Questionnaire feedback from Advanced Skills Teachers:
1 How long have you been an AST?
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Range from between 1 and 10 years: approximately 66.6% between 1 and 5 years and
33.3% between 6 and 10 years
2 In which Key Stage/s of education do you work?
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Range from Early Years Foundation Stage to Key Stage 5: approximately 66.6% between
EYFS and KS2 and 33.3% between KS3 and KS5
3 In which curriculum area/s have you used ICT?
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More than half reported use across the entire curriculum and of those who specified
particular use the following curriculum areas were cited: Art and Design, Design and
Technology, 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
4 What in your view is the best piece of software or peripheral you have used, and why?
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Very hard to say IAWB, visualisers, 2 simple 2 early essentials black cat revelation natural
art
MLE/VLE – gives children the ability to further their learinng at home and creates a better
home/school connection
Adobe Master Collection – this software allows you the freedom to create content for any
device, browser or tablet
Wireless mouse – cheap and easily transferable around the classroom
Smart notebook as it is so versatile. By layering images or text you can put the ‘wow’ factor
into lessons. For instance in a history lesson, using the Smart notebook, I showed the class
images from WWII [The May Blitz on Liverpool]. Prior to the lesson I inserted an image of
one of the children from the class onto a slide showing a street that had bomb damage. Then
using the camera tool I copied a section of the slide and positioned the child under the
copied section. Then during the lesson I cut the top layer revealing the child and proceeded
to ‘hot seat’ him and his neighbours. Instead of listening to a piece of history the class had
become the people affected in the slide.
Visualisers for AFL – instant feedback and editing for children’s work
Primary Wall/Wallwisher for class discussions
Dance Ejay for creating soundtracks for Movies, Slideshows,
Crazy Talk
Promethean Active Board Interactive Whiteboard
Powerpoint and Publisher are the most popular with pupils
Serif Web Plus for website creation with KS4 pupils is brilliant
Visualiser – it is a fantastic resource fro assessment for learning, peer assessment, displaying
resources, collaborative work, animation, time lapse science and much more
IWB with absolutely no doubt. This is not the same as PPT, which in my opinion actually
damages effective T + L in the classroom. Initially use of IWB can also be a hindrance,
however once a certain level of competence has been reached its ability to ease the learning
path of a student is massive. I have also been looking at the use of hand held devices such as
ipods in combination with a learning platform
That’s hard – best pieces of hardware: Nintendo Wii, Digital Blue Cameras, NXT Lego,
Robosapiens – best pieces of software: Web 2.0 technology and the Internet, 2Do it Yourself,
Kodu, Scratch, Google Sketchup
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Flip video cameras, they are so versatile and are great for engaging children, excellent for
speaking and listening a key skill across the curriculum
Don’t really have a ‘best’ as I start with what I want to achieve and then use the software
most fitted to my ends. Having said that I use Microsoft Office for a lot of things, have
recently really taken to I Can Animate and am getting into blogging with Posterous
5 ASTs perceptions about particular aspects of ICT that trainee and beginning teachers find difficult
or inaccessible:
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The use of Interactive White Boards and related software – understanding/knowing their
full capabilities and where to find resources for such devices
Using peripherals e.g. a visualiser, voting systems and some animation software
Understanding what software to use for a particular task or subject. Then taking that
software and creating something useful that will assist the class in learning and then taking
that creation and developing content for each device
Ideas of how to integrate ICT to achieve the best outcome, often they use ICT with good
intention but it can take away from what is actually being taught
Knowledge and understanding of the use of the equipment and the language used
Knowledge of educational pieces of software/hardware, which might only be used for 6
weeks of the year
Technical aspects distracts them from the finer skills required in the classroom, which need
to be embedded in their working practice before they move on to its use. I believe it a
misconception that technology will make teaching easier to do
They tend to find some aspects of audio and data handling a challenge. As my school
promotes creativity in the curriculum early career teachers do not necessarily have the
experience to know which programmes will deliver the outcome we are aiming to achieve
but they are very good at asking for help when necessary
Depth of knowledge for aspects such as computer science/programming
Relating technical concepts such as normalisation of databases
Data logging and Control – general setting up of peripherals
Use and application of Control and Data handling – they are two areas where they are not
used as much in your daily life
I feel that teachers are confident in using education software and in the use of office to word
process or create slideshows. What they need is guidance in the creative use of nonspecialist software such as Office, especially Excel
All teachers need a basic understanding of how a computer is set up and the ability to
troubleshoot – they need constant assistance from Network Manager
Basic hardware knowledge of how computers go together and sometimes even how to put
ink in a printer
A range of aspects including basic use of a computer to keep records, basic technical
problem solving e.g. screen not coming on or printer not connected properly
Experience of the many free sites and software available on the Internet, Learning Platforms
and their use to enhance the learning of all pupils
Ensuring that the core skills of ICT are taught in a cross-curricular way and ensuring that
there is progression in ICT
6 ASTs perceptions about the most important ICT skills required for the 21st century learner:
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To communicate using modern technology e.g. I phones, I pads
Word processing – communication skills are essential
Communication via email, VLE or school website – attaching files and uploading to websites.
