ICT CPD programme design What does the research say? Is Naace agreed on ICT CPD policy? What does...
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ICT CPD programme
designWhat does the research say?
Is Naace agreed on ICT CPD policy?
What does the Naace community advise on ICT CPD strategy
institutionally, regionally and nationally ?
New Brooms
Leitch 14-19 Reforms
Every Child Matters
Workforce reforms
Harnessing Technology
Personalised Learning
Increased need for effective ICT CPD
Reduction in the numbers of LA Strategic ICT advisers!
E-enabled schools?E-enabled schools?
80% - 85% of schools have not integrated ICT into the system in an
effort to make personalisation a reality for every child?
Becta (2007) Price Waterhouse (2004)
Is the school also providing social learning opportunities face to face and online, or is this just solitary learning?
How does the support of communities of practice like Naace help to support the teachers who need to make changes?
80% - 85% of schools have not integrated ICT into the system in an
effort to make personalisation a reality for every child?
Becta (2007) Price Waterhouse (2004)
Is the school also providing social learning opportunities face to face and online, or is this just solitary learning?
How does the support of communities of practice like Naace help to support the teachers who need to make changes?
Motivational factorsNAACE, ITTE, MirandaNet
2000
The Internet fired imaginationE-Communities of Practice
(MN)
The large majority had 1-2 days ICT CPD or less
in their professional life timePreston. Cox et al. (2000) Teachers as Innovators: an evaluation of what motivates teachers to use ICT. TTA, Compaq and Oracle.
Evaluation of NOF1,000 teachers in the study Evaluation of NOF1,000 teachers in the study
• The vision and culture in the school was vital in success• Much was learnt and the quality improved significantly• Lack of accreditation meant it was difficult to know what had
been achieved and rigour was in doubt• In 47 programme only 2 which were very successful were
practice- based and had portfolios but not web-published• ICT access for teachers was still poor• Key problem - lack of basic computer skills?• No ICT CPD for trainers• The most commented on factor was the trainers,
whether negative or positive
• The vision and culture in the school was vital in success• Much was learnt and the quality improved significantly• Lack of accreditation meant it was difficult to know what had
been achieved and rigour was in doubt• In 47 programme only 2 which were very successful were
practice- based and had portfolios but not web-published• ICT access for teachers was still poor• Key problem - lack of basic computer skills?• No ICT CPD for trainers• The most commented on factor was the trainers,
whether negative or positive
Preston 2004. Learning to use ICT in Classrooms: teachers' and trainers' perspectives : an evaluation of the English NOF ICT teacher training programme 1999-2003. London, MirandaNet and the Teacher Training Agency
Davis, Preston al. (2007). "ICT teacher training impacts multiple ecologies: evidence from a national initiative."
A high level of agreement between the teachers and the quality assessors
Evaluation of NOF programmes based on Guskey’s levels of engagement
participants’ reactions; participants’ learning;
organizational support and change; participants’ use of new knowledge and skills;
students’ learning outcomes.
Comparison of NOF programme features
Davis and Preston et al. (2007). "ICT teacher training impacts multiple ecologies: evidence from a national initiative."
Focused on appropriatesystemic change in school
Centralised online directional model to teachers from ATP
Took account of the ecology of the system
System disruption
E-CoPs for the trainers as an ICT CPD programme
Online training for the teachersnot the trainers
Work based approach to making changes in the system
Information transmission models
Successful Rewritten more than once
NAACE research into ICT CPD
NAACE research into ICT CPD
Large number of IT and ICT qualifications
• largely skills and knowledge based, providing little evidence of the professional’s broader practice, let alone their values and attitudes
• examined through written exams and projects
• only vocational qualifications use significant evidence drawn from the workplace
• very few schemes that even remotely give an indication of a professional’s e-maturity.
Workforce e-maturity : characteristics and development.Davies and Adams 2007 Naace
Large number of IT and ICT qualifications
• largely skills and knowledge based, providing little evidence of the professional’s broader practice, let alone their values and attitudes
• examined through written exams and projects
• only vocational qualifications use significant evidence drawn from the workplace
• very few schemes that even remotely give an indication of a professional’s e-maturity.
Workforce e-maturity : characteristics and development.Davies and Adams 2007 Naace
The Perspectives of Professional Educators
on ICT CPD: Past, Present, Future.
250 members of Naace, ITTE and MirandaNet
Preston and Cuthell (2007). London, Naace, MirandaNet Fellowship, WLE, Institute of Education,
University of London.
