Quick access to our views for the media
In order to provide the media with quick access to our views on key issues as they break, we endeavour to provide statements as soon as possible. Anything listed below can be regarded as representing our formal response and position. If there is a subject not covered or if you require an expansion on anything please contact our Chief Executive, Paul Finnis, at: firstname.lastname@example.org.
For general press enquiries including interviews or quotes please contact our Head of Communications, Jim Cooper, on 01344 636413 or email@example.com
CURRENT MEDIA RESPONSES:
Tinkering with institutions is not the answer… changing how children learn and how teachers teach is. Technology allows teachers to teach all abilities within the same classroom while giving them all the opportunity to benefit equally.
– Talk to Paul Finnis for more.
BACKGROUND & KEY MESSAGES :
2016 Parent Survey
Findings of our recent Parents Survey survey suggest structured use of technology by all pupils in a school offers considerable academic value to pupils. This rebuts the view of a number of academics that technology in schools merely distracts from pupil learning.
More than 40% of parents of children who had previously had access to computers before the 1:1 programme felt that since its introduction their children’s results had improved. Interestingly a huge 70 % of those parents whose children had no previous access to computers had seen an improvement in their children’s academic skills to achieve better marks. There are many other benefits which over 70% of these parents feel have been achieved: their children are more engaged in school (74%) and homework (72%); have an improved attitude to their studies (77%); are taking more responsibility for their learning (85%); have improved IT skills (96%) and, most importantly, receive better marks for school or homework than before (70%).
These results show that access to a well-run e-learning programme has major benefits for children, especially for supporting the academic improvement of those from disadvantaged backgrounds. It is also clear that all children benefit – including the brightest, as well as those that struggle.
The full press release: learning-foundation-survey-news-release-10-10
The survey report: 2016-parent-survey-children-with-no-previous-access
About the Learning Foundation
The Learning Foundation was launched in 2001 as the e-Learning Foundation, with the ambition that every schoolchild should have access to learning technologies when and where they want to learn, and especially at home.
We are a charity which in the last 15 years has partnered with over a 1000 schools to support them on their journey to successfully providing 1:1 technology for every pupil. As an independent charity, with a deep understanding of the education system we can provide objective, individualised expertise that delivers successful, low stress, implementation.
The Foundation, a registered charity, aims to bridge the digital divide and ensure that all children, irrespective of their background, can have the same access to technology for learning as their better off peers.
The Foundation is independent of Government and funded through donations from the private and third sector as well as providing services to schools.
We are a consultancy with a social purpose. Our experience, expertise and our mission to enhance learning through 1:1 technology for every child makes us a partner of first choice for schools engaging with technology in learning.
What we believe
“We will inspire and support schools and families across the UK to take positive action so that every schoolchild in this country can benefit from good access to learning technologies when and where they need them.”
KEY PRINCIPLES AND BELIEFS
1. ACCESS FOR ALL CHILDREN
To support digital access for all children and particularly those whose circumstances adversely affect their ability to achieve their full educational potential. We believe that when children and young people are given the chance to reach their full potential, this impacts positively on their options for life.
2. SUPPORTING TEACHING & LEARNING
We believe that technology enabled learning, particularly when delivered through a 1:1 device access programme, has the capability to uplift learning for all children, to aid the closure of the attainment gap and encourage struggling learners to reach their full educational potential. There is compelling evidence demonstrating that personal access to a digital device also impacts positively on learning attitudes, confidence, wellbeing, behaviour and homework habits as well as preparing young people for an increasingly digital life. We will therefore support schools in introducing effective and sustainable programmes – where every child has their own device for which learning is developed at school and at home. We will do this as independent and experienced experts.
3. SHARING RESPONSIBILITY
We view good access to learning technologies as a shared responsibility, with schools and families each also playing their roles. We will work through schools and families as the most effective route; ensuring that linking children with technology is done within an educational and supportive framework. In this way, we are also able to scale our work to impact larger numbers of children more quickly.
Common media questions
It is important to us that anyone writing about the use of 1:1 technology (where every child has their own device to use in class and at home) and the programmes that we help schools introduce, are fully and accurately informed. We know that some parents and journalists can find the way we help schools finance a programme confusing and therefore find it suspicious.
We have put together a Q&A of all the common questions we are asked so that you are able to quickly and accurately understand and present a fair, balanced and informative picture.
If you cannot find the answers to any question in this section please do not hesitate to contact us and we will be happy to provide you with the information you seek.
We have broken the Q&A into the following sections to to help you answer your questions as quickly as possible:
Demonstrating the impact
We are constantly building our case study archive and here are a selection that demonstrate the impact that a 1:1 programme can have.
Schools may use a variety of different formats and often set out with different objectives for how they saw the measurable outcomes of their programme. The common factors for all of them, however, is that the programme has exceeded their expectations, and in ways that they hadn't even expected.
Importantly, schools are also able to show real examples of how it has changed the lives of individual children.
JUBILEE WOOD PRIMARY SCHOOL - Milton Keynes
THE HEAD'S STORY OMAR'S STORY MENTHUS'S STORY
MIKEY'S STORY JACK'S STORY
Our printed materials
Our 'One-Stop Solution' leaflet clearly shows the 10 key stages of developing a 1:1 programme, all of which the Learning Foundation can support schools with. This guidance and advice comes with objectivity and experience second to none for schools as they plan and develop their own programme.
This leaflet explains what a 1:1 programme actually is and why it is a good idea. It also addresses why a school might be resisting taking the next step and how we can help make a programme not only effective but successful and sustainable too.