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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