1 ICT and Professional Learning: towards communities of practice Ivan Webb, Dr Margaret Robertson & Dr Andrew Fluck From action research & in-school observations.

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ICT and Professional Learning:towards communities of

practiceIvan Webb, Dr Margaret Robertson & Dr Andrew Fluck

From action research & in-school observations made in

Children, Online learning and Authentic Teaching Skills (COLAT)

An Australian Research Council Linkage Project

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Professional Learning & ICT- the current context

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ICT use in schools: current situation

Major systemic initiatives in relation to ICT

Considerable history of ICT in schools (30+ years)

Consistent hope: ICT as a catalyst for change

But….mixed responses within and across schools !

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Issue: Transfer of ICT use into in-class practices

What is possible and under what conditions ?

What is feasible and how ?

What is desirable and why ?

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ICT and professional learning

Becta report: ICT and Pedagogy (Cox et al., 2004) :

‘…further substantial support for continuing professional development is necessary in order that teachers integrate the use of ICT and improve pupils’ attainment…’ (p.5)

[however]

‘…little is known about the relationship between their experiences within professional development and their subsequent pedagogies when using ICT.’ ( p.36).

Subsequent?

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Background: COLAT

Children, Online Learning & Authentic Teaching

ARC Linkage project: Partners: Utas, DoE, CEO, Telstra From 2 to 4 days observations in each of 27 classrooms in 18 schools

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ICT - three levels of consideration

ICT is a whole school responsibility!! Consider ICT in

1. Governance – purposes, leadership & management (policies & provision)

2. Class – the use and contribution of ICT

3. Activity - using ICT in teaching & learning

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Nb. Consideration of ICT use should aim to achieve alignment and consistency across the school.

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Four key success factors (?)

1. Purposes & rationale for using ICT are shared

2. Matching technology is available for use

3. Working knowledge - select, operate & troubleshoot ICT

4. Cost effectiveness - worth time, effort, investment…

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Nb Teachers & observations confirm the above order of importance.

Q: Where is most professional learning focused?

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Other COLAT findings

It is about practices !!

Reliability is complex - includes ‘window of opportunity’

Professional learning ????

Collaboration leads to success

Shared purposes & rationales meaning (PL)

Technology is better matched and available

Knowledge and resources available

More cost effective

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COLAT - summary

1. Purposes & Rationale

2. MatchingTechnology

4. CostEffectiveness

3 levels ofconsideration

‘Reliability’

ProfessionalLearning?? Collaboration

Practices

using ICT

Practices

using ICT

3. WorkingKnowledge

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Action research projects

Four in-school projects were undertaken

In October- November 2003

To meet local needs

To check on COLAT findings

Allowing for local circumstances

Lead by school team of principal & ICT leaders…

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This study – six overlapping steps‘Action research’ (knowledge-based improvement)

1. Introductory workshop (proposal & COLAT)

2. Plan project: focus, investigation, initiatives….

3. Implement plan (4-6 weeks)

4. Monitor and learn from the implementation

5. Share learning with other project participants

6. Apply knowledge gained (short and long term)

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Research team: collate case studies findings

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Sample Case Study

Professional learning initiative at School L

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Sample Case Study: School L

1. Be InformedBrief survey of staff re knowledge & experience with Inspiration ™

2. Engage the learning group

Negotiated participation as a group on basis of ability to contribute and benefit with support (survey data used)

3. Focus the learning

Using Inspiration in wide range of activities in class (Prep – 6)

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Sample Case Study: School L4. Learn about ICT

application or device

Workshop on Inspiration learning with buddies

5. Plan new or improved practices

using ICT

planning use of software in class activities

buddies to give in-class support

6. Apply in class program

Implemented plans over next week or so, troubleshooting help from buddies

7. Observe experiences, gain &

capture, insights

Observed class during lessons, shared informally

Online journal

Our program

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Sample Case Study: School L

8. Share & refine knowledge, skills and experiences

Group review of activities and experiences, samples gathered and organised online (for the future)

9. Embed practices: share &

transfer more widely

Used software in other aspects of class programs. Experiences & products shared with whole staff

10. Revisit from time to time

Leadership team will revisit from time to time. Step 9 for some other staff

Spell checker

Corridor walk

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Findings

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Professional Learning Cycle (emergent)

Engage thelearning group

Focuslearning

Plan improvedor new practices

Trial in classprogram

Embed & transferpractices

Revisit

ProfessionalLearning

Cycle

Gaininsights

Share & refineKnowledge

ExperiencesProducts

Learn about ICT

Be informed

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The emergent PL process1. Be informed2. Engage the learners as a group3. Focus the learning: using IT in situ4. Learn about the ICT application/device5. Plan new/improved practices incorporating ICT6. Apply practices in class programs (asap)7. Observe experiences insights8. Share & refine knowledge, experiences & insights9. Extend & embed practices10. Revisit as required

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Findings - Roles in PL

Several discerned (not just expert-novice!!)

1. Learners all participants

2. Co-learners confirm and validate experiences!!

3. Tutors ‘How to… ?'

4. Mentors ‘What to do?' and ‘Why?’

5. Facilitators opportunities and processes

6. Supervisors acknowledge & endorse learning and new or improved practices

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NB. Roles are situational and dynamic!!

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Recommendations (from participants)

1. Keep timelines short and the focus specific

2. Link possibilities of ICT with meaningful products,

examples of use, credible experiences

3. Build collaboration within the learning group throughout,

eg, match tutors:learners how to use & manage ICT

4. Involve learners in planning & preparing ICT use in class

5. Arrange in-class support maximize chance of success

6. Learn and apply new or improved practices

7. Learn, share & take it forward (revisit later)

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Some on-going challenges

1. Building collaboration between staff groups

2. Accommodating staff changes start with induction

3. Selecting & arranging the most appropriate technology

4. When and how to upgrade (development is disruptive!!)

5. Inclusion of all staff in PL (equity of opportunity?)

6. Performance management vs professional learning, ie,

individual vs collaborative professional learning

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Build communities of practice !!

1. Focus on new or improved practices

2. Be informed who knows, or wants to know, what?…

3. Build PL into the culture through collaboration

4. Extend collaboration to teaching, technical & other staff

5. PL is an on-going process (NOT an event !!)

6. Start with situated examples and credible experiences

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NB. Not a deficit model !!

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Communities of practice (cont.)

7. Keep timelines short and the focus specific

8. Share the load: several roles & dynamic!!

9. Take ICT into the classroom with modelling & support.

10. Learn in meaningful groups and focus on their practices

11. Share & review the experiences within learning group

12. Share experiences & results beyond learning group

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Thanks to…

Project website

Project schools and their generous staff members COLAT schools and participants Numerous colleagues who have provided

encouragement, knowledge & insight