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Initial teacher education and technology in action

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Initial teacher education and technology in action

  1. 1. Initial Teacher Education & Technology in Action Miles Berry University of Roehampton
  2. 2. Vocation
  3. 3. Profession
  4. 4. Professional
  5. 5. Vocational
  6. 6. Vocation VocationalProfession Professional
  7. 7. Apprenticeship“I guess it basically means having the attitude that there’salways a better/smarter/faster way to do what you just didand what you’re currently doing. Apprenticeship is thestate/process of evolving and looking for better ways andfinding people, companies and situations that force you tolearn those better/smarter/faster ways.” Marten Gustafson in Apprenticeship Patterns, Hoover and Oshineye, 2009
  8. 8. 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...
  9. 9. 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.
  10. 10. Subject knowledgeSome of the teachers in the survey were able to use ICTeffectively to enhance their teaching, but lacked the skills andknowledge to use it to improve pupils’ learning. Deficienciesin teachers’ subject knowledge and expertise in teaching ICTwere most apparent at Key Stage 2 where more technicallychallenging applications such as control and usingspreadsheets are required. Some teaching and support staff,therefore, still lacked the necessary expertise and confidenceto be fully effective. Ofsted (2009), The Importance of ICT
  11. 11. 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.
  12. 12. 3 ICT Education Skills Audit 2010 (Roehampton University Intake)2.5 2 Postgraduate Undergraduate (Y1)1.5 1
  13. 13. Learning StylesImages River Beach, Beppie K, Hans and Adwriter
  14. 14. Learning together“The ideal situation would have you in a smallteam of fellow apprentices, journeymen, and amaster” Apprenticeship Patterns, Hoover and Oshineye, 2009
  15. 15. On placement 1"The school I was placed in had great ideas for ICT but thesewere not always put into practice. The impression I got fromthe teachers were they were planning activities to tick theboxes for the ICT co-ordinator but didnt really understandwhat was required and were confused by what the ICT co-ordinator wanted... A lot of them also struggled with workingWord... which was quite surprising. I also noticed that a lot ofthe children would type something up and then say they werefinished and promptly delete it. When I asked why theyddeleted it they said they didnt think theyd need it."
  16. 16. On placement 2“My teacher made it very clear that she did not see the pointof [the RBC’s VLE] and asked how it would improvechildrens learning. When I questioned her on the strategy forthe school on how they were implementing [it], it was clearthat there was no overall strategy. They did not even share theresources and external links between year groups! I sat in on atraining course that was purely about the functionality, nodiscussion was had on how you could really use it as a learningtool. Such a shame that so much money is spent without aclear strategic view on learning.”
  17. 17. On placement 3“It is pleasing that after three lessons in Scratch, with extracurricularwork by some of the children who caught the Scratch bug, the classfinally seemed to really get it.... Their enthusiasm and excitementwhen building scripts for the bouncing ball, and then the bat, in thePong lesson, was palpable, and some got carried away, trying toachieve things for which they were perhaps not ready, while othersfocused on the aesthetics, turning the ball into a bouncing starfishand the stage into an undersea aquarium, with some clever uses ofnew stage and importing graphics. I did not teach them to do this.They figured it out by themselves.”
  18. 18. 11096 105 102 89 97 88 98 109 107 92 111 103 112 93 99 90 94 101 91 108 104 106 100
  19. 19. For more details… m.berry@roehampton.ac.uk milesberry.net @mberry

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