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Resourcing secondary trainees’ science teaching with ICT: case studies of practice

Resourcing secondary trainees’ science teaching with ICT: case studies of practice. ATSE Conference 30 th August 2006. The project. Supported by ESCalate (Higher Education Academy) Collaboration between Brunel University, University of East London, Anglia Ruskin University

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Resourcing secondary trainees’ science teaching with ICT: case studies of practice

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  1. Resourcing secondary trainees’ science teaching with ICT: case studies of practice ATSE Conference 30th August 2006

  2. The project • Supported by ESCalate (Higher Education Academy) • Collaboration between Brunel University, University of East London, Anglia Ruskin University • February to May 2006 • A research and development project

  3. Standards related to ICT • 2.5 Know how to use ICT effectively • To teach the subject • To support the wider professional role • 3.3.10 To use ICT effectively in teaching

  4. What does our documentation say? • Must incorporate the use of ICT to meet standards for QTS • Record evidence of ICT use in professional development file • We will spend time investigating the use of ICT

  5. Aims of the project To explore: • What ICT trainees use • How they use it • Why they use it • Which resources could be usefully shared

  6. The development of the project • To produce a set of case studies of ICT by trainees for future trainees • Available on the ESCalate website (www.escalate.ac.uk) and from the SciTutors site • Link from ASE site directly

  7. Design of case studies • Brief biography • Indication of frequency each ICT tool was used • Narrative including how ICT tools were used and trainees’ reasons for using them • Bullet point summary • Trainees’ resources available

  8. The sample • 15 trainees • 12 PGCE + 3 GTP • 3 HEI ITT providers

  9. The research approach • Trainees asked to estimate number of lessons where ICT was used • To identify the different usages • Trainees asked about how ICT was used • Asked why they used ICT

  10. Findings: use of different ICT 1=Datalog. 2=IWB-screen 3=IWB-inter 4=multimed. 5=Excel 6=internet 7=Word

  11. Findings: trainees reasons • Saving time and increasing efficiency • Motivation • Little conceptual learning • Little pupil research/presentation • Little ‘adding authenticity’ • Trainee survival

  12. Saving time and increasing efficiency • Lesson objectives • Summary note taking • Graphing • Rapid revision • Getting through the lesson / syllabus • Degree of class control • Sense of pace

  13. Motivation • Animations • Static images • Colour • Video clips • Aids concentration • Immediacy of data being logged

  14. Conceptual learning • Limited evidence • Modelling ideas (particle theory) • Virtual experiments (generator) • Visualisation in real time (neutralisation)

  15. Pupil research/presentation • Leaflet • Presentations (PowerPoint) • Sequencing digital images to present concept (subduction) • Internet research • Independent learning (interactive revision & test website)

  16. Adding authenticity • Context (life-style & health; energy conservation) • Display pupil’s results

  17. Trainee survival • Meeting the standard – “I used the data logging equipment mainly to cross off one of my standard tracker marks” • Collecting resources • Effective preparation and presentation (dyslexic student, overcomes poor handwriting, flexible PowerPoint slides – “you can just chop and change them”) • Class management (focus on teaching the students)

  18. Overall… • Trainees come with ICT skills but not used effectively in their teaching (meets 2.5, but not 3.3.10) • Quickly develop and establish a teacher-centred approach to using ICT • Lack of: collaborative, independent learning, fostering independent learning and peer support

  19. Possible reasons • Top-down (policy influencing practice, NC, Secondary strategy, GCSE) • Following established school practice and school experience • Survival (preparation & management) • Lack of mentor initiative

  20. New priorities • Explore strategies for the “effective” use of ICT in science • Explore constraints and effects on pedagogy • Seek opportunities for context specific use of ICT • Particularly explore use of data logging

  21. Learning communities • Try out ideas, see what works • Share effective practice • Mentor support / training

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