ICT CPD programme

designWhat does the research say?

Is Naace agreed on ICT CPD policy?

What does the Naace community advise on ICT CPD strategy

institutionally, regionally and nationally ?

New Brooms

Leitch 14-19 Reforms

Every Child Matters

Workforce reforms

Harnessing Technology

Personalised Learning

Increased need for effective ICT CPD

Reduction in the numbers of LA Strategic ICT advisers!

E-enabled schools?E-enabled schools?

80% - 85% of schools have not integrated ICT into the system in an

effort to make personalisation a reality for every child?

Becta (2007) Price Waterhouse (2004)

Is the school also providing social learning opportunities face to face and online, or is this just solitary learning?

How does the support of communities of practice like Naace help to support the teachers who need to make changes?

80% - 85% of schools have not integrated ICT into the system in an

effort to make personalisation a reality for every child?

Becta (2007) Price Waterhouse (2004)

Is the school also providing social learning opportunities face to face and online, or is this just solitary learning?

How does the support of communities of practice like Naace help to support the teachers who need to make changes?

Motivational factorsNAACE, ITTE, MirandaNet

2000

The Internet fired imaginationE-Communities of Practice

(MN)

The large majority had 1-2 days ICT CPD or less

in their professional life timePreston. Cox et al. (2000) Teachers as Innovators: an evaluation of what motivates teachers to use ICT. TTA, Compaq and Oracle.

Evaluation of NOF1,000 teachers in the study Evaluation of NOF1,000 teachers in the study

• The vision and culture in the school was vital in success• Much was learnt and the quality improved significantly• Lack of accreditation meant it was difficult to know what had

been achieved and rigour was in doubt• In 47 programme only 2 which were very successful were

practice- based and had portfolios but not web-published• ICT access for teachers was still poor• Key problem - lack of basic computer skills?• No ICT CPD for trainers• The most commented on factor was the trainers,

whether negative or positive

• The vision and culture in the school was vital in success• Much was learnt and the quality improved significantly• Lack of accreditation meant it was difficult to know what had

been achieved and rigour was in doubt• In 47 programme only 2 which were very successful were

practice- based and had portfolios but not web-published• ICT access for teachers was still poor• Key problem - lack of basic computer skills?• No ICT CPD for trainers• The most commented on factor was the trainers,

whether negative or positive

Preston 2004. Learning to use ICT in Classrooms: teachers' and trainers' perspectives : an evaluation of the English NOF ICT teacher training programme 1999-2003. London, MirandaNet and the Teacher Training Agency

Davis, Preston al. (2007). "ICT teacher training impacts multiple ecologies: evidence from a national initiative."

A high level of agreement between the teachers and the quality assessors

Evaluation of NOF programmes based on Guskey’s levels of engagement

participants’ reactions; participants’ learning;

organizational support and change; participants’ use of new knowledge and skills;

students’ learning outcomes.

Comparison of NOF programme features

Davis and Preston et al. (2007). "ICT teacher training impacts multiple ecologies: evidence from a national initiative."

Focused on appropriatesystemic change in school

Centralised online directional model to teachers from ATP

Took account of the ecology of the system

System disruption

E-CoPs for the trainers as an ICT CPD programme

Online training for the teachersnot the trainers

Work based approach to making changes in the system

Information transmission models

Successful Rewritten more than once

NAACE research into ICT CPD

NAACE research into ICT CPD

Large number of IT and ICT qualifications

• largely skills and knowledge based, providing little evidence of the professional’s broader practice, let alone their values and attitudes

• examined through written exams and projects

• only vocational qualifications use significant evidence drawn from the workplace

• very few schemes that even remotely give an indication of a professional’s e-maturity.

Workforce e-maturity : characteristics and development.Davies and Adams 2007 Naace

Large number of IT and ICT qualifications

• largely skills and knowledge based, providing little evidence of the professional’s broader practice, let alone their values and attitudes

• examined through written exams and projects

• only vocational qualifications use significant evidence drawn from the workplace

• very few schemes that even remotely give an indication of a professional’s e-maturity.

Workforce e-maturity : characteristics and development.Davies and Adams 2007 Naace

The Perspectives of Professional Educators

on ICT CPD: Past, Present, Future.

250 members of Naace, ITTE and MirandaNet

Preston and Cuthell (2007). London, Naace, MirandaNet Fellowship, WLE, Institute of Education,

University of London.

