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. 1 1 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: 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. 3 2 Dr Paula Nadine Zwozdiak-Myers, June 2011 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: 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 3 Dr Paula Nadine Zwozdiak-Myers, June 2011 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). 4 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. 4 5 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 Guidance booklet - Links between ICT Advanced Skills Teachers and Initial Teacher Training Questionnaire designed and administered to ICT Advanced Skills Teachers 6