Professional Development Coordinating ICT in the Primary School Lecture 5, 9 th May 2012
Dec 15, 2014
Professional Development
Coordinating ICT in the Primary SchoolLecture 5, 9th May 2012
This morning
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
TPACK
Mishra and Koehler 2006
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.
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.
Standards
Ofsted
Ofsted
The craft of teaching
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.
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.
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.
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.
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
Apprenticeship patterns
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)
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.
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)
Communities of Practice
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)
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.
Support communities
Online networks
Crowd Sourcing
OER
bit.ly/ittcomp
CS Teaching Excellence Network
CAS Master Teachers
DfE Funding
BCS
Academic
BA (QTS) / PGCE
MA / MEd
EdD / PhD