These are professional skills
Excel/Spreadsheet use – so many jobs require some knowledge. It is also a tool for personal
budgeting
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Basic use of Word e.g. use of fonts, colour
Use of Publisher to produce posters especially for younger pupils and GCSE Key Stage 4
Use of Powerpoint for presentations
Use of Serif Web
Ability to navigate a HELP menu
Use of video conferencing – international links and UK links with other schools
Use of animation, which is particularly popular with KS2 and KS3 pupils
General use of Internet search engines e.g. to obtain information and graphics, data sift and
tag information
Effective Internet searching for relevance and accuracy - as more information is
loaded onto the Internet it will become more important for an individual who needs
to learn or just access it, to filter for relevance and the integrity of any data found
Adaptability
Flexibility – able to use a range of programmes/peripherals in different situations and apply
knowledge of functionality of one software/device to a new one
To be open to new ideas
Be willing to learn and have an appreciation of the tools and not just the mindset that cries
out ‘I hate technology’
Experimenting in the use of ICT – showing an ability to explore and develop one’s use of
technology, which sets a good example for children
Risk taking – able to have the resilience to attempt new methods of working and
testing techniques to achieve new solutions to problems
Chance taking – the nature of ICT is continual improvement and as such learners from
the outset should be prepared to take chances on new technology as it emerges. Even
15 year olds get used to their technology and what it can do and do not go looking for
new ways to use it
Creativity in identifying activities e.g. to enable them to express themselves using any
resource
Curiosity – to be willing to explore and persevere with any new programme or piece of
technology, even when challenged
To create and edit e.g. images, slideshows, videos, animation as these are the staple of a
creative curriculum and a perfect way for children to record learning or express themselves
Movie making and editing – it has such a broad curriculum relevance. The technology is
widely available. Industry require it
To use modern equipment such as Nintendo’s and PS machines
To be able to use a range of digital imaging and audio
Software and hardware as a tool for recording work produced, which supports personalised
learning
Knowing where to find and search for materials
To be able to use a range of software packages to publish work and choose the best one for
that piece of work
Online ability and to integrate ICT into all learning both in and out of school
To be able to access and effectively use virtual learning environments to support
learning 24/7, which supports personalised learning and independence
Confidence in the use of ICT as this engenders trust of ICT within children – self belief that
the task in hand can be done, even though the sequence of actions may not be obvious and
may need to be acquired
Confidence – be able to try things out without worrying about the consequences, it doesn’t
matter if it doesn’t work first time attitude – be aware that technology is not something to be
feared
Safe use of ICT – demonstrating an awareness of being online. Often, teachers show
little concern when using You Tube videos as lesson starters or random Google Image
searches in front of the class. This sets a poor example of online safety to children.