Tell us your story…
Critical incidents in the professional lives of the
teachers of teachers in ICT
Professional Development in Leading-Edge Communities
Professional Development in Leading-Edge Communities
How much formal training in ICT have you received? % Response
No formal training 8
2 days or less 7
3 days – 9 months 37
CPD over 1/2/3 years 20
Full-time course over 1/2/3 years 16
Other (Please specify) 12
How much formal training in ICT have you received? % Response
No formal training 8
2 days or less 7
3 days – 9 months 37
CPD over 1/2/3 years 20
Full-time course over 1/2/3 years 16
Other (Please specify) 12
Last formal ICT trainingLast formal ICT training
When did you last receive any formal ICT training? % Response
2006 53
2005 10.5
2004 5
Between 1999 – 2003 13
In the last century 8
Never 10.5
When did you last receive any formal ICT training? % Response
2006 53
2005 10.5
2004 5
Between 1999 – 2003 13
In the last century 8
Never 10.5
Types of ICT CPDTypes of ICT CPD
‘Other’ = CLAIT, ECDL, ICDL, RSA DipIT and the RSA Teacher/Trainer Diploma in ICT
‘Other’ = CLAIT, ECDL, ICDL, RSA DipIT and the RSA Teacher/Trainer Diploma in ICT
At what level is your highest ICT qualification? % Response
Short course 24
Degree 8.5
Postgraduate diploma 19
MA 8.5
PhD 1
Other 17
None 22
At what level is your highest ICT qualification? % Response
Short course 24
Degree 8.5
Postgraduate diploma 19
MA 8.5
PhD 1
Other 17
None 22
Type of course undertakenType of course undertaken
Have you participated in: ICT Skills and packages, practice-based or academic courses?
% Response
Skills and package courses 16
Practice-based courses 6
Academic 6
Mixture 59
No response 13
Have you participated in: ICT Skills and packages, practice-based or academic courses?
% Response
Skills and package courses 16
Practice-based courses 6
Academic 6
Mixture 59
No response 13
Impact of CPDImpact of CPD
If you have done a mixture, which is the most useful for fulfilling your job as a teacher, adviser or teacher educator?
% Response
Skills and package course 24
Practice-based courses 56
Academic courses 20
If you have done a mixture, which is the most useful for fulfilling your job as a teacher, adviser or teacher educator?
% Response
Skills and package course 24
Practice-based courses 56
Academic courses 20
Impact of CPD on current practiceImpact of CPD on current practice
How has the knowledge you have gained impacted on your practice as an ICT adviser, teacher of teachers or classroom teacher? Has it been:
% Response
Invaluable 35
Valuable 47
Of some impact 13
Of little impact 5
Of no impact 0
How has the knowledge you have gained impacted on your practice as an ICT adviser, teacher of teachers or classroom teacher? Has it been:
% Response
Invaluable 35
Valuable 47
Of some impact 13
Of little impact 5
Of no impact 0
Impact on practice (2)Impact on practice (2)
How has this training impacted on your practice as an ICT strategist in your institution? Was it:
% Response
Invaluable 27
Valuable 37
Of some impact 16
Of little impact 7.5
Of no impact 5
No response 7.5
How has this training impacted on your practice as an ICT strategist in your institution? Was it:
% Response
Invaluable 27
Valuable 37
Of some impact 16
Of little impact 7.5
Of no impact 5
No response 7.5
Membership of a Community of PracticeMembership of a Community of PracticeI find that belonging to a Community of Practice helps me to come to terms with the value of computers and digital forms of communication.
% Response
Strongly agree 42
Agree 44
Neutral 7
Disagree 1
Strongly disagree 0
No response 6
I find that belonging to a Community of Practice helps me to come to terms with the value of computers and digital forms of communication.
