Evaluation of the Moving Image in Education Project

Executive Summary

In November 2004, the Scottish Executive Education Department (SEED) commissioned the Faculty of Education in the University of Glasgow, under the leadership of Professor J. Eric Wilkinson, to undertake an evaluation of the Moving Image Education (MIE) Project in Angus. The evaluation ran from November 2004 to September 2008. The Final Report provides an account of the work undertaken, presents the findings and discusses the key issues.

Moving Image Education (MIE) is a means of promoting literacy – in its widest sense – in schools. The traditional view of literacy as competence in reading, talking/listening and writing print-based material is no longer tenable in the 21st century. Whilst the ability to access, analyse and produce traditional texts remains important for young people in schools, the concept of literacy itself has been extended to include other media, thereby suggesting that it is necessary for young people to engage with other, non-traditional texts, including those constructed through moving images.

The Moving Image Project in Angus

The Moving Image Education (MIE) project began in 2004-05 with all P6 classes (and composite classes with P6 pupils) in six primary schools in a single secondary school cluster in Angus. In year 2 the programme was extended to P7 in all schools involved and negotiations opened up with staff in the secondary school with a view to introducing MIE into the first year, that is, S1 in year 3 of the project. In 2006-07, MIE was first introduced into the secondary school with the new intake of S1 pupils. It was then extended to S2 in 2007-08, such that the first cohort of pupils had four years experience of MIE.

The key aims of the MIE project were as follows:

• development of literacy teaching through the media of moving image

• an increase in 5-14 attainment levels in reading and writing in P6, P7, S1 and S2

• enhanced core skills in ICT and teamwork

• an increase in the range of teachers’ skills in literacy teaching

• the development of skills among support staff in both Angus Council and Angus Digital Media Centre, enabling them to sustain and expand their use of moving image education in learning and teaching

• improvements in creativity, transition, motivation, enhancement of external links, expansion of the creative use of ICT, teamwork and education for work and enterprise.

Aims of the Evaluation and Research Questions

The four aims of the evaluation of MIE were as follows:

• to assess the overall impact of the project on the teachers and pupils in the participating schools;

• to identify what, if any, impact it has had on the development of teaching and learning skills and in particular the development of literacy;

• to explore the impact of the project on the development of ICT skills and teamwork in those pupils participating in the project;

• to identify what, if any, improvement participation in the project has had on pupil attitudes, motivation, self-esteem, achievement and attainment levels; development of a more creative approach to learning and transition to secondary school.

In line with these aims, a number of research questions were articulated.

Research Design

The research used both a longitudinal and cross-sectional design and a comparative statistical approach to teacher assessments of attainment in reading and writing. The data collected were both qualitative and quantitative.

The longitudinal aspect focused on two successive cohorts of P6 pupils and their teachers, MIE staff and other stakeholders engaged with the Moving Image Education Project, each year from 2004 to 2008. The cross-sectional aspect occurred in the final year, 2007-2008. It involved all P6-S2 pupils in that year and their teachers.

The methodologies used for collecting the qualitative data were:

• observation of MIE sessions in each of the seven schools

• 1:1 interviews with teachers involved in MIE

• focus groups of pupils participating in MIE activities

• 1:1 interviews with MIE staff

• 1:1 interview with a Council representative

For the observation of MIE sessions, a pre-designed pro forma was used. It focussed on the pedagogic methods used by the member of MIE staff, the engagement of the pupils in the range of MIE activities and the role of the class teacher in MIE sessions.

In terms of the quantitative data, three sources of information were used:

• questionnaires completed by all pupils involved in MIE 2004-08

• the 5-14 National Assessment grades P6-S2 (2002-2008) in reading and writing

• PIPS scores for P7 in 2006

Sampling

In order to obtain the views of a representative group of pupils in all six primary schools, the evaluation team selected approximately 25% of pupils in each school for inclusion in focus groups. In five of the schools, six pupils were chosen on the basis of gender, age and 5-14 attainment levels.

Each group consisted of one male and one female from the highest attaining group, one male and one female from the mid-attaining group and one male and one female from the lowest attaining group. In composite classes, there was also an even distribution of pupils from the different year groups. In the case of the smallest rural school, there were only nine pupils; therefore all pupils were included in the focus groups rather than omitting three pupils.

Initially, 55 pupils formed nine focus groups among the primary schools. In the secondary school the number of groups was reduced to three, involving some 25 S1 and S2 pupils that had transferred to the secondary school in 2006 and 2007 respectively.

Conclusions

On the basis of the findings outlined in the Final Report, the following conclusions have emerged:

• At the outset there was, in general, a positive reaction to the introduction of Moving Image Education into the selected cluster of schools. Although many aspects of MIE were regarded as challenging, particularly the technical aspects, there was no sense that the schools saw MIE as burdensome or peripheral.

• On the whole, teachers in the primary schools responded very positively to the various activities associated with MIE, though a small minority were initially cautious given the level of technical skill required.

• The role of the Lead Practitioners was crucial. Their skill, enthusiasm and expertise played a very large part in the success of MIE.

• MIE proceeded more successfully when teachers regarded it as an alternative (and better) pedagogy for the teaching and learning of traditional literacy skills.

• Virtually all pupils were enthused by MIE. They saw it as exciting, challenging, fun and highly motivating.

• There are some tentative indications that engaging in MIE over a period of time impacts positively on children’s literacy as well as on their ICT and group work skills. Teachers were convinced that MIE had improved children’s talking and listening skills though there were mixed views on the impact of MIE on children’s writing. As far as the formal assessments were concerned, there was some evidence, though by no means conclusive, that MIE had improved children’s reading and writing skills.

• Headteachers in general were supportive of MIE, particularly when faced with such eager and willing learners, though MIE was more successful when the headteacher adopted a ‘champion’ role in the promotion of MIE.

• The role of the local authority, including involvement of senior management, was significant in developing MIE in the cluster of schools involved.

• MIE is now sustainable in the initial cluster of primary schools providing that access to technical expertise is available, if required, on request.

• MIE has been more successfully introduced into the primary schools. In the secondary school, for a range of reasons such as the structure, organisation, teacher attitudes and teacher absence, the introduction of MIE has been problematic.

• However, the outcome of the initial problem of introducing MIE into the secondary school has been the willingness on the part of many teachers to experiment with an inter-disciplinary approach to MIE.

• Despite the many challenges which arose, members of the English Department in the secondary school remained key players in the development of MIE.

• MIE as it has been operating in the cluster of schools is highly compatible with the impending introduction of the Curriculum for Excellence in Scottish schools.