E-safety: evaluation of key stage 3 materials for initial teacher education

E-safety: evaluation of key stage 3 materials for initial teacher education

Who’s who

CoordinatorMaryLouise Morris Education and Awareness Manager, Childnet International

Dr John Woollard, Lead Consultant Lecturer, University of Southampton Cathy Wickens

Senior Lecturer, University of Brighton Dr Ken Powell

Senior Lecturer, Canterbury Christ Church University

Terry Russell Principal Lecturer, Middlesex University

E-safety: evaluation of key stage 3 materials for initial teacher education

Project aims

to establish the needs of initial teacher education providers in relation to e-safety education for ICT trainee teachers;

to establish the relevant teaching standards the resources could help address;

to establish whether additional materials may be required by initial teacher education institutions to make the selected materials a complete teacher training resource in e-safety;

to identify which other disciplines may be interested in using this resource; and

to identify if and how e-safety education could be incorporated into the current PGCE training.

E-safety: evaluation of key stage 3 materials for initial teacher education

Research protocol and practice

sensitive… some people… troubling

participants may withdraw

offer alternative evidence

DPA… security… identity…

discuss issues with…

E-safety: evaluation of key stage 3 materials for initial teacher education

The need for e-safety awareness-raising

49% of young people questioned say that they have given out personal information, such as their full name, age, email address, phone number, hobbies or name of their school, to someone that they met on the internet.

By contrast, only 5% of parents think their child has given out such information.

Source: http://www.children-go-online.net

E-safety: evaluation of key stage 3 materials for initial teacher education

http://www.childnet-int.org/KIA

take the “Know IT All for

Trainees” option

E-safety: evaluation of key stage 3 materials for initial teacher education

Password required…

Username: safety

Password: online

E-safety: evaluation of key stage 3 materials for initial teacher education

Jenny’s Story

E-safety: evaluation of key stage 3 materials for initial teacher education

Models of presentation

The five models of implementation were exemplified by teaching e-safety to:

subject-based groups of 20-30 trainees; phase-based groups of 20-30 trainees; mixed subject groups of 20-30 trainees; lecture theatre presentation for over 200

trainees; a seminar group of 3 ICT trainee teachers.

E-safety: evaluation of key stage 3 materials for initial teacher education

Results - summary of data

Jenny’s Story: nearly 400 trainees attended presentations; 283 responded online; 70 ICT trainees responded; 57,313 words were written; 157 supplied their personal emails; 62 responded in the evening; 50 at the weekend.

Online resources: 116 trainees completed the evaluation - 43 ICT

trainees; 57 supplied their personal emails; 15,000 words were written; 539 separate requests for online resources.

E-safety: evaluation of key stage 3 materials for initial teacher education

Contents

The key findings The recommendations The implementation of recommendations Issues of integration and organisation The values of the presentations and resources

The affective domain Expert evaluation of e-safety resources Resources used for the face-to-face session References

E-safety: evaluation of key stage 3 materials for initial teacher education

Key findings (1/2)

E-safety is embedded… teaching standards, “statutory and non-statutory

curricula frameworks” - National Curriculum, the Children’s Act, etc.

ICT trainees have no greater requirement to be aware of e-safety (as a result of the teaching standards) than other trainees.

The National Curriculum for ICT, the Key Stage 3 Strategy for ICT Capability and the Sample Teaching Units make no direct reference to e-safety.

There is no correlation between perceived e-safety need and subject specialism. ICT trainees are not a special case.

ICT trainees have the same issues, breadth of concerns and information needs as other trainees.

ICT trainees expressing an opinion said they thought e-safety was the domain of ICT as well PSHCE…

E-safety: evaluation of key stage 3 materials for initial teacher education

Key findings (2/2)

There are a number of models of implementing e-safety training…

Face-to-face models show a higher uptake… more valued.

Trainee teachers learn the content of new materials by considering how they would teach it.

There is a high level of trainee engagement and response when tuition is in smaller groups.

There is a need to provide compensation/remediation for absenteeism.

There is a poor response by some trainees associated with compulsion, expectation and pressures of work - e-safety experience needs to be structurally and pedagogically embedded.

E-safety: evaluation of key stage 3 materials for initial teacher education

Recommendations - principles

Initial teacher education programmes are full! challenging to find space to teach “extra” content.

Trainee teachers are outcome focussed, they have to prioritise - assessed work and planning lessons take priority.

Activities associated with “meeting the standards” are more readily undertaken.

Trainees have different needs from teachers. If trainees are aware that their participation is

noted/recorded they are more likely to participate. There must be a provision for future-proofing

resources.

E-safety: evaluation of key stage 3 materials for initial teacher education

Recommendations

Childnet, charity based and child-focussed, and with a reputation of providing quality information portal to resources trainees’ knowledge and materials

to use with pupils. Microsoft, with its reputation for technical

proficiency, authoritative statements and reliability clear teacher education link to…

understanding of the technologies selected resources for trainees to use with pupils technical glossary

Training and Development Agency for Schools, with its remit to secure an effective school workforce… improves children’s life chances… improve young lives… coordinate awareness raising and disseminate finding within initial teacher education.

E-safety: evaluation of key stage 3 materials for initial teacher education

Implementing the recommendations

Face-to-face - Jenny’s Story focus. Materials to support tutors leading discussions. Trainees investigating e-safety in academic

writing/projects. Future-proof through planned review and revision. Need for an e-safety initiative in the primary

phase. Ensure the messages are well communicated: TTRB,

ITTE ICT Network, NQT programmes, Strategy Network Meetings, Local Authority meeting, etc.

The profile of e-safety can be raised through sponsorship of conferences, professional events and discussion forum.

E-safety: evaluation of key stage 3 materials for initial teacher education

The future…