An evaluation of a professional learning network for computer science teachers

This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper’s particular focus is on the formation of a teacher professional development network across several hundred teachers and a wide geographical area. Evidence from a series of observations and teacher surveys over a two-year period is analysed with respect to the project’s programme theory in order to illustrate not only whether it worked as intended, by why. Results indicate that the PLAN C design has been successful in increasing teachers’ professional confidence and appears to have catalysed powerful change in attitudes to learning. Presentation of challenging pedagogical content knowledge and conceptual frameworks, high-quality teacher-led professional dialogue, along with the space for reflection and classroom trials, triggered examination of the teachers’ own current practices

The evaluation of a university In-School Teacher Education Project in Science (INSTEP)

The university In-School Teacher Education Project in Science (INSTEP) used interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol1 (IP) cameras and mounted microphones in school laboratories in six partner schools and the university teaching room, trainees and their tutors had access to live interaction with schools. This was a live feed of video and audio material, relayed from the school classrooms and reproduced on interactive whiteboards at the University. Image and sound processing software enabled users remotely to observe school classrooms and focus on particular features of pupil and teacher activity. Cameras and microphones placed at the University allowed links to function in both directions, enabling a variety of two-way interactions between teacher educators and student teachers at the University and teachers in schools. The INSTEP technology did not simply provide a single connection to a remote classroom: it created a number of opportunities for interaction within the teacher education classroom as the student teacher became part of a network of two-way connections enabling powerful and flexible learning experiences. In the course of university-based sessions structured around the contemporaneous observation of remote classrooms through the INSTEP video and audio links, student teachers were able to interact with classroom practitioners, tutors and with their peers. This thesis presents the findings of the internal evaluation of INSTEP aimed at identifying the benefits for trainee teachers. There has been an increase in the use of video material for teacher training purposes. However, trainee teachers are often intimidated by carefully selected extracts featuring experienced teachers. INSTEP activities are live and capitalise on all the opportunities associated with normal classroom practice. Literature points to INSTEP-type activities having the potential to enhance the development of trainees‘ observation skills, develop reflective thinking, to provide authentic illustrations of classroom practice, enable remote observation and facilitate the linking of theory with practice and the coaching of trainees by mentors. A fourth generation model of evaluation was undertaken with primary data generated by part-structured interviews with university tutors and mentors supported by a questionnaire and group interviews with the trainees. The main findings point to INSTEP 1. Facilitating the link between theory and practice; 2. Enhancing and accelerating the professional knowledge of the trainee teachers through enabling reflective practice, facilitating collaborative learning and supporting the development of the language of pedagogy. Additionally there appears to be a number of missed opportunities, e.g. the recording of lessons, the professional development and training of mentors and the use for continuing professional development in schools that may have enhanced the trainee experience further. There are also issues arising from being an insider-researcher that are considered in this work. The research was undertaken in the context of complex relationships including: 1. Being an internal evaluator working closely with an external evaluator; 2. Role and identity duality – particularly with respect to the university tutor team. 1 An Internet protocol camera, or IP camera, is a type of digital video camera that can send and receive data via a computer network and the Internet

CS in Schools Evaluation: An industry-school partnership supporting secondary teachers to teach computer programming

The aim of this document is to evaluate the pilot of the CS in Schools initiative. This evaluation provides information about the delivery and implementation of the CS in Schools pilot, considering the perspectives and values of different stakeholders, including teachers and industry volunteers. The document also examines the aims of the CS in Schools program, including factors that act as barriers or facilitators of the program and identifies ways to potentially improve the efficacy of the program. A key aim of the CS in Schools program is to help high school teachers develop their confidence and competence in teaching computer science. In our evaluation, there was evidence to indicate that teachers in the study typically increased their self-efficacy to teach computer programming, with the support offered in the program commonly acting as a kind scaffold for in-service teachers develop their skills and knowledge of coding language and programming. Teachers generally held positive views of the pre-designed resources-inclusive of its scope, clarity and alignment with the curriculum. Moreover, they also frequently liked the in-classroom immediate access to expertise from industry volunteers. This element of CS in Schools speaks to the untapped value of industry-school partnerships in an effective, contemporary STEM education school syllabus. Conversely, some teachers in the study viewed the explicit pedagogy, which mostly underpins the design of the CS in Schools teaching resources, did not align with the pedagogical philosophies they espoused or wanted to facilitate in their learning environment. Other teachers commented that particularly for more advanced students, that the pacing constrained some students in the pilot. Teachers’ lack of familiarly with the content was another concern raised by participates. In relation to the industry volunteers, there was often an altruistic element to their underlying motivations to volunteer in CS in Schools, together with a perception that was a lag or deficit in the use of digital technology in schools and what industry trends. Other motivations for some to participate in the program included an eagerness for a professional challenge and the potential to network with others. Addressing several barriers such as network hardware, software configuration and platforms (e.g. firewalls, password access/ management) in addition to adapting the program to align with individual school needs (e.g. timetables, educator expertise) is likely to improve the efficacy of the CS in Schools program. As the CS in Schools initiative is in its relative infancy, it’s expected that this document will be useful for future iterations of the program and may helpful in addressing perceived areas of improvement and informing future directions of the initiative

Laptops for teachers: An evaluation of the TELA scheme in schools (Years 4 to 6)

The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme (referred to from here as the TELA scheme) on Years 4 to 6 teachers’ work over a period of three years (2004-2006) and to record emerging changes in laptop use. The investigation focused on the Ministry of Education expectation (Ministry of Education, 2004) that teacher access to a laptop for their individual professional use would lead to gains in confidence and expertise in the use of ICTs, to efficiencies in administration, would contribute to teacher collaboration and support the preparation of high quality lesson resources. It was also anticipated that teacher would use their laptop in the classroom for teaching and learning

Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners

Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015. It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning. This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs

Becta Review 2005. Evidence on the progress of ICT in education.

