Focus: how can we best support the embedding of ICT use in subject teaching?

Focus: how can we best support the embedding of ICT use in subject teaching?

Focus: how can we best support the embedding of ICT use in subject teaching?

Connecting Teachers

A Becta ConferenceLondon, 11th June 2004

Connecting Teachers

A Becta ConferenceLondon, 11th June 2004

Enhancing Subject Teaching Using ICT (ESTUICT)Enhancing Subject Teaching Using ICT (ESTUICT)

Tony Fisher Learning Sciences Research Institute, University of Nottingham

Enhancing Subject Teaching using ICTEnhancing Subject Teaching using ICT

The ESTUICT evaluation team:• Tim Denning (Lead evaluator)

Department of Education, Keele University • Tony Fisher

Learning Sciences Research Institute, University of Nottingham

• Chris HigginsResearch Centre for Able Pupils, Westminster Institute of Education, Oxford Brookes University

• Mike JohnsonCentre for Successful Schools, Department of Education, Keele University

• Avril LovelessEducational Research Centre, School of Education, University of Brighton

• Rob TweatsDepartment of Education, Keele University

• Plus a number of subject consultants

The ESTUICT evaluation team:• Tim Denning (Lead evaluator)

Department of Education, Keele University • Tony Fisher

Learning Sciences Research Institute, University of Nottingham

• Chris HigginsResearch Centre for Able Pupils, Westminster Institute of Education, Oxford Brookes University

• Mike JohnsonCentre for Successful Schools, Department of Education, Keele University

• Avril LovelessEducational Research Centre, School of Education, University of Brighton

• Rob TweatsDepartment of Education, Keele University

• Plus a number of subject consultants


The developers:

• www.indigo-visions.co.uk

• www.mpowerteach.com

• www.new-media.co.uk/cpd/

• www.sfe.co.uk/ict_training

The developers:

• www.indigo-visions.co.uk

• www.mpowerteach.com

• www.new-media.co.uk/cpd/

• www.sfe.co.uk/ict_training


CPD Programmes on offer in:

• KS1 and 2 literacy and numeracy (SFE)

• All subjects at KS3 (Indigo Visions; mPowerTeach; New Media)

CPD Programmes on offer in:

• KS1 and 2 literacy and numeracy (SFE)

• All subjects at KS3 (Indigo Visions; mPowerTeach; New Media)


The overall aim:

• To change teachers’ ‘pedagogical content knowledge’

i.e., teachers’ knowledge of how to teach what they teach

The overall aim:

• To change teachers’ ‘pedagogical content knowledge’

i.e., teachers’ knowledge of how to teach what they teach


The challenge for teachers:

“It’s not the ICT that’s difficult, we can go away and work at the software …

it’s the getting to grips with the ideas of learning and teaching with ICT which is new and needs concentration…”

(Teacher comment, KS3 science pilot)

The challenge for teachers:

“It’s not the ICT that’s difficult, we can go away and work at the software …

it’s the getting to grips with the ideas of learning and teaching with ICT which is new and needs concentration…”

(Teacher comment, KS3 science pilot)


Plan

Teach

Evaluate

A model of online CPD for classroom teaching using ICT

A model of online CPD for classroom teaching using ICT

Online framework for evaluation, communication

with mentor, compile portfolio

Participate in online forum,

share ideas etc.

Online lesson ideas, support

and training materials


The evaluation:• Does the use of ICT enhance the

teaching of the subject?• Is the use of ICT purposeful and

appropriate?• What is the impact on pupil learning

and motivation?

The evaluation:• Does the use of ICT enhance the

teaching of the subject?• Is the use of ICT purposeful and

appropriate?• What is the impact on pupil learning

and motivation?


Data sources for the evaluation:• Desk analysis of materials• Staged online questionnaires• School visits

Data sources for the evaluation:• Desk analysis of materials• Staged online questionnaires• School visits


The pilot:• KS3 science

– Indigo Visions– Science Consortium

• KS1 and KS2 literacy and numeracy– Indigo Visions– SFE

The pilot:• KS3 science

– Indigo Visions– Science Consortium

• KS1 and KS2 literacy and numeracy– Indigo Visions– SFE


Some results from the science pilot:• Greatest teacher self-rating as ‘novice’

regarding ICT skills was in the use of:– presentation software – databases – datalogging

Some results from the science pilot:• Greatest teacher self-rating as ‘novice’

regarding ICT skills was in the use of:– presentation software – databases – datalogging


Some results from the science pilot:• Perceptions of improvement after using

the on-line materials – presentation software, 80% (93% and

67%)– databases 30.5% (45% and 26%) – datalogging 61.5% (69% and 54%)

Some results from the science pilot:• Perceptions of improvement after using

the on-line materials – presentation software, 80% (93% and

67%)– databases 30.5% (45% and 26%) – datalogging 61.5% (69% and 54%)


Issues emerging from the science pilot:• The importance of face-to-face training

“Absolutely superb training on the initial day – the best training day I have ever had, great to get training you need for once.”

Issues emerging from the science pilot:• The importance of face-to-face training

“Absolutely superb training on the initial day – the best training day I have ever had, great to get training you need for once.”


Issues emerging from the science pilot:• ICT provision / access in some schools

presented difficulties – Too few computers and poor access

to the internet hindered teachers’ progress.

– Where teachers have to book computer rooms to use the materials they are prevented from making best use of the online materials.

