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Secondary trainees’ use of Secondary trainees’ use of ICT in science teaching: case ICT in science teaching: case studies of practicestudies of practice
BERA Conference, 8th September 2006
The project
Collaboration between Brunel University, University of East London, Anglia Ruskin University
Supported by ESCalate (Higher Education Academy)
February to May 2006A research and development project
Project aims
To explore:
What types of ICT trainees use in science classrooms
How they use it
Why they use it
The literature: uptake
Less than expected - or hoped for: ‘few schools have yet been able to integrate all three into their science teaching’ (OfSTED, 2002: 5). [the three being instrumentation for practical work; data-projectors and interactive whiteboards; interactive software or information retrieval] ESRC, 2005)
The literature: why use ICT?
Osborne and Hennessy (2003):expediting and enhancing work production increasing currency and scope - up-to-date tools and resourcessupport exploration and experimentationvisualise processes and trends - focus on overarching issuesfoster self-regulation and collaborative learning motivation and engagement
The literature: changing pedagogy
Need to change pedagogy identified by Becta (2003)Opportunities of ICT requires additions to knowledge base used in teachers’ pedagogical reasoning and practices (Webb, 2005)But:Traditional roles maintained (McGhee and Kozma, 2001); the ‘grammar of schooling’ (Wellington, 2005)
The literature: successful ICT use with teachers 1
The InterActive project, Bristol Can transform teachers’ own knowledge; expand, develop and adjust teaching repertoire. Generate ideas for embedding ICT ; scaffold work in the classroomRapid feedback to pupils Supported pupils’ engagement over time Less successful: belief that the technology would do the teaching
The literature: successful ICT use with teachers 2
The Cambridge work:Effecting working processes and improving production Supporting processes of checking, trialling and refinement Enhancing variety and appeal of classroom activity Fostering pupil independence and peer support Overcoming pupil difficulties and building assurance Broadening reference and increasing currency of activity Focusing on overarching issues and accentuating important features
The sample
Fifteen trainees from across the three university providersThree were trainees on a Graduate Teacher Programme (GTP), associated with one providerTen women; five men
The research approach
Case studyQuantitative data collected about types/frequency of ICT useObserved a sample of fiveAll fifteen questioned about: their biography; how they used ICT; why they used ICT in science teaching
Quantitative data: use of ICT
0
100
200
300
400
500
600
700
800
900
1000
1 2 3 4 5 6 7
ICT type
Nu
mb
ers
of
less
on
s
Trainees' Use of ICT
1=Datalog.2=IWB-screen3=IWB-inter4=multimed.5=Excel6=internet7=Wordn =1706
Interview data categories
Based on the Cambridge categoriesOvercoming pupils difficulties… included teaching concepts of scienceBroadening reference and increasing currency included ‘how science works’Added a category of ‘trainee survival’