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The ability to surf the Internet in a safe manner, locating specific information and
being able to discriminate between important and unimportant information. This
encourages independence in learners
Ability to be critical of the quality of information available to them – learners have a
tendency to accept all that is on the internet without any form of vetting
Problem-solving. Students should be able to increase their knowledge of applications by
being able to apply the techniques of one software to another via functional skills
Collaborative skills – since the advent of social networking, the ability to work with
others, often in a peer and increasingly global context, enables learners to have a rich
and culturally diverse experience
Working together and creating professional learning communities of practice
To have a good knowledge of the curriculum so that they can identify the relevant form of
ICT to be used
To have a good working knowledge of any software used so that it can be applied with
confidence
To be able to use ICT in different ways, but not to over elaborate e.g. the overuse of
transitions can ruin the message in a slideshow
To realise when the use of ICT is not relevant, not using ICT for the sake of it
Reviewing – being able to look back at what they have used to help them in their work and
think about how they might use it again in the future, think about what did or did not work
and why, to inform future practice
To know where to find quick access to support for independent troubleshooting. Many of the
issues I have to solve in my own school are based around a lack of ability to solve simple
technical problems
To be able to connect up peripherals, which requires a basic understanding of technical
aspects. This is to be able to respond quickly to events in the classroom and use appropriate
ICT more impulsively
To be able to navigate quickly, applying knowledge across lots of software/hardware
including different operating systems e.g. visualiser, touch screens
Ability to match the time taken to complete an ICT orientated task to the value of the
expected outcome. Users of ICT can often get lost in the programme and process of the ICT
vehicle they are using e.g. a person takes 4 hours to produce a simple calculated spreadsheet
of data because they become lost in fonts, formats and equations when the tasks could have
been completed in an hour by keeping these three simple
Ability to switch off from technology! We should never switch off from learning for the sake
of learning. However, learning is also done for a career and while there are the lucky few
who enjoy learning in their career it can invade personal time and learners need to be
empowered to find a balance
7 ASTs recommendations of the most useful forums, tutorials, websites and resources:
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Artisancam – great website for interactive art based activities and information about art and
artists in general
Promethean - quality resources to support ICT within the curriculum
Information Technology Advisory and Support Service for EYFS and Primary school ICT
Schemes of work, materials and resources:
http://www.itass.newham.gov.uk/curriculum/sow.aspx
The best resource for teachers is other teachers. Having an established forum for teachers
within a school or local authority to share and collaborate are hugely effective
www.apple.com - creative use of application site, I pad forums
www.adobe.com - some of the greatest tutorials and software in the world
www.yahoo.com - search for the topic area you wish to learn or teach
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Teachers TV – provides a wider berth for increasing knowledge of whole-school ICT issues
TES – ICT forum is particularly good for a quick response to intricate questions
You Tube for tutorial videos
Becta – a great source of information, which can now be located within the National Archives
Local training courses often arranged and run by ICT teachers across the LA
Use of Moodle to set up forums
Sharing resource materials across the local authority
Lancashire NGFL website
London Grid for Learning hub has lots of links to websites to use across the curriculum
Kent Education website
Kenttrustweb – excellent website for ideas and help sheets e.g. planning ICT teaching
Smart technologies website/tutorials
Redbridge has developed a Fronter space where resources are uploaded and teachers are
directed towards
Following people on Twitter who are using technology in the classroom
Following Blogs
Learning Without Frontiers
Ted Talks
Zu3d.com – website about using stop motion animation, great tutorials on their software
NAACE – website with lots of information about ICT and curriculum, links to lots of good
activities to use with children
Tecnowellies weblog – great ideas for early years
J2E – amazing early years and KS1 software e.g. paint, publish, graph
Busy things – fabulous software for Early Years, over 90 interactive activities across EYFS
areas
British Film Institute – offers lost of support for film making in schools
BBC website – infinite number of very useful resources
www.virtual-teacher.blogspot.com - provides links to numerous sites relevant to aspects of
ICT curriculum as well as free tutorials, Ofsted reports e.g. e-safety, books and videos
ICT tutors website – www.ict-tutors.co.uk
8 Experience/s of working with trainee and beginning teachers: A majority [92%] reported
supporting trainee teachers and Newly Qualified Teachers; of whom 41% had supported trainee
teachers and 59% had supported NQTs in multiple ways e.g.
