[Advisory] Re: [Primary] ICT Subject Knowledge for Primary Teachers

[Ray Tolley]

Hi, Miles,

I agree with everything Ian has listed and (trying to keep to Primary) I have added a few more, see below:

BW

Ray Tolley  FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P:  http://raytolley.v2efolioworld.mnscu.edu/
B:  http://www.efoliointheuk.blogspot.com/
W:  http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'

-----Original Message-----
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Ian
Sent: 15 November 2009 11:27
To: Miles Berry
Cc: advisory@talk.naace.org; primary@talk.naace.org
Subject: [Advisory] Re: [Primary] ICT Subject Knowledge for Primary Teachers

On Sun, 2009-11-15 at 10:44 +0000, Miles Berry wrote:
> Hi Folks,
> 
> Roehampton's School of Education is engaged in a process of reviewing
> and revalidating it's BA (QTS) undergraduate primary teacher training
> programme at the moment, and so my colleagues and I are looking at the
> structure and content of the ICT components of the programme, amongst
> much else.
> 
> I'd be very interested to have thoughts from fellow Naace members on
> what sort of *subject knowledge* of ICT one would expect from a new
> entrant to the profession, and particularly for one who had ICT as
> their subject specialism as part of a general teacher training
> qualification. I suspect it wouldn't be unusual for our ICT subject
> specialists to become ICT subject coordinators at a fairly early stage
> in their careers.
> 
> As these programmes run for a number of years between these validation
> exercises, you may wish to get the crystal balls out to do a little
> future gazing, as those who join us in September 2010 won't be
> starting their NQT year until September 2013.

And more importantly, the children they teach will not leave schools
until 2020-2030!

> My thanks in anticipation,

First thing is to be sure that they understand underlying principles
that are not going to change with technologies, then current
applications and trends, then professional issues. TAP - Technical,
Applications and tends, Professional

Technical

      * What is digital data?
      * How is it structured and organised to create information? 
      * What are the properties of this information in terms of storage,
        transmission and interoperability? (Size, file types,
        compatibility, licensing)
RT:   * A basic familiarity with the major MIS systems (eg SIMS, CMIS)
RT:   * Simple fault-finding with various devices (see note.1 below)

Applications and trends

RT:   * An understanding of the purpose of a VLE
      * Desktop applications
      * Cloud applications
      * Mobile technologies
RT    * e-Portfolio concepts
      * Trends - The increasing importance of open systems and the
        influence of the internet in driving them. The shift from the
        desktop to the cloud and the role of mobile technologies. 

Professional

      * Dealing with resistance to change
      * The National Curriculum and statutory requirements.
      * Learning styles and the way these are interdependent with the
        technologies used - team work, whole class teaching, individual
        study, support for literacy and numeracy and learning how to
        learn
      * Non-statutory but important strategies eg APP, Specialist
        Schools community plans, cross-phase transition, TLA stages for
        CPD, chartered assessors.
      * The National Occupational Standards for IT Users and how they
        relate to the school curriculum and teacher IT skills. (All
        teachers should be at least familiar with level 2 standards in
        the main areas of competence Using IT Systems and Using IT to
        communicate)
RT:   * Familiarity with the Home Access Programme and how this can influence
        both Teaching & Learning and also home-school communication.
      * Inclusion and the use of free resources to enable home learning
        and maximise value for money for the tax payer.
      * P-Scales and assessing ICT in special needs groups.
RT:   * Recognise a continuum of ICT training from Level 1 to 4 (See note.2 below)

RT - Note.1
Whilst at training college we did a media course (including 12 different projection systems, tape recorders etc), part of which was a practical test in the recognition of common faults (eg faulty leads, dud batteries and lamps etc).  I am sure that a similar test could be established as part of Roehampton's package.

RT - Note.2
ICT training should be seen as a professional continuum.  In college I would expect ALL teachers to pass Level.1 and be working towards Level.2.  Some 20 years ago I defined such a system of CPD in my school:
* All new entrants must be capable of Level.1 before entering the classroom for the first time.
* All teachers should be working towards Level.2 in their first year of employment. - This was divided into two sections, personal competencies and familiarity with appropriate subject applications. This was completed with a practical test as and when the teachers were ready.
* HoDs should be working towards Level.3 - this might take 2/3 years and should be professionally validated.
* I even provided support for a couple of staff who worked towards (and passed) Level.4
* Teachers in schools responsible for ICT should persuade their Headteachers that recognition of ICT CPD is an important part of the overall accreditation of all teachers within the school.

HTH,
-- 
Ian
Ofqual Accredited IT Qualifications
A new approach to assessment for learning
www.theINGOTs.org - 01827 305940

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