ICT Professional Development in Secondary Schools: Pathways for Personal Triumphs

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ICT Professional Development in Secondary
Schools Pathways for Personal Triumphs
Learning_at_school Conference, Te Papa, July 2001
Jackie Halliday, UNITEC School of Education
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The English Classroom Putting Computers in
their Place.

• Vince Ham
• English in Aotearoa
• 1989
• Is the situation changing?

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Access and Attitude

• Seymour Papert the inventor of Logo The
  Childrens Machine 1992
• Why the potential for learning using computers
  hasnt been realised.
• Move from learning with computers to putting them
  in rooms and studying them.
• NOW we need to reverse this trend!

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Betty Collis points out that worldwide, ICT
professional development has been divorced from
teacher educators.
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Professional Development in the Past

• Skills
• Short courses
• Out of context
• No specific link to learning goals
• Quick fix IT solutions recipes
• No support or follow up

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Running to catch a moving train (Becker)
always have to use the latest thing

• CAI, CAL
• Logo
• BASIC
• Word processor, database and spreadsheets
• Multimedia
• CDRoms
• Internet, intranet

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BUT

• Did we use the previous technology in an
  educationally sound way?
• Is a word processor used to assist students in
  the process of writing or just as a publishing
  tool?
• Have we forgotten databases and spreadsheets?
• Is PowerPoint used as a powerful multi/hypermedia
  presentation tool, or just to show off fancy
  whizzy things?

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How can we as professional developers in ICT
ensure personal triumphs for secondary teachers?
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Emphasis in 2001 a framework for success

• Whole school
• Curriculum context
• Curriculum planning
• Pedagogy
• Support structures
• lead teachers
• mentors
• buddies
• Long term

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Pedagogy

• We must take account of pedagogical viewpoint
  because this determines if and how teachers use
  ICT.

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A Cognitive/Constructivist View

• learning is an active process
• learning involves constructing new knowledge on
  existing knowledge
• the representation and organisation of knowledge
  is important
• focus on cognitive processes and learning
  strategies

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• higher level cognitive processes(meta cognition,
  self regulation)
• social interaction - collaborative learning
• context - authentic tasks
• motivation - students actively engaged

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Effective learners

• Knowledgeable
• Motivated
• Strategic
• Reflective
• Engaged
• Socially interactive

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This applies to teachers too!
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Teachers as knowledgeable and strategic

• Curriculum knowledge
• Curriculum planning
• Specific links to curriculum AOs and learning
  outcomes
• Pedagogical knowledge
• Assessment knowledge - NCEA
• Build on own prior knowledge
• Teach for transfer
• They have the vision set the task

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Socially interactive

• Curriculum teams
• Community of learners
• Mentor or lead teacher
• Buddies
• Cross curricular teamwork
• Share their work and their students work

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Engaged and motivated

• Authentic and relevant tasks for teachers
• Authentic and relevant tasks for students
• Success factor built in
• Affective factor
• Student successes

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Reflective

• Link to appraisal system
• set own goals
• Journals
• Take responsibility for their own learning
• Self knowledge about their own learning
• Attitude

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Challenges

• Have a sound pedagogical base
• Know the teachers and the school
• Dont have a pre-conceived idea of what will work
• Be flexible and adaptable
• Acknowledge different cultures of each curriculum
  area
• Be firm, yet positive
• Recognise the stages teachers go through

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A Model of Acquisition
4. Full integration more constructivist
learning
3. In-depth understanding of potential
beginning to rethink own role
2. More planned approach
1. ICT an add on Ad hoc approach to planning
Teacher use of ICT
Increased skill and knowledge Increased
confidence competence
New technology
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Pathways

• Having someone understand where theyre coming
  from
• Non judgmental
• Help them through the various stages
• See it working
• Formal learning