Supporting teacher training: ICT, the Spéis project and Ireland

Supporting teacher training: ICT, the Spéis project and Ireland

Dr. Alan Bruce

Universal Learning Systems, Dublin

EDEN Conference

Zagreb, Croatia

11 June 2014

Ireland: education and identity

Learning and Gaelic society The impact of colonialism Ascendancy and hedge schools Elitism, privilege and the assault on Gaelic The impact of religion Experiment and challenge: Maria Edgeworth Bardic lore to exile: maintaining the flame of culture

Policy in crisis: the 19th Century

National School system (1831)Resistance and segregationIdentity and revolutionThe tidal wave of emigration

Partition and religion

The New State

Department of Education (1924)The national curriculumThe Irish languageSubservience to the ChurchSeparate systems: embedding elitismVocational Education Act (1943)Declining demographics

Irish language profile

Teacher training

Denominational basisSecondary: degree plus Higher Diploma in Education

Primary: Teacher Training CollegesMary Immaculate, LimerickSt Patrick’s, DublinColaiste Mhuire, MarinoChurch of Ireland College of Education, Dublin

Primary Curriculum

Education for a Changing World (1992)Primary School Curriculum (1999)National Council on Curriculum and Assessment

www.ncca.ieScoilnet portal www.scoilnet.ie

CICE

CICE Background Established 1811 Extensive library Effects of partition 1922 Linkage to Trinity College Dublin Evolving future – DCU Poor ICT infrastructure Small numbers (150)

Active teaching methodologies

General focusTeacher Education comprised of developing knowledge but also developing skills and attitudes

Focus on skills such as:1. Expressing and justifying opinions2. Analysing information-facts/stories given3. Opportunities to empathise with other people’s experiences4. Resolving differences5. Participating/co-operating 6. Ability to work co-operatively with others7. Ability to see and appreciate different perspectives8. Ability to tolerate another point of view9. Ability to use and engage in a problem solving approach

Values: Openness to others Respect for the law Concern for human rights

Challenges in teaching formation

Scattered and remote location of many Protestant schools

Changes in degree structure and provision in B.Ed. program

Minority ethos and statusInadequate ICT and resourcesImpact of financial crisis in 2008

The need for InnovationSupervising placementCosts, travel and remotenessRecording and uploading informationWriting, monitoring and examiningSupervision and qualityCommunications

Developing e-Support

1. Method of supervision and contact for trainee teachers and supervisory tutors in CICE.

2. A means for on-line engagement with trainee teachers.

3. An e-forum and seminar framework for group learning and exchange.

4. A method to manage classroom practice and learning.

5. A means for trainee teachers to upload assignments, materials, essays and journals of reflective practice.

6. Integration of pedagogical processes and technology solutions to meet CICE requirements

7. A creative and dynamic mechanism to supervise and support the placement process over 10 weeks in various and remote locations.

Spéis: School Placement e-Integrated Scaffolding

Aim of Spéis: to provide the first teacher placement e-support and portfolio system in Ireland

Deployed advanced technologies to enable creation of a platform where academic staff in the College, student teachers and administrative personnel could plan, design, implement and review an ICT supported learning architecture

CLE: Context Learning Environment

Developed for efficient and smooth digitalization of learning processes and learner administration

Learner-orientated approach to ICT systems, tools and processes implementation by mapping the current state of the learning organization

Identifies potential areas where ICT tools can improve learning and establishes a clear roadmap and milestones for e-learning implementation

Implementation of e-learning technology solutions that enable a smooth transition towards digital learning

Process: Stage 1

1. Detailed identification of needs (1 workshop)

Review of existing resources, plans/documentation and source material Learning process mapping: with main focus on placement periods Identifying areas in which technology can be applied to foster learning

and improve effectiveness of learner management and follow-up

2. Development and implementation plan (Context and ULS prepared based on workshop results)

Defining learner and teacher/mentor processes and tools Integration of pedagogical processes and technology solutions to meet

CICE requirements Implementation plan

Process: Stage 2

3. Technical implementation 

Tailoring and configuration of CLE solutions for CICE's ICT environment

Integration of communication, management/administration and evaluation tools into CLE

4. Piloting

User training/induction

Testing CLE solutions and tools with a pilot group

Pilot follow-up, collecting feedback, evaluating the process

Identifying critical development needs

Making necessary improvements in CLE solutions and tools

Quality management (ULS)

5. Launching the full B.Ed. on-line program

Format and deliverables

Learner (user) data management Management of learning activities (on-line, classroom) and

remote supervision Management of assignments, essays, learning materials,

journals of reflective practice, etc. Synchronous communication and group collaboration tools e-forum for sharing ideas and building knowledge e-portfolio (for students to maintain course-specific portfolios

and develop a personal student portfolio)

Developing linkage

Uses ULS expertise and networks to link to analogous EU projects

Link to Foras na Gaelige Specific linkage to LANGO project

Specific linkage: LANGO

LANGO aims to reduce language communication barriers through specific use of new smart phone technologies. The project has developed a language-learning tool which requires a little effort on the part of learners. LANGO users will be able to learn language - literally on the go, at any time and any place on flexible web-based and mobile learning platforms.

Specific linkage: NELLIPNELLIP carries out the following main activities:

1. Identification and description of examples of best practice in planning and implementing language learning initiatives that have received the European Language Label.

2. Development of guidelines on how to plan, implement, manage, exploit and create network between language learning quality initiatives based on maximizing best practice developed within the framework of European language labeled projects and initiatives.

3. Organization of workshops to test and exploit project results and European language labeled initiatives and projects.

Summary

Spéis project: in context of the changing and evolving context of teacher training provision in Ireland with specific reference to the central role of the Irish language and its promotion.

Teachers need to gather and demonstrate evidence of their growth and achievement over time. Developing a professional portfolio at undergraduate level is the first step in this process.

It enables student teachers to begin the process of reflection necessary for them to develop as reflective practitioners.

Spéis is an innovative e-supported portfolio, unique in Ireland. E-learning best practice and its adoption in Irish schools using this project and other allied initiatives is designed to promote digital access and excellence.

Next stepsDigital Schools of Distinction www.digitalschools.ieOpen Discovery Space

www.opendiscoveryspace.euTRANSit www.transit-project.eu

Thank you

Dr. Alan Bruce

ULS Dublin

abruce@ulsystems.com