3. 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
9. Data Mining
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
13. 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.
14. 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
15. 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)
24. 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?
25. In what ways does ICT enable
teachers to take responsibility
for their development as
professionals?
27. 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.
29. THE CASE FOR
CHANGE
Collaborative 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.
30. 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.
31. 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.
33. 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
34. 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