Issues emerging from the science pilot:• ICT provision / access in some schools

presented difficulties – Too few computers and poor access

to the internet hindered teachers’ progress.

– Where teachers have to book computer rooms to use the materials they are prevented from making best use of the online materials.


Issues emerging from the science pilot:“The major improvement comes simply from having easy access to a laptop and data projector. This little change has caused a major teaching change. Had I realised this before I would have bought one [a laptop] earlier.”

…but this provision of equipment was a ‘carrot’ to facilitate participation in the pilot.

Issues emerging from the science pilot:“The major improvement comes simply from having easy access to a laptop and data projector. This little change has caused a major teaching change. Had I realised this before I would have bought one [a laptop] earlier.”

…but this provision of equipment was a ‘carrot’ to facilitate participation in the pilot.


Issues emerging from the science pilot:• Time is an important consideration

– “Forced me out of my comfort zone into new things, but I need more time to master them.”

– “Lesson preparation has taken longer but once the material is produced it will be simpler and quicker to use next time.”

Issues emerging from the science pilot:• Time is an important consideration

– “Forced me out of my comfort zone into new things, but I need more time to master them.”

– “Lesson preparation has taken longer but once the material is produced it will be simpler and quicker to use next time.”


Issues emerging from the science pilot:• Input of resources was valued

– “This on-line course has given such support and well resourced lessons that it cannot fail to have an impact on my teaching.”

– “I am just grateful that at last someone has had the imagination to provide proper resources…”

Issues emerging from the science pilot:• Input of resources was valued

– “This on-line course has given such support and well resourced lessons that it cannot fail to have an impact on my teaching.”

– “I am just grateful that at last someone has had the imagination to provide proper resources…”


Issues emerging from the science pilot:• Impact on pedagogy

– “…in terms of improvements in pedagogy this approach can be absolutely revolutionary.”

…but…– “…the most important skill is to be a

good teacher and communicator. This is a fantastic tool, but it isn’t the lesson…. These materials do not replace traditional teaching strategies.”

Issues emerging from the science pilot:• Impact on pedagogy

– “…in terms of improvements in pedagogy this approach can be absolutely revolutionary.”

…but…– “…the most important skill is to be a

good teacher and communicator. This is a fantastic tool, but it isn’t the lesson…. These materials do not replace traditional teaching strategies.”


Issues emerging from the science pilot: • Beneficial impact on teachers’ confidence

– “[the on-line course] raised my confidence in the internet and has left me very eager to learn more and use more.”

– “Marvellous. If nothing else it has been a great encouragement to me to dive in and use the equipment…The action plans helped me to structure my lessons... the case studies and video examples of teachers using the technology were brilliant…”

Issues emerging from the science pilot: • Beneficial impact on teachers’ confidence

– “[the on-line course] raised my confidence in the internet and has left me very eager to learn more and use more.”

– “Marvellous. If nothing else it has been a great encouragement to me to dive in and use the equipment…The action plans helped me to structure my lessons... the case studies and video examples of teachers using the technology were brilliant…”


Issues emerging from the science pilot:• Local collaboration benefited

– “The whole department actually worked together enthusiastically to share and undertake the pilot project.”

– “…a lot of my learning, although prompted by the course, has come from going to colleagues both in and out of the department and asking them to explain things.”

…but participation rates in online discussion forums were low

Issues emerging from the science pilot:• Local collaboration benefited

– “The whole department actually worked together enthusiastically to share and undertake the pilot project.”

– “…a lot of my learning, although prompted by the course, has come from going to colleagues both in and out of the department and asking them to explain things.”

…but participation rates in online discussion forums were low


Issues emerging from the science pilot:

• Not all teachers found the approach successful, and some said they simply did not like the courses provided and “…haven’t been inspired to pursue it further”, but they were very few in number.

Issues emerging from the science pilot:

• Not all teachers found the approach successful, and some said they simply did not like the courses provided and “…haven’t been inspired to pursue it further”, but they were very few in number.


So, what will be the result of ESTUICT and similar activity?

Will it be transformation…

So, what will be the result of ESTUICT and similar activity?

Will it be transformation…


"ICT can do more than motivate and empower. It has the potential to transform the way that education is delivered and to provide new opportunities, enhancing scholarship and investigation."

David Blunkett, NGfL Curriculum Online consultation paper, April 2001

"ICT can do more than motivate and empower. It has the potential to transform the way that education is delivered and to provide new opportunities, enhancing scholarship and investigation."

David Blunkett, NGfL Curriculum Online consultation paper, April 2001


…or will it be assimilation?…or will it be assimilation?


“Solutions to pedagogical problems have been sought by the use of various types of technology… currently, computers, video-disks, lasers, “multimedia” presentations… In due course some have been absorbed into the teacher’s armamentarium; others gather dust in stock rooms. None has brought the prophesied pedagogical millennium.”

Edgar Stones, 1992, ‘Quality Teaching’

“Solutions to pedagogical problems have been sought by the use of various types of technology… currently, computers, video-disks, lasers, “multimedia” presentations… In due course some have been absorbed into the teacher’s armamentarium; others gather dust in stock rooms. None has brought the prophesied pedagogical millennium.”

Edgar Stones, 1992, ‘Quality Teaching’

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Documents

Focus: how can we best support the embedding of ICT use in subject teaching?