ICT?

Laurie - probably opposed. It is likely to become a ticklist. A better approach is to look at higher level outcomes - responsible citizens, etc etc. Don’t start with the technology.

Doug - agree, this is about learning not ICT. There should be a learning entitlement.

John - happy with that, we need to debate how we get rid of barriers.

John - these people who influence teachers are teachers. So how do we do that?

Laurie - i refer to my previous point on ‘master-class’. Key thing in changing teachers but they will only change given the right circumstances. Create the conditions so that teachers can be change-agents. It’s not the teachers its the structures.

Doug - we are now in a position where the technology can make learning personalised.

Children must have personal learning experiences - Challenge in the technology is that we are not really understand what that means, and producing the software that help the tayloring that experience. Material needs to do more than address the content, assessment etc. Teachers give personal response to moments in learning, ICT needs to take the barriers away to enable personalisation. Some schools have created models of support for parents at home to support their children.

John - expect to see young people to exercise meaningful and worthwhile choices. We need to get rid of the barriers that stop children using the technology.

Laurie - Learners at the centre, then focus on the outcomes.

Laurie - important point. There is a central role to facilitate implementation. Every pupil has the right to a teacher who is confident. We have implemented the concept of ‘master-class’. Our master-classers support teachers in adopting new technologies and approaches. The local circumstance dictates the priority.

Doug - totally refute that. We have 23,000 flowers blooming, some not as bright as other. Whe we see good practice we should say to the others, wake up. We should disseminate that. There’s lots of good practice. Part of out problem is that we are not top-down enough. What we are trying to do is to provide leaderhip.

John - Top down and bottom is not the right phrase, embedding is more important. There is a lot to be done at every level.