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I support NQTs a lot but usually they are quite modern about their approach to ICT and
maybe need help with particular curriculum programmes
Outreach work in other schools with NQTs and student teachers on practice placements
I provide training for NQTs and mentor student teachers on PGCE, GTP and RTP courses
I have delivered ICT staff meetings followed up by one-to-one sessions with teachers, both
with classes and conducted off timetable
I have delivered ICT training sessions fro groups of NQTs as part of their NQT development
I have delivered an ICT module at John Moores University
I deliver training sessions for trainee teachers who attend my own school as part of my
inreach work
With trainee teachers and NQTs in my own school
I have supported PGCE and QTs students from Worcester University every other year
approximately as a class teacher/mentor. All trainees are invited to attend my INSET
sessions, and some even come to me directly for advice even thought I am not the class
teacher/mentor
Experience in my own school of training new staff
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I have supported NQTs and trainee teachers in planning their use of ICT and suggesting
ideas for hardware/software use. I have also delivered specific training targeted at their
needs
Within Redbridge I run a yearly course designed to support NQTs with ICT use.
I have worked with many NQTs in my role as an AST
General support in my own school for NQTs, both as Subject Leader and as NQT Induction
Tutor – on hand for 1:1 support when requested
9 Provision of ICT outreach:
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1 day per week
Outreach work in other schools with NQTs and student teachers on practice placements
I work with school and the CLC in looking at the different models teachers are delivering
their curriculum and help them learn to create different learning objects for assisting
students in their learning
N/A – employed as an in-school AST
Outreach has included various ICT training sessions including undertaking a workshop at
the Westminster National AST Conference, one-to-one support for colleagues in other
schools, developing units of work to accompany the National Strategies and organizing a
Maths exhibition for South Knowsley Schools
I have been working with a cluster of 10 schools, developing the role of the ICT coordinators, running staff training, supporting with strategic development plans to budget
more effectively and plan for continuous development e.g ipads, visualiser, mobile teaching
with laptops etc for ICT across the curriculum, researching a cluster strategy for Learning
platform
This varies from year to year. Initially I spent 80% of my time working on outreach. Over the
last 3 years I have spent more time working within my own school
Working in mainstream schools with teachers to help them with resources and leveling of
pupils who are working below level 3 [inclusion pupils] often within a unit
Training staff in schools across the authority to access different software packages, video
conferencing etc
Leadership and management of ICT
Raising standards through the cross curricular application of ICT
Supporting teachers
Delivering model lessons/team teaching
Support in the use of IWB, learning platforms and video to accelerate learning
I have provided training sessions on a wide variety of ICT issues. These took place as after
school sessions and whole and half day sessions on topics of: Animation, Control, ICT
Assessment, Effective Interactive White Board use [Literacy and Numeracy focus], Using
Games Based Learning in the classroom, Video editing and movie making, NQT training, I’m
sure there is more…
At the moment none. In the past visiting schools helping class teachers, management,
governors to use schools systems more effectively, developing new creative curriculum,
training staff on particular software or devices, team planning and teaching.
Approximately 80%: My role has been unusual for the past 3 years as the Local Authority
has purchased extra days from my Head Teacher and I have spent 3 days each week
supporting across the Authority
10 Provision of ICT inreach:
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As necessary
INSE for own staff at home school
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I work with different departments teaching them how to create different learning tools
Whole-school training in a range of software and new technologies. Creative ICT pedagogy
and lead for the use of VLEs
This year I have been asked to help raise standards in Mathematics throughout the school.
To the end, I have promoted the use of Mathletics [www.mathletics.com - this website
allows children to undertake maths challenges against each other from all over the globe, it
also provides development in maths key skills] as a homework tool through assemblies,
poster competitions and the creation of a Mathlete of the week. I have conducted parents
meetings, which focus on the methods of calculation used in school to promote home
support. I am also undertaking once a week teaching sessions with focus groups of children
from Years 2 and 3. As well as a yearly project, I also provide training sessions for trainee
teachers who attend our school
As above, regular staff training. This year I have led a full network rebuild and overhaul of
infrastructure – we have scrapped the static ICT suite and opted for mobile technology
including laptops, netbooks and ipads
Model lessons, teaching resources, whole school INSET, staff ICT CPD, support during PPA
Training our own staff at different levels; introducing video conferencing; use of ICT with
Gifted and Talented pupils across the curriculum
Supporting class teachers
Delivering training
Running drop in sessions for ICT
Working toward the ICT mark
Support in the use of IWB, learning platforms and video to accelerate learning
Normally my inreach is limited but I will do extended training with school staff, provide
team teaching sessions, run ICT innovator group
None at the moment. In the past, as above except team teaching
Approximately 20%: