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.
Disrutpive Innovations and Technology: Bishop Grosseteste University Presenta...Kevin Burden
Dr. Kevin Burden explores how the concept of Disruptive Innovations (Clayton Christensen) applies in the field of educational technology, and in particular the field of mobile learning (m-learning)
Disruptive Innovations? Research on iPads - Apple RTC Annual Conference (Eden...Kevin Burden
Dr. Kevin Burden explores to what extent the use of iPads in schools constitute 'disruptive technologies' which challenge the underlying paradigms behind education
Many see the iPad as having the potential to transform learning and teaching in schools, although deployment raises a number of issues, not least in terms of pedagogy.
We return to the theme of mobile and hand-held learning from Lecture 4, but focusing specifically on the iPad as a platform for learning and teaching. You consider some of the ways in which iPad apps can be used to support learning across the curriculum, both within and beyond school, considering both individual and shared access to devices.
You work as a group to compile a wiki of recommended apps for the primary curriculum.
Curriculum Design: leading learning in ICT lecture 11Miles Berry
University of Roehampton Y3 ICT specialists
At present ICT is a National Curriculum foundation subject in primary schools, although its programme of study and attainment target have now been ‘disapplied’. The Secretary of State has committed to reintroduce a programme of study for all four key stages for September 2014. For now, schools are free to decide what is taught and how it is assessed, reflecting the curricular autonomy enjoyed by academies, free schools and the independent sector.
As an ICT coordinator you should expect to give a firm steer to the development of ICT within and across your school’s curriculum, providing both the freedom and responsibility to provide your school’s pupils with the best possible technological education. You’re likely to take responsibility for crafting the school’s scheme of work for ICT, taking account of whatever statutory requirements are in place for your school at the time.
We look at ICT’s place within the present National Curriculum and some alternative approaches. We consider alternative approaches to the delivery of ICT. We explore common characteristics of both an ICT curriculum and a scheme of work for ICT and approaches that might be followed in creating one.
Technologies That Will Define the Classroom of the Future Rita Lee
Such education opportunities change our representation of schooling upside down, but the world is developing and we should not follow behind it. It is difficult to say how educated pupils will be in future and whether all these changes are for better, but the fact is still the fact – technology influences both teaching and learning and our task is to get the most of it in the classroom too.
Disrutpive Innovations and Technology: Bishop Grosseteste University Presenta...Kevin Burden
Dr. Kevin Burden explores how the concept of Disruptive Innovations (Clayton Christensen) applies in the field of educational technology, and in particular the field of mobile learning (m-learning)
Disruptive Innovations? Research on iPads - Apple RTC Annual Conference (Eden...Kevin Burden
Dr. Kevin Burden explores to what extent the use of iPads in schools constitute 'disruptive technologies' which challenge the underlying paradigms behind education
Many see the iPad as having the potential to transform learning and teaching in schools, although deployment raises a number of issues, not least in terms of pedagogy.
We return to the theme of mobile and hand-held learning from Lecture 4, but focusing specifically on the iPad as a platform for learning and teaching. You consider some of the ways in which iPad apps can be used to support learning across the curriculum, both within and beyond school, considering both individual and shared access to devices.
You work as a group to compile a wiki of recommended apps for the primary curriculum.
Curriculum Design: leading learning in ICT lecture 11Miles Berry
University of Roehampton Y3 ICT specialists
At present ICT is a National Curriculum foundation subject in primary schools, although its programme of study and attainment target have now been ‘disapplied’. The Secretary of State has committed to reintroduce a programme of study for all four key stages for September 2014. For now, schools are free to decide what is taught and how it is assessed, reflecting the curricular autonomy enjoyed by academies, free schools and the independent sector.
As an ICT coordinator you should expect to give a firm steer to the development of ICT within and across your school’s curriculum, providing both the freedom and responsibility to provide your school’s pupils with the best possible technological education. You’re likely to take responsibility for crafting the school’s scheme of work for ICT, taking account of whatever statutory requirements are in place for your school at the time.
We look at ICT’s place within the present National Curriculum and some alternative approaches. We consider alternative approaches to the delivery of ICT. We explore common characteristics of both an ICT curriculum and a scheme of work for ICT and approaches that might be followed in creating one.
Technologies That Will Define the Classroom of the Future Rita Lee
Such education opportunities change our representation of schooling upside down, but the world is developing and we should not follow behind it. It is difficult to say how educated pupils will be in future and whether all these changes are for better, but the fact is still the fact – technology influences both teaching and learning and our task is to get the most of it in the classroom too.
Digital Technology - Where is the learning?
