PlaceICT is steeped in educational transformation and has been instrumental in delivering educational change as part of the government’s major school and college capital programmes over the last seven years. During this time, we have fine-tuned our approaches to schools, colleges and local authorities to ensure real engagement and ownership is built amongst a wide range of stakeholders.

We work creatively with officers, staff and learners to explore the ‘art of the possible’ and to define a vision that is transformational, compelling and achievable – but without resorting too soon to discussing systems, software or delivery vehicles. The vision for ICT is then aligned to, and fully complements, the education vision. By involving stakeholders on their own terms and using language with which they are familiar, we secure shared understanding and ownership of the vision.

We continue to develop this by setting up and supporting structures which give individual stakeholders and groups a real say in the process - sharing a common approach, language and toolkit. These structures become a vital component in the delivery of change ‘on the ground’, in the local authority and in schools and colleges.

What do we do?
PlaceICT comprises education and technical specialists who work with stakeholders such as school or college staff, local authority officers and above all learners, in a creative and engaging way - to develop a vision and output specification which truly supports educational transformation. We bring to bear our knowledge of innovative teaching and learning practice from around the globe and we explore how this can be supported by technology in its many forms.

How do we do it?
We speak to people on their own terms and in language which they understand. For example, using workshop and ‘creative play’ formats with familiar devices such as mobile phones, MP3 players, personal game consoles, walkie talkies, webcams and hand-held voting keypads. We also explore communication channels such as webmail, games, YouTube, chat forums, social networking sites and SMS messaging. By using the familiar we avoid the fear of technology, freeing participants to think about the purpose that the technology fulfils in learning, communication and collaboration.

We don’t shy away from discussing what can be contentious issues, such as the concept of the area-wide managed service. Instead explain what this means for schools and colleges, and we secure buy-in and enthusiasm for the managed service from the outset. Our approach to common structures and clear processes builds capacity within the local authority and in schools and colleges, to ensure that the change programme is sustainable.