NCSL Hotseat: Teachers as Innovators


Published on

Presentation for NCSL Hotseat about Teachers as Innovators project

Published in: Business, Education
1 Comment
No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • NCSL Hotseat: Teachers as Innovators

    1. 1. Teachers as Innovators [email_address]
    2. 2. <ul><li>Investigating the capacity of teachers to innovate in their use of digital technologies </li></ul><ul><ul><ul><li>Opportunities </li></ul></ul></ul><ul><ul><ul><li>Motivations </li></ul></ul></ul><ul><ul><ul><li>Encouragement </li></ul></ul></ul><ul><ul><ul><li>Barriers </li></ul></ul></ul><ul><ul><ul><li>Develop (radical) new practices </li></ul></ul></ul><ul><ul><ul><li>Be creative in use of digital technologies </li></ul></ul></ul><ul><ul><ul><li>Develop and apply new approaches to teaching, learning, using of resources and links outside the classroom </li></ul></ul></ul><ul><ul><ul><li>Respond to new possibilities and new problems </li></ul></ul></ul><ul><li>institutional </li></ul><ul><li>personal </li></ul><ul><li>local </li></ul><ul><li>national </li></ul>Commentary: This work is looking at what can be done to enable teachers to act as innovators – to be the designers and catalysts for the development of new teaching and learning practices. This is not starting from a ‘deficit’ model of teachers (i.e. what can we do to solve the fact that teachers aren’t innovating) but starts from the premise that teachers, as practitioners, expert professional educationalists are best placed (when supported) to lead big changes in educational practice.
    3. 3. <ul><li>Conversations </li></ul><ul><ul><li>Government and non-governmental agencies; teachers; headteachers; LAs; Industry members; Subject Associations; academia; National grids for Learning etc etc </li></ul></ul><ul><li>Map of Innovation </li></ul><ul><ul><li>Collecting examples of innovative practice </li></ul></ul><ul><ul><li>Showcasing innovative practice </li></ul></ul><ul><ul><li>Highlighting similarities and differences in practice </li></ul></ul><ul><li>Understanding what enables and what constrains innovative practice </li></ul><ul><ul><li>Online questionnaire </li></ul></ul><ul><ul><li>Semi-formal interviews </li></ul></ul><ul><ul><li>In-formal interviews </li></ul></ul><ul><li>[email_address] </li></ul>Commentary: So how are we investigating this area. To begin with, we’re talking with a wide range of stakeholders to find out their views on the barriers and enablers of teachers innovating. We’re collecting various examples of teachers who are innovating and will begin to put together a resource to share this practice – if you feel you/your school or teachers in your area should be involved – please get in contact using this email address.
    4. 4. Why teachers as ‘innovators’? <ul><li>Teachers innovate anyway (sustaining innovation – disruptive/radical innovation) </li></ul><ul><li>Adapting to new circumstances, environments and ‘educational climates’ – adaptive educational change </li></ul><ul><li>Improving professional skills (new practices and skills) </li></ul><ul><li>Empowering professionals (re-professionalisation) </li></ul><ul><li>Embedded innovation = insight + invention + application (reflection + design + action) </li></ul><ul><li>Modelling behaviours to learners (future innovators) </li></ul><ul><li>Personalisation agenda </li></ul><ul><li>‘ Knowledge’ economy </li></ul>Commentary: So why innovators? Innovation is about the introduction of something new (a tool, a service, an approach) that changes social practice, in this case, that changes learning practice. Teachers already innovate in making resources appropriate for particular classes and students but this is within the current education system (sustaining innovation) – by creating the right educational culture, it is teachers who should be leading wider changes that move the system as a whole towards one that is more appropriate for 21 st century.
    5. 5. <ul><li>&quot;The ubiquitous presence and utility of ICT in modern life are having a significant impact on the way we live, and even on the notion of an educated person. It has led to the concept of the knowledge society - sometimes also called the learning society or information society. There is a widespread awareness that these developments have profound implications for education, and that schools must change, but as yet little detailed consideration of the extent of the change needed and the advantages that ICT can bring. The growth of the knowledge society and the pervasiveness of the technology represent a major challenge and a major opportunity for education.&quot; </li></ul><ul><li>OECD, Learning to Change: ICT in Schools (2001), p.9 </li></ul>Commentary: There are many reasons and explanations why we need to develop our education system – whether it is in response to the economic changes that require different sorts of workers (including new skillsets and competences); whether it is in response to the drive towards personalisation; whether it is to take advantage of the affordances of new technologies that provide us with new opportunities for social interactions. Together, they create powerful arguments about the need for a responsive education system, one that can react to the needs of the individual; that can take account of the changing economic, social and technological landscape. Investigating the development of social interactions on the web towards “web 2.0” we see the power of connected individuals working towards common goals, that are unlike any social networks from 5-10 years before.
    6. 6. Commentary: So if education needs to change – who then to lead the design and development? Adopting co-design methodologies and user-centred design approaches, it is teachers who can be seen to play a key role in the development of new learning and teaching practices. In order to ensure that effective and efficient changes are made, what changes to working environments must be made? What are the local, institutional and individual barriers that stop teachers innovating towards a new education system? <ul><li>&quot;The changes in society, among pupils' perceptions, and the evolution of new technologies are leading to a new profession for teachers.&quot; </li></ul><ul><li>B. Cornu, 'New technologies: integration into education' (in D. Watson & D. Tinsley (eds.), Integrating Information Technology into Education ; London, 1995), p.8 </li></ul><ul><li>‘… change in education may now be thought of as a constant condition, rather than an event’ </li></ul><ul><li>Futurelab Literature review: Teachers Learning with Digital Technologies: A review of research and projects, p.5 </li></ul>
    7. 7. <ul><li>1 st order barriers </li></ul><ul><li>Access to technology and to new tools </li></ul><ul><li>Timetabling and school organisation </li></ul><ul><li>CPD courses </li></ul><ul><li>National and local curricula, </li></ul><ul><li>Assessment systems </li></ul><ul><li>Technical ‘ICT skills’ </li></ul><ul><li>Technical faults </li></ul><ul><li>Lack of preparation time </li></ul><ul><li>Software availability and standard </li></ul><ul><li>2 nd order barriers </li></ul><ul><li>Folk pedagogies </li></ul><ul><li>Teachers' and learners’ perceptions of their roles within schooling </li></ul><ul><li>Teachers' professional identities </li></ul><ul><li>Teachers’ understanding and perceptions of the role of schools, assessment etc. </li></ul><ul><li>Teachers’ understanding of ‘childhood’ </li></ul><ul><li>Confidence </li></ul><ul><li>Persistence of beliefs (Veen) </li></ul>Commentary: There are many barriers – or resistances – that can stifle change within the classroom. One way of categorising the barriers shows the difference between 1 st and 2 nd order barriers: 1 st order are those which are more tangible/practical barriers but it is the 2 nd order barriers that are harder to remove – they are based upon the development of teachers’ knowledge; of teachers’ place within the education system and of teacher’s embodied beliefs of what should be learnt. The barriers which are addressed through teachers learning and a re-professionalisation of teachers.
    8. 8. An invitation: if you would like to become involved in the work, to share your innovations or to find out more, please contact us at: <ul><li>[email_address] </li></ul>