Keynote presentation at the SCSSA Conference" Information and Communications Technology in the Classroom: Making a Difference to Pupil Learning Thursday 13 November 2014
The John McIntyre Conference Centre, Edinburgh
Learning for digital natives by Lukas Ritzel, SwitzerlandLukas Ritzel
Talk at 4th GERA conference at Khalsa College of Education, Amritsar in November, 2015 on the theme "EDUCATION: WITHIN AND BEYOND THE CLASSROOM" by Honorary Member - 1 Lukas O Ritzel, Accenture, Guest Professor with HWZ, Grenoble Graduate School of Business, Harvard, Speaker TEDx, Lucerne http://thegera.in/
With help of some 3 brightest young India professionals which I am proud to know and call friends > Shweta, Gautam & Kaushal
Learn my top strategies to enable you to successfully integrate technology in preschool using evidence based teaching strategies that will build on a child's technological literacy.
Media and Design. Y3 Teaching and Learning L2Miles Berry
The session looks at some tools for working with media on the web and how media can be incorporated effectively in your site.
We review some of the developments in web design and draw together a number of principles for effective design.
By this lecture you will have been blogging for a year and a half, so you begin with some reflections on your use of Blogfolio within the primary education programme.
You look beyond your own blogging as a student to consider ways in which it might be used to support or extend children’s writing across the curriculum in a primary school, looking at examples of children’s blogs and some case studies projects.
Digital Technology - Where is the learning?
Keynote presentation at the SCSSA Conference" Information and Communications Technology in the Classroom: Making a Difference to Pupil Learning Thursday 13 November 2014
The John McIntyre Conference Centre, Edinburgh
Learning for digital natives by Lukas Ritzel, SwitzerlandLukas Ritzel
Talk at 4th GERA conference at Khalsa College of Education, Amritsar in November, 2015 on the theme "EDUCATION: WITHIN AND BEYOND THE CLASSROOM" by Honorary Member - 1 Lukas O Ritzel, Accenture, Guest Professor with HWZ, Grenoble Graduate School of Business, Harvard, Speaker TEDx, Lucerne http://thegera.in/
With help of some 3 brightest young India professionals which I am proud to know and call friends > Shweta, Gautam & Kaushal
Learn my top strategies to enable you to successfully integrate technology in preschool using evidence based teaching strategies that will build on a child's technological literacy.
Media and Design. Y3 Teaching and Learning L2Miles Berry
The session looks at some tools for working with media on the web and how media can be incorporated effectively in your site.
We review some of the developments in web design and draw together a number of principles for effective design.
By this lecture you will have been blogging for a year and a half, so you begin with some reflections on your use of Blogfolio within the primary education programme.
You look beyond your own blogging as a student to consider ways in which it might be used to support or extend children’s writing across the curriculum in a primary school, looking at examples of children’s blogs and some case studies projects.
Empowering self-directed learners: Practical strategies and tools for L&DBrightwave Group
In a recent webinar Brightwave's Caroline Freeman discussed a range of self-directed learning strategies, sharing concrete examples of what works. She explored the surprising and effective ways today's new generation learning tools put the learner firmly in control.
To hear the full recording of this lively and interactive webinar session, visit: http://ow.ly/oQbt30hyGQp
Cultivating a Culture of Learning: Apprenticeships for the new digital ageEducation Consulting
In a world of unprecedented change and digital disruption, talent is the only resource you have with unlimited potential to improve. Cultivating a culture of learning by implementing an apprenticeship program will give your organization a significant competitive advantage. Discover the 6 key elements that the apprenticeship culture of learning values most.
Mark Edwards, Leadership and Strategy Programme Director at London Business School, considers ways of improving the stickiness of learning by examining a range of aspects, from the desire to learn to the ways the learned lessons can be applied.
Mark will be hosting a webinar, on 7 October, in which he will explain how you can embed effective learning and understand employees’ motivations. Sign-up: http://www.changeboard.com/events/exclusive-changeboard-webinar-the-stickiness-of-learning-how-to-ensure-your-learning-strategy-makes-an-impact
Education is at a crossroads. Questions are being asked about the value of formal credentials while many of the most exciting innovations in our time are emerging from industry rather than as an outcome of a formal research project. The world has changed; what to do?
We’ve used our work on the Shift Index to view the education sector from a different perspective, and we’d like to hear what you think of the result.
Presentation for JISC Experts Group updating The Digital Practitioner Survey Work (2011-2012) with data from 2013 survey. Reviews and recommendations included. Complemented by blog post http://digitalpractitioneruk.wordpress.com/
We look briefly at examples of robotics work in schools, and explore the use of Lego kit to provide children with an introduction to control technology. You video one another working with the robotics kit used, adding an interview or narration.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Mobile app development 12 13 y1 ict ssp l17 revMiles Berry
We look at some examples of mobile phone use within the curriculum. We consider issues raised by pupils’ access to personal technology. You experiment with Google’s App Inventor toolkit, creating a simple game for an Android handset.
