Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support. We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development. I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.

1. Professional
Development
Coordinating ICT in the Primary School
Lecture 5, 9th
May 2012

2. This morning

3. A little learning…
A little learning is a dangerous thing;
drink deep, or taste not the Pierian spring:
there shallow draughts intoxicate the brain,
and drinking largely sobers us again.
Alexander Pope (1709) An Essay on Criticism

4. TPACK
Mishra and Koehler 2006

5. The case for change
Collaborative professional
development is more strongly
associated with improvements
in teaching and learning... [it]
appears more likely to produce
changes in teacher practice,
attitudes or beliefs and in pupil
outcomes.

6. The importance of teaching
• We know that teachers learn best
form other professionals and that an
'open classroom' culture is vital...
• Too much professional development
involves compliance with
bureaucratic initiatives rather than
working with other teachers to
develop effective practice...
• Two thirds of all professional
development is 'passive learning' -
sitting and listening to a
presentation.

7. Standards

8. Ofsted

9. Ofsted

10. The craft of teaching

11. Next Gen.
As with any craft, to
produce truly outstanding
work requires a complete
mastery of the tools of the
trade... Understanding just
how to use the software
rather than the machine
that sits behind it limits the
ability of the user.

12. teaching as a design science
Teachers acting as design scientists
would observe four basic precepts, to
•keep improving their practice,
•have a principled way of designing and
testing improvements in practice,
•build on the work of others,
•represent and share their pedagogic
practice, the outcomes they achieved,
and how these related to the elements of
their design.

13. The craftsman
• The laborer with a sense of craft becomes
engaged in the work in and for itself
• the satisfactions of working are their own
reward
• the worker can control his or her own
actions at work
• skill develops within the work process
• work is connected to the freedom to
experiment
It is by fixing things that we often get to
understand how they work.

14. Craftsmanship
• Apprentice
• “The fundamental learning situation is one in which a person learns by
helping someone who really knows what he is 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”
• Journeyman
• The journeyman is focused on building an ever-larger portfolio of
applications that demonstrates his progress in the craft; he moves between
projects and masters, seeking to diversify and deepen his portfolio; he seeks
to elevate his status within the community; and he strives to become ready to
be a master.
• Master
• In short, masters view the acquisition, usage, and sharing of superior skill as
the most important part of being a … craftsman.

15. Dreyfus and Dreyfus
• Novice
• Follows taught rules or plans
• Advanced Beginner
• Guidelines for action based on attributes, which are treated seperately
• Competent
• Action seen in terms of long term goals
• Proficient
• Sees situations holistically and sees what’s most important
• Expert
• Intuitive grasp of situations based on deep tacit understanding

17. Apprenticeship patterns

18. Growth mindset - effort is what makes you
smart or talented
A need to adapt and change
Pragmatic rather than dogmatic
Share what we know
A willingness to experiment (and be proven
wrong)
Taking control of and responsibility for our
destinies
Debate, dissent and disagreement are better
than blind deference
A commitment to inclusiveness
Skills rather than processes
Situated learning (expert in earshot)

19. Trainees as innovators
• There was only limited evidence of trainees being
able to act as significant change agents in schools.
• School contexts and cultures in relation to ICT
were more frequently described as moderating
factors than as enablers with regard to supporting
ICT innovation. They were more likely to be
associated with inhibiting the transfer of practice
than with supporting trainees to innovate.
• Schools’ willingness to accommodate new
approaches was a key factor in terms of impact.
Where trainees were able to share new ideas and
approaches with peers and school colleagues, they
appeared to be able not only to develop their own
practice but also to change schools’ views of ICT.

20. The Knowledge Creating School
The 'tinkering' teacher is an individualised embryo of
institutional knowledge creation. When such tinkering
becomes more systematic, more collective and
explicitly managed, it is transformed into knowledge
creation…
Transfer is difficult to achieve for it involves far more
than telling or simply providing information…
This is most easily achieved when a teacher tinkers
with information derived from another's professional
practice.
Hargreaves (1999)

21. Communities of Practice

22. Connectivism
The pipe is more important than the content within the
pipe. Our ability to learn what we need for tomorrow is
more important than what we know today. A real
challenge for any learning theory is to actuate known
knowledge at the point of application. When
knowledge, however, is needed, but not known, the
ability to plug into sources to meet the requirements
becomes a vital skill. As knowledge continues to grow
and evolve, access to what is needed is more important
than what the learner currently possesses.
Siemens (2005)

23. Building your PLN
While many companies promise that every employee will
receive one or two weeks of training per year, learning
should take place every day on the job. Learning doesn't take
place just in training programs, but should be part of every
employee's everyday activities. You learn every time you
read a book or article, every time you observe how someone
else is doing work similar to your own, every time you ask a
question. An important part of learning is to build your
own personal learning network -- a group of people who
can guide your learning, point you to learning
opportunities, answer your questions, and give you the
benefit of their own knowledge and experience.

24. Support communities

25. Online networks

26. Crowd Sourcing

30. OER

33. bit.ly/ittcomp

34. CS Teaching Excellence Network

35. CAS Master Teachers

36. DfE Funding

38. BCS

39. Academic
BA (QTS) / PGCE
MA / MEd
EdD / PhD