Tell us your story…

Critical incidents in the professional lives of the

teachers of teachers in ICT

Professional Development in Leading-Edge Communities

Professional Development in Leading-Edge Communities

How much formal training in ICT have you received? % Response

No formal training 8

2 days or less 7

3 days – 9 months 37

CPD over 1/2/3 years 20

Full-time course over 1/2/3 years 16

Other (Please specify) 12

How much formal training in ICT have you received? % Response

No formal training 8

2 days or less 7

3 days – 9 months 37

CPD over 1/2/3 years 20

Full-time course over 1/2/3 years 16

Other (Please specify) 12

Last formal ICT trainingLast formal ICT training

When did you last receive any formal ICT training? % Response

2006 53

2005 10.5

2004 5

Between 1999 – 2003 13

In the last century 8

Never 10.5

When did you last receive any formal ICT training? % Response

2006 53

2005 10.5

2004 5

Between 1999 – 2003 13

In the last century 8

Never 10.5

Types of ICT CPDTypes of ICT CPD

‘Other’ = CLAIT, ECDL, ICDL, RSA DipIT and the RSA Teacher/Trainer Diploma in ICT

‘Other’ = CLAIT, ECDL, ICDL, RSA DipIT and the RSA Teacher/Trainer Diploma in ICT

At what level is your highest ICT qualification? % Response

Short course 24

Degree 8.5

Postgraduate diploma 19

MA 8.5

PhD 1

Other 17

None 22

At what level is your highest ICT qualification? % Response

Short course 24

Degree 8.5

Postgraduate diploma 19

MA 8.5

PhD 1

Other 17

None 22

Type of course undertakenType of course undertaken

Have you participated in: ICT Skills and packages, practice-based or academic courses?

% Response

Skills and package courses 16

Practice-based courses 6

Academic 6

Mixture 59

No response 13

Have you participated in: ICT Skills and packages, practice-based or academic courses?

% Response

Skills and package courses 16

Practice-based courses 6

Academic 6

Mixture 59

No response 13

Impact of CPDImpact of CPD

If you have done a mixture, which is the most useful for fulfilling your job as a teacher, adviser or teacher educator?

% Response

Skills and package course 24

Practice-based courses 56

Academic courses 20

If you have done a mixture, which is the most useful for fulfilling your job as a teacher, adviser or teacher educator?

% Response

Skills and package course 24

Practice-based courses 56

Academic courses 20

Impact of CPD on current practiceImpact of CPD on current practice

How has the knowledge you have gained impacted on your practice as an ICT adviser, teacher of teachers or classroom teacher? Has it been:

% Response

Invaluable 35

Valuable 47

Of some impact 13

Of little impact 5

Of no impact 0

How has the knowledge you have gained impacted on your practice as an ICT adviser, teacher of teachers or classroom teacher? Has it been:

% Response

Invaluable 35

Valuable 47

Of some impact 13

Of little impact 5

Of no impact 0

Impact on practice (2)Impact on practice (2)

How has this training impacted on your practice as an ICT strategist in your institution? Was it:

% Response

Invaluable 27

Valuable 37

Of some impact 16

Of little impact 7.5

Of no impact 5

No response 7.5

How has this training impacted on your practice as an ICT strategist in your institution? Was it:

% Response

Invaluable 27

Valuable 37

Of some impact 16

Of little impact 7.5

Of no impact 5

No response 7.5

Membership of a Community of PracticeMembership of a Community of PracticeI find that belonging to a Community of Practice helps me to come to terms with the value of computers and digital forms of communication.

% Response

Strongly agree 42

Agree 44

Neutral 7

Disagree 1

Strongly disagree 0

No response 6

I find that belonging to a Community of Practice helps me to come to terms with the value of computers and digital forms of communication.

% Response

Strongly agree 42

Agree 44

Neutral 7

Disagree 1

Strongly disagree 0

No response 6

Benefits of a CoPBenefits of a CoP

As a member of a Community of Practice I find the most valuable service from the community is:

% Response

Face-to-face meetings 24

The online interaction 40

The links with relevant companies 2

Online resources 17

ICT CPD 1

Other (Please specify) 5

No response 11

As a member of a Community of Practice I find the most valuable service from the community is:

% Response

Face-to-face meetings 24

The online interaction 40

The links with relevant companies 2

Online resources 17

ICT CPD 1

Other (Please specify) 5

No response 11

Benefits of a CoP (2)Benefits of a CoP (2)

As a member of a Community of Practice I find the most beneficial aspect of membership is:

% Response

A greater awareness of the uses of ICT 18

Gains in ICT 0

The opportunity to meet like-minded individuals 27

Keep up with advances in ICT 37

Access to specialist help and guidance 5

Other (Please specify) 8

No response 5

As a member of a Community of Practice I find the most beneficial aspect of membership is:

% Response

A greater awareness of the uses of ICT 18

Gains in ICT 0

The opportunity to meet like-minded individuals 27

Keep up with advances in ICT 37

Access to specialist help and guidance 5

Other (Please specify) 8

No response 5

Impact of ICT on teaching and learningImpact of ICT on teaching and learningWhat most inspires me about the potential of teaching and learning using ICT is …

% Response

Shared curriculum exchange across nations and cultures 19

Enriched assessment approaches 0.5

Equipping learners to be independent 48

Using ICT packages to prepare students for the world of work 5

Increasing democratic participation worldwide 1.5

Other (Please specify) 13

No response 13

What most inspires me about the potential of teaching and learning using ICT is …

% Response

Shared curriculum exchange across nations and cultures 19

Enriched assessment approaches 0.5

Equipping learners to be independent 48

Using ICT packages to prepare students for the world of work 5

Increasing democratic participation worldwide 1.5

Other (Please specify) 13

No response 13

Practice(work)-based researchPractice(work)-based research

Have you participated in an Action Research (practice-based) ICT programme?

% Response

Yes 48

No 52

Have you run an Action Research (practice-based) ICT programme?

Yes 35

No 65

Have you participated in an Action Research (practice-based) ICT programme?

% Response

Yes 48

No 52

Have you run an Action Research (practice-based) ICT programme?

Yes 35

No 65

Motivating factors for professional developmentMotivating factors for professional development

Experience cited % Response

Work-related demands 30.2

Involvement with colleagues & networking 20.8

Research 18.9

Attending a course or conference 17

Learning and using software 5.6

Using social software 3.7

Observation of colleagues 1.9

Writing demands 1.9

Experience cited % Response

Work-related demands 30.2

Involvement with colleagues & networking 20.8

Research 18.9

Attending a course or conference 17

Learning and using software 5.6

Using social software 3.7

Observation of colleagues 1.9

Writing demands 1.9

Finding the time; making the effortFinding the time; making the effort

Motivation % Response

A sense of professionalism 25.5

Involvement in a project 23.4

Undertaking M.A./PhD 10.6

Serendipity 10.6

Collaboration and collegiality 10.6

The intellectual challenge 6.4

Time and space were allocated for this 6.4

Social networking and knowledge sharing 6.4

Motivation % Response

A sense of professionalism 25.5

Involvement in a project 23.4

Undertaking M.A./PhD 10.6

Serendipity 10.6

Collaboration and collegiality 10.6

The intellectual challenge 6.4

Time and space were allocated for this 6.4

Social networking and knowledge sharing 6.4

Developing C21 skillsDeveloping C21 skills

What do you think are the most appropriate forms of ICT CPD to develop 21st Century Skills?

(Rating by respondents)

1. Practice-based courses 1

2. Communities of Practice 2

3. Using Learning Platforms 3

4. Developing digital content 4

5. Skills and package courses 5

6. Vocationally relevant courses 6

7. Applied Research 7

8. Academic Courses 8

What do you think are the most appropriate forms of ICT CPD to develop 21st Century Skills?

(Rating by respondents)

1. Practice-based courses 1

2. Communities of Practice 2

3. Using Learning Platforms 3

4. Developing digital content 4

5. Skills and package courses 5

6. Vocationally relevant courses 6

7. Applied Research 7

8. Academic Courses 8

The core question The core question To leverage ICT as an innovative (or disruptive)force requires courage and motivation…

The question then is not What needs to be learnt,

but,

Why would a teacher want to put so much cognitive energy into ICT to make the change happen?

On-going research into the process of teachers leading Innovative change by the use of ICT

Teacher Knowledge and Teacher Learning 2007 Law, Cox and Somekh. Symposium at BERA

To leverage ICT as an innovative (or disruptive)force requires courage and motivation…

The question then is not What needs to be learnt,

but,

Why would a teacher want to put so much cognitive energy into ICT to make the change happen?

On-going research into the process of teachers leading Innovative change by the use of ICT

Teacher Knowledge and Teacher Learning 2007 Law, Cox and Somekh. Symposium at BERA

Key question for Naace strategists

What should be the principles of ICT CPD programmes design?

How much does belonging to a community of practice like Naace count in making change happen?

How can we impact on ICT CPD policy?

Key question for Naace strategists

What should be the principles of ICT CPD programmes design?

How much does belonging to a community of practice like Naace count in making change happen?

How can we impact on ICT CPD policy?

The research can be found on:

The research can be found on:

Publications page www.mirandanet.ac.uk/pubs

Publications page www.mirandanet.ac.uk/pubs