Dr Paula Nadine Zwozdiak-Myers, June 2011
Final report for the Training and Development Agency for Schools
Links between ICT Advanced Skills Teachers and Initial Teacher Training
Background
Research undertaken at one higher education institution located in West London, UK sought
to explore links between ICT Avanced Skills Teachers (AST) and Initial Teacher Training
(ITT). The main objective was to capture the perceptions and experiences of leading ASTs in
ICT along with those of teacher educators and trainee teachers to identify ways in which
collaborative and/or sustainable partnerships might be forged, which enable trainee
teachers to gain exposure to cutting edge, best practice of ICT in primary and secondary
schools.
Initial bid
A key goal for this project was the preparation of advice to ITT staff about ways they can
work with ICT AST’s to ensure that trainee teachers are prepared to maximise the use of ICT
to support teaching, learning and communication between the various stakeholders within
education.
A number of findings reported in the evaluation of the TDA’s programme for funding ICT in
ITT between 2003 and 2008 (Hadfield et al, 2009)1 coupled with recent reviews of Becta’s
Harnessing Technology strategy (2009, 2008)2 underpin the rationale behind this project,
particularly the interaction between three generic groups of factors found to determine the
success of any ICT implementation:
(i)
(ii)
(iii)
the status of any technology being introduced – technical, social and learning
status;
building and focusing the ITT organisation’s capacity for innovation;
the degree of alignment between the innovation and the needs and concerns of
individuals and teams in the organisation.
Hadfield, M., Jopling, M., Royle, K. and Southern, L. (2009) Evaluation of the Training and
Development Agency for Schools’ funding for ICT in ITT Projects, London: TDA.
2 Becta (2009) Harnessing Technology Review 2009: The role of technology in education and
skills, Coventry: Becta
Becta (2008) Harnessing Technology Review 2008: The role of technology and its impact on
education, Coventry: Becta.
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Dr Paula Nadine Zwozdiak-Myers, June 2011
This research project aims to draw together some of the knowledge and skills of AST’s and
ITT educators to contribute toward the growing body of knowledge and evidence base,
which positions best practice of ICT and web 2.0 technologies in the foreground of ITT.
Methodology and key findings
Surveys of PG Cert primary and secondary trainee teachers (n=248) were undertaken to
gather evidence of their own experiences of using ICT and the perceived impact of ICT on
pupil learning and their own professional development, across two different school
placements during their one-year course. Some key findings revealed that:
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A majority of trainee teachers regularly use cell phones, digital music players, email,
instant text messaging, the Internet, Video cams, Video and computer games and
Web-surfing for personal use. Thus, as ‘digital natives’3 bring a vast array of ICT
knowledge, skills, understanding and experience to their respective course
Most trainee teachers belong to a social network community e.g. Facebook and have
their own laptops. Regular communication was important particularly with distant
family and friends and when out on school placement – several reported that social
networking dispelled feelings associated with abandonment and isolation
Usage of ICT both within the school and university environments was quite variable
and largely dependent upon which particular course trainee teachers were
following: most prevalent usage was found within the PG Cert primary course and
the secondary ICT course and the least prevalent usage was within the secondary
English course
Trainee teachers from all courses who exhibited a high degree of confidence and
personal competence in their ICT capability were better able to realise the benefits
of integrating ICT to promote pupil engagement and enhance the learning
opportunities they provided for a diverse range of children and young people
Exposure to ICT expertise within the school environment was variable: some trainee
teachers derived great benefit from working alongside imaginative and creative
teachers in developing their capacity to plan, teach and assess through the use of
ICT, had access to 1:1 support and mentoring as the need arose and were able to
attend whole-school ICT training sessions. In other instances, trainee teachers were
oftentimes perceived to be the ICT expert and guided teachers toward new
technologies and a range of software. Its application to the curriculum however, is
where trainees reported struggling to find appropriate age-related and subject
specific connections in addition to creative and imaginative cross curricular links
There is need for trainee teachers to build upon their knowledge, skills and
understanding of ICT and to develop their ICT pedagogical capability
The creation of PebblePad Webfolios, a course requirement for the primary PG Cert
trainees and secondary ICT trainees attracted mixed perceptions. On the one hand,
the quality of induction training guidance material was considered a key
Bennett, S., Maton, K. and Kervin, L. (2008) The ‘digital natives’ debate: A critical review of the
evidence, British Journal of Educational Technology, 29 (5): 775-786.
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Dr Paula Nadine Zwozdiak-Myers, June 2011
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determinant in the trainees’ usage and level of engagement with Webfolios, whereas
on the other, the more proficient users of ICT raised concern about the time
consuming nature of PebblePad’s uploading facility and questioned the choice of
this particular resource over other packages currently available, which they
perceived to be more user friendly.
Familiarisation with learning platforms e.g. MLE, VLE was first experienced by many
trainees once they entered the university and was largely perceived as a repository
for gaining access to uploaded resources and web links e.g. power point
presentations, lecture notes, National Curriculum guidance material, National
Strategies and Schemes of Work, school experience documentation, subject specific
websites
There is need to support the development of some of the more generic core key ICT
skills and competencies, particularly for those with limited prior knowledge and
experience e.g. to differentiate and tailor the type of ICT support required by some
PG Cert primary trainee teachers and those required by PG Cert secondary trainee
teachers across different subject areas
Although most trainees were aware of the need for safe ICT practice and for
protecting their personal professional identity they were often unsure as to how to
go about implementing this, in addition to gauging the integrity and credibility of
certain websites
The project team (n=13), which was comprised of primary and secondary ICT ASTs, ICT
consultants and HEI primary and secondary ITT lecturers designed, piloted, modified and
then posted a questionnaire on the National Assessment Agency for ASTs and ETs webpage
for ICT specialists (n=165 at the time this was undertaken) to gauge the backgrounds,
perceptions and experiences of ICT ASTs in relation to issues of significance to this study
(see attached questionnaire template). Key findings revealed that:
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A majority (92%) of respondents reported supporting trainee teachers and Newly
Qualified Teachers (NQTs) in their development of ICT pedagogy in recent years: of
whom, 41% had supported trainee teachers and 59% had supported NQTs in
multiple ways
Support for trainee teachers was provided both as part of their outreach and
inreach work e.g. leading ICT modules at the University, delivering model
lessons/team teaching/coaching and mentoring trainee teachers in their own
school whilst on placement
More than half (66.6%) reported supporting the development and use of ICT across
the entire curriculum and of those who specified particular subject and curriculum
areas, the following were cited: Art and Design, Design and Technolog, English,
French, Geography, History, ICT, Modern Foreign Languages, Literacy, Mathematics,
Music, Numeracy, Oracle Academy, Photography, Physical Education, Religious
Education, Science, Topic (history and geography) – cross curricular links was a
common theme
The ICT AST respondents worked in a range of Key Stages: approximately 66.6%
between Early Years Foundation Stage and Key Stage 2; and, 33.3% between Key
Stage 3 and Key Stage 5
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Dr Paula Nadine Zwozdiak-Myers, June 2011
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The number of years that respondents had been an ICT AST ranged from between 1
and 10 years: approximately 66.6% between 1 and 5 years and 33.3% between 6
and 10 years.
Roles and responsibilities had undergone a significant shift and reduction in recent
years with such interventions as ‘rarely cover’ and the Coalition government’s plans
for educational reforms across the professional sector
Responses to other questionnaire items were analysed and synthesised by the Project team.
These questions incorporated the capture of ASTs perceptions about the best pieces of
software and peripherals they have used; aspects of ICT which trainee and beginning
teachers find particularly difficult or inaccessible and how they support them to overcome
technical and application difficulties; the most important ICT skills required for the 21st
century learner; and recommendations of particular forums, tutorials, websites and
resources they found to be effective in helping practitioners to extend their ICT practice. An
important message, which permeated throughout the ASTs responses was the need for
trainee and beginning teachers to be adaptable, flexible and creative particularly since rapid
advances in new technologies places a greater emphasis on the need to engage with
processes rather than specific software packages and artefacts.
Outcomes
Informed by the combined vision and expertise of the project team, a guidance booklet has
been designed and created both to act as a catalyst in guiding ITT providers and trainee
teachers in their professional learning journey and supporting their development of
knowledge, skills and understanding of pedagogical ICT capability. The core principles
underpinning effective ICT practice captured by the project team have been situated within
the National Context and some of the ways in which the roles and responsibilities of ASTs
have been making a difference are placed in the foreground. A wealth of resources and web
links are interspersed throughout the guidance coupled with examples of AST case studies
to enable student teachers and teacher educators to access relevant information and to
consider possible avenues for securing AST support and collaborative work. A checklist has
also been included which enables ITT providers and trainee teachers at various stages of
their course to assess and review their progress in the use of technology. As presented, the
guidance booklet is self-contained and has been prepared for widespread dissemination
through the Teacher Training Resource Bank (see attachment).
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Dr Paula Nadine Zwozdiak-Myers, June 2011
The original objectives of this project have, in large measure, been met. However, many
ASTs reported experiencing reductions in the scope of their outreach work particularly
since the onset of the new Coalition government in England. As funding for ASTs was
predominantly generated by LAs and Schools that were committed to partnership working
and raising standards across the authority or borough, there is now currently a
considerable degree of uncertainty about the future direction of partnership working within
their role. Martin Flatman, Director of the National Assessment Agency for ASTs and ETs
provides advice to ASTs4 on some of the ways in which they might respond to the key
messages embedded within The Schools White Paper (DfE, 2010)5 and of particular
significance is where they situate themselves within the newly envisioned role of Specialist
Leader of Education (SLE).
Next steps
The questionnaire survey had hoped to capture a more substantive evidence base of ways
in which ASTs work with ITT to support the ICT development of trainee teachers and to
explore collaborative partnerships. Responses were synthesised and several case studies
and numerous pertinent resources were recommended, as reflected throughout the
guidance booklet. However, this avenue did not yield the degree of specificity the project
team had hoped for, as many of the responses were generic and lacked depth and detail.
Although this is widely recognised as a potential limitation of (online) questionnaire
surveys this outcome was disappointing and the underlying reasons behind this finding are
unclear. Discussions held within the project team provided some suggestions, albeit
anecdotally, that when viewed within the current climate of uncertainty, many ASTs are
perhaps reluctant to share their knowledge, skills, experiences and resources quite so freely
within the public domain.
The National Assessment Agency for ASTs and ETs has a strong membership, comprised of
highly skilled practitioners across all curriculum and subject areas, many of whom underpin
their inreach and outreach work in creative and innovative ways through the use of new
technologies and ICT. This can, in part, be realised through the evidence base currently
National Assessment Agency for ASTs and ETs (2011) The AST as Coach, Consultant and
Career Guru, A report of the conference in Leeds on 7 th February 2011: 5, Babcock 4S. Available
from ASTandET@babcock.co.uk
5 Department for Education (DfE) (2010) The Importance of Teaching: The Schools White Paper,
London: DfE.
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Dr Paula Nadine Zwozdiak-Myers, June 2011
being shared and built upon within their website. The TDA might consider ways in which
they can harness this expertise and work collaboratively with ASTs and ETs to further build
on their own extensive resource bank for the mutual benefit of all. This recommendation is
particularly significant given the recent closure of Becta and Teachers TV and the quest to
stay abreast of innovative ways to work with new technologies as they emerge.
Supporting attachments
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Guidance booklet - Links between ICT Advanced Skills Teachers and Initial Teacher
Training
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Questionnaire designed and administered to ICT Advanced Skills Teachers
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