% Response
Strongly agree 42
Agree 44
Neutral 7
Disagree 1
Strongly disagree 0
No response 6
Benefits of a CoPBenefits of a CoP
As a member of a Community of Practice I find the most valuable service from the community is:
% Response
Face-to-face meetings 24
The online interaction 40
The links with relevant companies 2
Online resources 17
ICT CPD 1
Other (Please specify) 5
No response 11
As a member of a Community of Practice I find the most valuable service from the community is:
% Response
Face-to-face meetings 24
The online interaction 40
The links with relevant companies 2
Online resources 17
ICT CPD 1
Other (Please specify) 5
No response 11
Benefits of a CoP (2)Benefits of a CoP (2)
As a member of a Community of Practice I find the most beneficial aspect of membership is:
% Response
A greater awareness of the uses of ICT 18
Gains in ICT 0
The opportunity to meet like-minded individuals 27
Keep up with advances in ICT 37
Access to specialist help and guidance 5
Other (Please specify) 8
No response 5
As a member of a Community of Practice I find the most beneficial aspect of membership is:
% Response
A greater awareness of the uses of ICT 18
Gains in ICT 0
The opportunity to meet like-minded individuals 27
Keep up with advances in ICT 37
Access to specialist help and guidance 5
Other (Please specify) 8
No response 5
Impact of ICT on teaching and learningImpact of ICT on teaching and learningWhat most inspires me about the potential of teaching and learning using ICT is …
% Response
Shared curriculum exchange across nations and cultures 19
Enriched assessment approaches 0.5
Equipping learners to be independent 48
Using ICT packages to prepare students for the world of work 5
Increasing democratic participation worldwide 1.5
Other (Please specify) 13
No response 13
What most inspires me about the potential of teaching and learning using ICT is …
% Response
Shared curriculum exchange across nations and cultures 19
Enriched assessment approaches 0.5
Equipping learners to be independent 48
Using ICT packages to prepare students for the world of work 5
Increasing democratic participation worldwide 1.5
Other (Please specify) 13
No response 13
Practice(work)-based researchPractice(work)-based research
Have you participated in an Action Research (practice-based) ICT programme?
% Response
Yes 48
No 52
Have you run an Action Research (practice-based) ICT programme?
Yes 35
No 65
Have you participated in an Action Research (practice-based) ICT programme?
% Response
Yes 48
No 52
Have you run an Action Research (practice-based) ICT programme?
Yes 35
No 65
Motivating factors for professional developmentMotivating factors for professional development
Experience cited % Response
Work-related demands 30.2
Involvement with colleagues & networking 20.8
Research 18.9
Attending a course or conference 17
Learning and using software 5.6
Using social software 3.7
Observation of colleagues 1.9
Writing demands 1.9
Experience cited % Response
Work-related demands 30.2
Involvement with colleagues & networking 20.8
Research 18.9
Attending a course or conference 17
Learning and using software 5.6
Using social software 3.7
Observation of colleagues 1.9
Writing demands 1.9
Finding the time; making the effortFinding the time; making the effort
Motivation % Response
A sense of professionalism 25.5
Involvement in a project 23.4
Undertaking M.A./PhD 10.6
Serendipity 10.6
Collaboration and collegiality 10.6
The intellectual challenge 6.4
Time and space were allocated for this 6.4
Social networking and knowledge sharing 6.4
Motivation % Response
A sense of professionalism 25.5
Involvement in a project 23.4
Undertaking M.A./PhD 10.6
Serendipity 10.6
Collaboration and collegiality 10.6
The intellectual challenge 6.4
Time and space were allocated for this 6.4
Social networking and knowledge sharing 6.4
Developing C21 skillsDeveloping C21 skills
What do you think are the most appropriate forms of ICT CPD to develop 21st Century Skills?
(Rating by respondents)
1. Practice-based courses 1
2. Communities of Practice 2
3. Using Learning Platforms 3
4. Developing digital content 4
5. Skills and package courses 5
6. Vocationally relevant courses 6
7. Applied Research 7
8. Academic Courses 8
What do you think are the most appropriate forms of ICT CPD to develop 21st Century Skills?
(Rating by respondents)
1. Practice-based courses 1
2. Communities of Practice 2
3. Using Learning Platforms 3
4. Developing digital content 4
5. Skills and package courses 5
6. Vocationally relevant courses 6
7. Applied Research 7
8. Academic Courses 8
The core question The core question To leverage ICT as an innovative (or disruptive)force requires courage and motivation…
The question then is not What needs to be learnt,
but,
Why would a teacher want to put so much cognitive energy into ICT to make the change happen?
On-going research into the process of teachers leading Innovative change by the use of ICT
Teacher Knowledge and Teacher Learning 2007 Law, Cox and Somekh. Symposium at BERA
To leverage ICT as an innovative (or disruptive)force requires courage and motivation…
The question then is not What needs to be learnt,
but,
Why would a teacher want to put so much cognitive energy into ICT to make the change happen?
On-going research into the process of teachers leading Innovative change by the use of ICT
Teacher Knowledge and Teacher Learning 2007 Law, Cox and Somekh. Symposium at BERA
Key question for Naace strategists
What should be the principles of ICT CPD programmes design?
How much does belonging to a community of practice like Naace count in making change happen?
How can we impact on ICT CPD policy?
Key question for Naace strategists
What should be the principles of ICT CPD programmes design?
How much does belonging to a community of practice like Naace count in making change happen?
How can we impact on ICT CPD policy?
The research can be found on:
The research can be found on:
Publications page www.mirandanet.ac.uk/pubs
Publications page www.mirandanet.ac.uk/pubs