Professional Development Y3 ssp 12 13 l14


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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.

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  • Professional Development Y3 ssp 12 13 l14

    1. 1. ProfessionalDevelopmentCoordinating ICT in the Primary SchoolLecture 5, 9thMay 2012
    2. 2. This morning
    3. 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. 4. TPACKMishra and Koehler 2006
    5. 5. The case for changeCollaborative professionaldevelopment is more stronglyassociated with improvementsin teaching and learning... [it]appears more likely to producechanges in teacher practice,attitudes or beliefs and in pupiloutcomes.
    6. 6. The importance of teaching• We know that teachers learn bestform other professionals and that anopen classroom culture is vital...• Too much professional developmentinvolves compliance withbureaucratic initiatives rather thanworking with other teachers todevelop effective practice...• Two thirds of all professionaldevelopment is passive learning -sitting and listening to apresentation.
    7. 7. Standards
    8. 8. Ofsted
    9. 9. Ofsted
    10. 10. The craft of teaching
    11. 11. Next Gen.As with any craft, toproduce truly outstandingwork requires a completemastery of the tools of thetrade... Understanding justhow to use the softwarerather than the machinethat sits behind it limits theability of the user.
    12. 12. teaching as a design scienceTeachers acting as design scientistswould observe four basic precepts, to•keep improving their practice,•have a principled way of designing andtesting improvements in practice,•build on the work of others,•represent and share their pedagogicpractice, the outcomes they achieved,and how these related to the elements oftheir design.
    13. 13. The craftsman• The laborer with a sense of craft becomesengaged in the work in and for itself• the satisfactions of working are their ownreward• the worker can control his or her ownactions at work• skill develops within the work process• work is connected to the freedom toexperimentIt is by fixing things that we often get tounderstand how they work.
    14. 14. Craftsmanship• Apprentice• “The fundamental learning situation is one in which a person learns byhelping someone who really knows what he is doing.”• “Apprenticeship is the state/process of evolving and looking for better waysand finding people, companies and situations that force you to learn thosebetter/smarter/faster ways”• Journeyman• The journeyman is focused on building an ever-larger portfolio ofapplications that demonstrates his progress in the craft; he moves betweenprojects and masters, seeking to diversify and deepen his portfolio; he seeksto elevate his status within the community; and he strives to become ready tobe a master.• Master• In short, masters view the acquisition, usage, and sharing of superior skill asthe most important part of being a … craftsman.
    15. 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
    16. 16. Apprenticeship patterns
    17. 17. Growth mindset - effort is what makes yousmart or talentedA need to adapt and changePragmatic rather than dogmaticShare what we knowA willingness to experiment (and be provenwrong)Taking control of and responsibility for ourdestiniesDebate, dissent and disagreement are betterthan blind deferenceA commitment to inclusivenessSkills rather than processesSituated learning (expert in earshot)
    18. 18. Trainees as innovators• There was only limited evidence of trainees beingable to act as significant change agents in schools.• School contexts and cultures in relation to ICTwere more frequently described as moderatingfactors than as enablers with regard to supportingICT innovation. They were more likely to beassociated with inhibiting the transfer of practicethan with supporting trainees to innovate.• Schools’ willingness to accommodate newapproaches was a key factor in terms of impact.Where trainees were able to share new ideas andapproaches with peers and school colleagues, theyappeared to be able not only to develop their ownpractice but also to change schools’ views of ICT.
    19. 19. The Knowledge Creating SchoolThe tinkering teacher is an individualised embryo ofinstitutional knowledge creation. When such tinkeringbecomes more systematic, more collective andexplicitly managed, it is transformed into knowledgecreation…Transfer is difficult to achieve for it involves far morethan telling or simply providing information…This is most easily achieved when a teacher tinkerswith information derived from anothers professionalpractice.Hargreaves (1999)
    20. 20. Communities of Practice
    21. 21. ConnectivismThe pipe is more important than the content within thepipe. Our ability to learn what we need for tomorrow ismore important than what we know today. A realchallenge for any learning theory is to actuate knownknowledge at the point of application. Whenknowledge, however, is needed, but not known, theability to plug into sources to meet the requirementsbecomes a vital skill. As knowledge continues to growand evolve, access to what is needed is more importantthan what the learner currently possesses.Siemens (2005)
    22. 22. Building your PLNWhile many companies promise that every employee willreceive one or two weeks of training per year, learningshould take place every day on the job. Learning doesnt takeplace just in training programs, but should be part of everyemployees everyday activities. You learn every time youread a book or article, every time you observe how someoneelse is doing work similar to your own, every time you ask aquestion. An important part of learning is to build yourown personal learning network -- a group of people whocan guide your learning, point you to learningopportunities, answer your questions, and give you thebenefit of their own knowledge and experience.
    23. 23. Support communities
    24. 24. Online networks
    25. 25. Crowd Sourcing
    26. 26. OER
    27. 27.
    28. 28. CS Teaching Excellence Network
    29. 29. CAS Master Teachers
    30. 30. DfE Funding
    31. 31. BCS
    32. 32. AcademicBA (QTS) / PGCEMA / MEdEdD / PhD