Resources and Support - Y3 ssp 12 13 l13Miles Berry
Whilst school budgets are not likely to fall within your remit in the early stages of your career, specifying and choosing resources may well fall onto your shoulders. At a time when all public sector funding is squeezed, ensuring best value in ICT procurement is essential, as is making the best possible use of the resources currently available. Some sort of technical support for ICT in schools is now common, and the management of this may well form part of your role.
You reflect on the range and quality of technology available in the schools visited during your placements, making comparisons with national statistics. We consider a range of approaches to ICT hardware provision and consider some more economical approaches to ICT resourcing.
We discuss criteria for selecting ICT resources and for obtaining best value.
We look at approaches to supporting ICT in schools, and consider the role of the school network manager.
READING
Becta (2007). Quality principles for digital learning resources. Coventry: Becta.
Becta (2009). Harnessing technology review 2009: The role of technology in education and skills. Coventry: Becta.
Berry, M. (2010) An ‘open source manifesto’ to counter the ICT cuts.
Fleming, R. (2010) Saving Money with ICT. Reading: Microsoft
Ofsted (2011). ICT 2008-11. London: Ofsted.
Working with virtual worlds: y1 ict ssp l16Miles Berry
Building on Papert and others’ use of the microworld with Logo, I will discuss some aspects of virtual worlds today, focussing on their applications in education with relevant case studies. Practical work explores Google Sketchup as a tool for creating representations of 3-D objects.
Developing ideas with video - Y1 ICT Specialists, Lecture 15.Miles Berry
We brainstorm ideas for using video in primary education. You practice creating a narrated screencast of your Project. You record an interview with your partner and learn to use video editing software.
FOLLOW-UP
• Post your screen cast and interview to your blog.
• Make a start on creating your video essay, perhaps incorporating sections of your screencast.
• Draw any remaining work on your Scratch project to a conclusion and assemble media you wish to use in your video essay.
• Chapter 5, Microworlds: Incubators for Knowledge in Papert (1980)
ADDITIONAL RESOURCES
• Chapter 3 of Pritchard (2008)
• Counts (2004)
Toys, play and games : Y1 ICT, Lecture 5Miles Berry
• ICT Capability
• Exploratory play with ICT
• Programmable toys
• Game based learning
SESSION TASK
• Creative challenge – illustrate ‘The Internet’ through a painting. Post it up to BlogFolio and add a reflective comment.
• Play with one of the progtammable toys or video games discussed during the session. Post a reflection to your blog, focussing on what children might learn through this or similar technology.
FOLLOW-UP ACTIVITY
• Read Williamson (2009) and discuss the place of commercial off-the-shelf (COTS) computer games in primary education.
• You might like to spend at least some of the summer break playing one or two computer games; if so, blog about your experience, focussing on the learning that takes place whilst playing.
• Please make sure you have completed all directed task work for Year 1 and that your blog is completely up to date.
• Video and multiple intelligences
• Reflections on using video to evaluate teaching
• Video editing skills revisited
• Other software for video editing (as required)
SESSION TASK
The session provides an opportunity for you to work on your Teaching and Learning video reflection with support from your ICT Tutor.
FOLLOW-UP ACTIVITY
• Read Chapter 4: The Meaning of Making III, Digital, from Gauntlett (2011). Post a reflection to your blog.
PGCE Foundation Computing EYFS/KS1 - RoboticsMiles Berry
Preliminary reading: Stoeckelmayr et al (2011). As well as learning something about programming, what else might young children learn through working with Bee Bots?
Programmable toys are very common in early years settings and key stage 1 classrooms, with practitioners and teachers showing lots of imagination in how these can be used meaningfully across the curriculum. We look at some of the models available and you create and record a role play of a classroom based activity based around these.
Task: Working in a group, you plan a learning activity involving Bee Bots (or similar) and then role play this as teacher and pupils. You record your activity and upload this to your blog.
Resources: The Lulham ICT suite has a small stock of Bee Bots, Pro Bots and Roamers, as well as more advanced Lego WeDo and Mindstorms robotics kit. There is a rather good Bee Bot app available for iOS. Free versions of Logo, a simple programming language, can be downloaded from the web, eg http://www.softronix.com/logo.html, although Scratch (see Session 7) is easier to use and increasingly popular. It interfaces directly with Lego Wedo.
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
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.
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
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)
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.