Drawing on Becta national surveys of ICT use and implementation within the education system, the Becta Review identified the ways in which ICT could be used to support the DfES 5 year strategy, to introduce greater efficiencies in educational provision and more choice/personalisation of content and delivery

Laptops for teachers: An evaluation of the TELA scheme in schools (Years 1 to 3)

The purpose of this evaluation is to investigate the impacts of the Laptops for Teachers Scheme: TELA (referred to from here as the TELA scheme) on teachers’ work over a period of three years (2006, 2007, 2008) and to record emerging changes in laptop use. This evaluation report presents findings from the three annual cycles of national focus groups and questionnaires with Years 1 to 3 teachers in New Zealand primary schools. In this evaluation, two methods of data collection were used: first, three focus groups were held with teachers in face-to-face meetings and second, a questionnaire was sent to teachers in a range of schools. The focus groups allowed teachers to talk about changes in their use of the laptop over the three years. Focus groups were held in the Taranaki, Wellington and Marlborough areas. The questionnaire asked teachers about various aspects of their laptops experience, including school support for laptops, professional development, their use of laptops at home and in school, and their goals for future use. In this final report, questionnaire results are presented together with the results from the focus groups held over three years

In the palm of your hand: supporting rural teacher professional development and practice through the use of mobile phones and other handheld digital devices

Given the huge growth of mobile phone access in Sub Saharan Africa (Minges, 2004) some of the most innovative uses of mobile devices are now to be found in the development context (Economist, 2005). Reviews of the use of mobile technologies point to a range of current and potential development for learning in classrooms, homes and the community (e.g. Naismith et al). This paper draws on the experience of two projects: a large scale project for SMS mediated school administration in Kenya and a small scale research project using eBooks and other digital tools for teacher professional development and practice, carried out in predominantly rural schools in the Eastern Cape, South Africa. This research is set in the wider context of the emerging theory, practice and evaluation of the use of mobile technologies for improving teaching and learning (Leach 2006, Power & Thomas 2006, Traxler & Kukulska-Hulme 2006). The paper considers the potential of currently common mobile phones to aid communication and break down isolation amongst rural teachers and the design, use and evaluation of e-book learning resources on handheld mobile devices, such as current ‘smart-phones’, which the authors anticipate will soon be the ‘normal’ ubiquitous mobile phone. Whilst there is only a small body of evidence on the application of mobile technologies to teacher learning, impacts on teacher development remain a matter for debate. Findings suggest that given the right conditions, uses of mobile technology can significantly enhance teacher professional learning and practice

How are science teachers using their TELA laptop?

The Digital Horizons: Laptops for teachers scheme provides teachers whose schools opt into the TELA scheme access to a laptop for their exclusive use. This paper reports on a three-year evaluation of the impact of the TELA laptops on teachers’ work. The findings of the evaluation suggest teachers are making substantial use of the laptop for tasks such as lesson planning and preparation, reporting to parents and communication with colleagues. Teachers are making some use of the laptop in the classroom for teaching and learning. Science teachers are amongst the most active users of the laptops and the paper details how ongoing access to a laptop changed the way a third year science teacher planned for teaching and subsequently his interactions with students during lessons. Colleagues and the science head of department noted that the teacher provided a role model for what was possible. This case study highlights the importance of leadership and collaboration in supporting the integration of ICT into science teaching and learning

ICT research bursaries : a compendium of research reports a report on the ICT Research Bursaries 2002–03

An assessment of the ways in which teachers evaluate software, Bridging the gap: ICT in the transition year, Colouring outside the lines: research into the potential of using new digital technologies to increase home-school interactivity in a conductive education environment, The development and use of a computer-based model for assessing thinking skills, The Hedley Walter High School: cultural change in learning through the use of new technologies, ICT and subject literacies: a study of the relationship between ICT and subject literacies in the secondary school, An investigation into the visual and kinaesthetic affordances of interactive whiteboards, Making IT happen: patterns of ICT use among a group of UK school staff, Networking success: an investigation of the effectiveness of the Birmingham Grid for Learning's ICT Research Network, The Ripple Project: the whole school impact of conducting learner-centred ICT projects in infant classrooms, The use of interactive whiteboards in the primary school: effects on pedagogy, Video conferencing in the mathematics lesson, Trainee teachers and 'impact' learning: A study of trainees' views on what helps them to use ICT effectively in their subject teaching, An investigation of how different ways of presenting information using ICT may affect children's thinking, New Opportunities Funding: Did it work? A follow-up to NOF training, The HomE-Work Project, e-Learning in broadband-connected classrooms, Digital video and bilingual children with special educational needs: Supporting literacy activities, Sustainability and evolution of ICT-supported classroom practice, The impact of prior technological experiences on children's ability to use play as a medium for developing capability with new ICT tools, How can the use of an interactive whiteboard enhance the nature of teaching and learning in secondary mathematics and modern foreign languages?, Already at a disadvantage? ICT in the home and children's preparation for primary school, The impact of technology on children with physical disabilities: an evaluative case study at a special school in the West Midlands, Bedding in: factors that facilitate implementation and integration of ICT in classroom practice, Developing a networked learning community with ICT - learning the hard way, Exploring the elements that make an effective web-based science lesso