Who’s who

2. Who’s who • CoordinatorMaryLouise Morris Education and Awareness Manager, Childnet International • Dr John Woollard, Lead Consultant • Lecturer, University of Southampton • Cathy Wickens Senior Lecturer, University of Brighton • Dr Ken Powell Senior Lecturer, Canterbury Christ Church University • Terry Russell Principal Lecturer, Middlesex University

3. Project aims • to establish the needs of initial teacher education providers in relation to e-safety education for ICT trainee teachers; • to establish the relevant teaching standards the resources could help address; • to establish whether additional materials may be required by initial teacher education institutions to make the selected materials a complete teacher training resource in e-safety; • to identify which other disciplines may be interested in using this resource; and • to identify if and how e-safety education could be incorporated into the current PGCE training.

4. Research protocol and practice sensitive… some people… troubling participants may withdraw offer alternative evidence DPA… security… identity… discuss issues with…

5. The need for e-safety awareness-raising • 49% of young people questioned say that they have given out personal information, such as their full name, age, email address, phone number, hobbies or name of their school, to someone that they met on the internet. • By contrast, only 5% of parents think their child has given out such information. Source: http://www.children-go-online.net

6. http://www.childnet-int.org/KIA take the “Know IT All for Trainees” option

7. Password required… Username: safety Password: online

8. Jenny’s Story

9. Models of presentation The five models of implementation were exemplified by teaching e-safety to: • subject-based groups of 20-30 trainees; • phase-based groups of 20-30 trainees; • mixed subject groups of 20-30 trainees; • lecture theatre presentation for over 200 trainees; • a seminar group of 3 ICT trainee teachers.

10. Results - summary of data • Jenny’s Story: • nearly 400 trainees attended presentations; • 283 responded online; 70 ICT trainees responded; • 57,313 words were written; • 157 supplied their personal emails; • 62 responded in the evening; 50 at the weekend. • Online resources: • 116 trainees completed the evaluation - 43 ICT trainees; • 57 supplied their personal emails; • 15,000 words were written; • 539 separate requests for online resources.

11. Contents • The key findings • The recommendations • The implementation of recommendations • Issues of integration and organisation • The values of the presentations and resources • The affective domain • Expert evaluation of e-safety resources • Resources used for the face-to-face session • References

12. Key findings (1/2) • E-safety is embedded… • teaching standards, “statutory and non-statutory curricula frameworks” - National Curriculum, the Children’s Act, etc. • ICT trainees have no greater requirement to be aware of e-safety (as a result of the teaching standards) than other trainees. • The National Curriculum for ICT, the Key Stage 3 Strategy for ICT Capability and the Sample Teaching Units make no direct reference to e-safety. • There is no correlation between perceived e-safety need and subject specialism. ICT trainees are not a special case. • ICT trainees have the same issues, breadth of concerns and information needs as other trainees. • ICT trainees expressing an opinion said they thought e-safety was the domain of ICT as well PSHCE…

13. Key findings (2/2) • There are a number of models of implementing e-safety training… • Face-to-face models show a higher uptake… more valued. • Trainee teachers learn the content of new materials by considering how they would teach it. • There is a high level of trainee engagement and response when tuition is in smaller groups. • There is a need to provide compensation/remediation for absenteeism. • There is a poor response by some trainees associated with compulsion, expectation and pressures of work - e-safety experience needs to be structurally and pedagogically embedded.

14. Recommendations - principles • Initial teacher education programmes are full! challenging to find space to teach “extra” content. • Trainee teachers are outcome focussed, they have to prioritise - assessed work and planning lessons take priority. • Activities associated with “meeting the standards” are more readily undertaken. • Trainees have different needs from teachers. • If trainees are aware that their participation is noted/recorded they are more likely to participate. • There must be a provision for future-proofing resources.

15. Recommendations • Childnet, charity based and child-focussed, and with a reputation of providing quality information • portal to resources trainees’ knowledge and materials to use with pupils. • Microsoft, with its reputation for technical proficiency, authoritative statements and reliability clear teacher education link to… • understanding of the technologies • selected resources for trainees to use with pupils • technical glossary • Training and Development Agency for Schools, with its remit to secure an effective school workforce… improves children’s life chances… improve young lives… coordinate awareness raising and disseminate finding within initial teacher education.

16. Implementing the recommendations • Face-to-face - Jenny’s Story focus. • Materials to support tutors leading discussions. • Trainees investigating e-safety in academic writing/projects. • Future-proof through planned review and revision. • Need for an e-safety initiative in the primary phase. • Ensure the messages are well communicated: TTRB, ITTE ICT Network, NQT programmes, Strategy Network Meetings, Local Authority meeting, etc. • The profile of e-safety can be raised through sponsorship of conferences, professional events and discussion forum.

17. The future…