1 / 21

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

fineen
Télécharger la présentation

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

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related