LECTURE 7

INNOVATION AND PROFESSIONAL DEVELOPMENT

Y3 BA PRIMARY EDUCATION

2012-2013

ICT AND A FOUNDATION SUBJECT

REFLECTIONS ON JOHNSON ET AL 2012

Have developed a positive attitude towards new developments in technology and show a willingness to take responsibility for your own continuing professional development in this area

INNOVATION TRANSFER

BYOD

VLE

GAMES

GPS

ANALYTICS

SMART PHONES

FROM VLE TO LP

VIDEO GAMES

4Matrixcalculates comprehensive measures of Within School Variation • provides measures of the effectiveness of learning in every teaching group• supports a headteacher's grading on teaching as required by 2009

inspections • converts low-level data into high level commentaries• reveals performance comparisons to contrast with CVA adjusted values• enables a school to easily carry out its own research and analysis into pupil

performance• supplies the tools to raise standards and promote pupil achievement• delivers the metrics needed to support assertions in the SEF

Data Mining

ON INNOVATION IN EDUCATION

ROBINSON

SOMEKH

LUCKIN

HARGREAVES

ROBINSON 2011

SOMEKH 2007

Attempts to use ICT in ways that transform pedagogy and learning are strongly constrained by factors beyond participants' control

In an education system driven by high-stakes assessment the most effective mechanism for introducing an innovative course is to tie it to a new examination

There is very strong evidence that innovations in pedagogy can be introduced rapidly if they are tied to changes in what is assessed.

LUCKIN ET AL 2012• different technologies can improve

learning by augmenting and connecting proven learning activities

• this potential will only be realised through innovative teaching practice.

• we found relatively little technological innovation in some of the more effective learning themes

• many efforts to realise the potential of digital technology in education have made two key errors: they have put the technology above teaching and excitement above evidence

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)

NEXT BIG THINGS

SERVER FREE

3D PRINTING

GESTURES

MAKING

CRITICAL DIGITAL LITERACIES

OER

TMI

SERVER-FREE

3D PRINTING

GESTURES

MAKING

CRITICAL DIGITAL LITERACY

OER

TMI

Identify examples of innovative practice in how ICT is used in your chosen foundation subject. Who are the leading practitioners in the use of ICT in this subject?

In what ways does ICT enable teachers to take responsibility for their development as professionals?

APPRENTICESHIP PATTERNS

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.

STANDARDS

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 TEACHINGWe 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.

TEACHING AS A DESIGN SCIENCE

Teachers acting as design scientists would observe four basic precepts, to

1.  keep improving their practice,

2.  have a principled way of designing and testing improvements in practice,

3.  build on the work of others,

4.  represent and share their pedagogic practice, the outcomes they achieved, and how these related to the elements of their design.

SOCIAL LEARNING

BUILDING YOUR PLN

“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.” Tobin, 1998

SUPPORT COMMUNITIES

Naace www.naace.co.uk

Mirandanet mirandanet.ac.uk

CAS computingatschool.org.uk

Vital vital.ac.uk

Ictopus www.ictopus.org.uk

TES community.tes.co.uk/forums/22.aspx

Edugeek www.edugeek.net

www.osiriseducational.co.uk

ONLINE NETWORKS

www.osiriseducational.co.uk

FOR NEXT WEEK

Come with your work from your Foundation Subject…