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Professional Development Coordinating ICT in the Primary School Lecture 5, 9 th May 2012
39

Professional Development Y3 ssp 12 13 l14

Dec 15, 2014

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Miles Berry

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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Page 1: Professional Development Y3 ssp 12 13 l14

Professional Development

Coordinating ICT in the Primary SchoolLecture 5, 9th May 2012

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This morning

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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

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TPACK

Mishra and Koehler 2006

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The case for changeCollaborative 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.

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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.

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Standards

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Ofsted

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Ofsted

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The craft of teaching

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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.

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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.

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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.

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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.

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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

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Apprenticeship patterns

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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)

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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.

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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)

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Communities of Practice

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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)

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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.

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Support communities

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Online networks

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Crowd Sourcing

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OER

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bit.ly/ittcomp

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CS Teaching Excellence Network

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CAS Master Teachers

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DfE Funding

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BCS

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Academic

BA (QTS) / PGCE

MA / MEd

EdD / PhD