Presentation at Policy Exchange

1. Initial Teacher Education
& Technology in Action
Miles Berry
University of Roehampton

3. Vocation

4. Profession

5. Professional

6. Vocational

7. Vocation Vocational
Profession Professional

9. Apprenticeship
“I guess it basically means having the attitude that there’s
always a better/smarter/faster way to do what you just did
and what you’re currently doing. Apprenticeship is the
state/process of evolving and looking for better ways and
finding people, companies and situations that force you to
learn those better/smarter/faster ways.”
Marten Gustafson in Apprenticeship Patterns,
Hoover and Oshineye, 2009

10. QTS standards
 Q16 Have passed the professional skills  You make appropriate use of a range
tests in numeracy, literacy and of applied technology to support
information and communications your teaching.
technology (ICT).
 Q17 Know how to use skills in literacy,
numeracy and ICT to support their
teaching and wider professional
activities.
 Q23 Design opportunities for learners to
develop their literacy, numeracy and ICT
skills.
 Q25a Use a range of teaching strategies
and resources, including e-learning...

11. ICT Skills Test
The IT test, by contrast,
was introduced at a time
of great concern about
teachers’ basic IT skills:
today new teachers
tend to have strong IT
skills and the vast
majority pass the IT test
easily… We will drop the
IT test, which is no
longer needed.

12. Subject knowledge
Some of the teachers in the survey were able to use ICT
effectively to enhance their teaching, but lacked the skills and
knowledge to use it to improve pupils’ learning. Deficiencies
in teachers’ subject knowledge and expertise in teaching ICT
were most apparent at Key Stage 2 where more technically
challenging applications such as control and using
spreadsheets are required. Some teaching and support staff,
therefore, still lacked the necessary expertise and confidence
to be fully effective.
Ofsted (2009), The Importance of ICT

13. Teaching Digital Natives
Marc Prensky, 2010
 They do not want to be lectured to.
 They want to be respected, to be trusted, and to have their opinions valued and count.
 They want to follow their own interests and passions.
 They want to create, using the tools of their time.
 They want to work with their peers on group work and projects (and prevent slackers
from getting a free ride).
 They want to make decisions and share control.
 They want to connect with their peers to express and share their opinions, in class and
around the world.
 They want to cooperate and compete with each other.
 They want an education that is not just relevant, but real.

14. 3
ICT Education Skills Audit 2010
(Roehampton University Intake)
2.5
2
Postgraduate
Undergraduate (Y1)
1.5
1

16. Learning Styles
Images River Beach, Beppie K, Hans and Adwriter

18. Learning together
“The ideal situation would have you in a small
team of fellow apprentices, journeymen, and a
master”
Apprenticeship Patterns, Hoover and Oshineye, 2009

19. On placement 1
"The school I was placed in had great ideas for ICT but these
were not always put into practice. The impression I got from
the teachers were they were planning activities to tick the
boxes for the ICT co-ordinator but didn't really understand
what was required and were confused by what the ICT co-
ordinator wanted... A lot of them also struggled with working
Word... which was quite surprising. I also noticed that a lot of
the children would type something up and then say they were
finished and promptly delete it. When I asked why they'd
deleted it they said they didn't think they'd need it."

20. On placement 2
“My teacher made it very clear that she did not see the point
of [the RBC’s VLE] and asked how it would improve
children's learning. When I questioned her on the strategy for
the school on how they were implementing [it], it was clear
that there was no overall strategy. They did not even share the
resources and external links between year groups! I sat in on a
training course that was purely about the functionality, no
discussion was had on how you could really use it as a learning
tool. Such a shame that so much money is spent without a
clear strategic view on learning.”

21. On placement 3
“It is pleasing that after three lessons in Scratch, with extracurricular
work by some of the children who caught the Scratch bug, the class
finally seemed to really get it.... Their enthusiasm and excitement
when building scripts for the bouncing ball, and then the bat, in the
Pong lesson, was palpable, and some got carried away, trying to
achieve things for which they were perhaps not ready, while others
focused on the aesthetics, turning the ball into a bouncing starfish
and the stage into an undersea aquarium, with some clever uses of
new stage and importing graphics. I did not teach them to do this.
They figured it out by themselves.”

25. 110
96 105
102 89 97 88
98
109
107 92
111
103 112
93 99 90 94
101
91
108 104 106 100

29. For more details…
m.berry@roehampton.ac.uk
milesberry.net
@mberry