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Trainee teachers and impact learning Roy Barton Terry Haydn School of Education UEA.

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Presentation on theme: "Trainee teachers and impact learning Roy Barton Terry Haydn School of Education UEA."— Presentation transcript:

1 Trainee teachers and impact learning Roy Barton Terry Haydn School of Education UEA

2 Outline of the presentation Introduction and context – Terry What doesnt work – Terry Data from trainees in the study – Roy Interview data – Roy Key findings at this stage – Terry & Roy

3 Sadler, P. (1994) If you are going to teach something, you have got to think about how to do it effectively.

4 Gravity BeforeteachingAfterteaching Teachers predictions ActualTeachers predictions Actual 25%30%60%15%

5 Planetary motion BeforeteachingAfterteaching Teachers predictions ActualTeachers predictions Actual 25%20%70%8%

6 We each of us receive a constant and varied stream of experiences throughout our waking moments, each one of which can potentially give rise to learning, yet most of which apparently vanish without trace from our mental lives. Fontana, D Psychology for teachers, London, Macmillan: 125.

7 Audit?


9 Progress? Yes (it would be surprising if they did not make progress). But what interventions to they find helpful and what do they find unhelpful?

10 Throwing information at the problem? 38 kilos Hundreds of competences (4/98) Thousands of pages and web pages LEA building programmes to house strategy documentation Cookery books Bookmarking websites

11 Naughton, J. (Observer 22 March, 1998) Its not every day that you encounter a member of the government who appears to understand the Net. Most politicians (Clinton, Blair, Blunkett, to name just three) see it as a kind of pipe for pumping things into schools and schoolchildren.

12 Annex B?

13 Online ICT skills test?

14 Comments Very, very, very unhelpful Insulting Pointless, pathetic and utterly ridiculous Futile A waste of time; another hoop to jump through Unrelated to subject or to common sense Unhelpful and patronising

15 Did you read the information about ICT? Trainee A: (laughs and shakes head) did anyone read right through them? No just too much to take in…. not much use really. Trainee B: No, theres just too much to read…. It needs condensing or summarising more. Trainee C: Not really… I did glance through it but there was too much to take in- perhaps if it had just been 2 pages but it was quite off-putting. Trainee D: Not very… a bit dense really.. off-putting, too much to take in. Trainee E: I dont think I even looked at it.

16 What did have an impact then?

17 Working in groups? You felt you were all learning together.. gradually getting to grips with things.. things like the session on making web pages… how to write code, step by step. I was with J.; he knew how to paste clip art into slides… it was just an easy and relaxing, non- threatening way of quickly picking things up, sharing expertise. You could make mistakes or not know things together and it didnt matter. Working as part of a group? It helped for me working in groups, I learned loads from R.; prefer that to struggling on your own.

18 But…. One of the problems was that the group I was in had someone who was really good at ICT, but they went too quickly… you just got lost. Working as part of a group? Depended on the composition of the group, if you were all about the same it worked well, if you were with one of the stronger ones, they tended to do most of it…..

19 Seeing someone doing something you wanted to be able to do When you showed us that picture where you could blow bits of it up using PowerPoint. When X came in and showed us how to make a web page in HTML… when you say it change from code to a screen. When we used PowerPoint and the net to do presentations on significance- good fun and easier than you thought it would be.

20 Data from all trainees in the study Sample :- 47 Science & 24 History PGCE trainees At the start of the course :- All but one owned a computer All were users 88% had Internet access at home

21 Positive initial attitude to ICT Using the scale: 1=strongly disagree: 2=disagree: 3=neither agree or disagree: 4=agree: 5=strongly agree I like to use computers for studying and/or recreation: av. score = 4.1 I find it easy to learn how to use new software: av. score = 3.6 I find I can learn effectively when using a computer: av. score = 3.5 I am looking forward to using computers in the classroom:av. score = 3.6 I think computers are important teaching tools: av. score = 4.1 (Similar scores for History and Science trainees)

22 At the start of the PGCE course…

23 End of first school placement No significant differences between Hist. & Sci. for data on this slide… Very high levels of use of ICT by trainees 97% created resources 79% taught using ICT Comparison with staff teaching using ICT (more than 28% about same 63% less than 9%) Discuss ICT with mentor – 86% Felt there was a role model in dept. – 53%

24 Barriers identified Lack of resources (Science 1 st 22 times – History 1 st 7 times) Limited access (Science 1 st 5 times – History 1 st 7 times) Many other factors identified (complex and context dependent situation)

25 Helpful factors Much larger number of factors identified and no clear favourites identified Attitude and experience of teachers (significant for both sets of trainees) Useful software (significant for both) Data projector - (significant for both) Specific web sites – (History) Large number of other factors identified (complex and context dependent situation)

26 Key factors identified by mentors Story about access – trainee timetabled in an ICT lab impact of trainees buying their own laptop Story about a role model – watch my presentations and then produce their own Story about good intentions – lots planned but nothing happened yet

27 Focus group - Why do some trainees make more progress than others? Some not being able to see the link between what they are to teach and ICT… How can I apply ICT to what I have to teach?

28 Role of mentor in relation to ICT… Making it available – even if they dont know how to use it themselves. Show us what they have.

29 Practicalities… Need to be shown – these are the CD- ROMs - these are the web sites… Need to encourage you a bit more… and early on in the placement.

30 Need to be shown how to use it… It just didnt come up – you had to ask Need help with setting up No one to show me - they didnt use it - yet they were very well equipped

31 Supportive framework… Depends on your confidence… I could have done with a more supportive framework… It was the very opposite in my school… I didnt see a single teacher doing anything…

32 It worked really well… I never expected to be doing this… I cant even work the video at home… Im quite proud of being able to do that…

33 Role for HEI based training… Give us examples – make us more confident… Show us what is possible… Less sceptical after seeing examples – more open to the idea of using it…

34 Key findings at this stage… Terry Harm done by information overload Seeing something they wanted to be able to do Modes of use- within ordinary classroom teaching (data projector not ICT room) Roy Key area is the trainee/mentor relationship Need to identify core activities for the mentor Trainees need to see models of ICT in use

35 address Roy Terry

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