1. Connecting Teachers Can there be models of effective practice for teachers with ICT? Chair: Christine Vincent, Becta Presenter: Margaret Cox King’s College London

2. Ideas for consideration The nature and scope of ICT in education The contributions of ICT uses to teaching and learning The implications for the curriculum The effects on teachers’ practices How to plan and integrate ICT use The relationship between ICT use and models of effective practice

3. ICT resources for education - local topic/subject specific Simulations and modelling –Simulations of processes, procedures and experiments –Topic based models and modelling environments Tutorial resources –Problem-based tasks –Integrated learning systems –Revision exercises

4. Generic ICT software and devices Word-processing Spreadsheet - modelling Database packages Presentation software Measurement and control equipment

5. Communications resources Local networks National and global networks (Internet) –On-line curriculum resources –Teaching and learning materials –Access to experts Teacher-pupil communications –Email; VLEs;user groups; video-conferencing Pupils as teachers Subject experts

6. Effects of ICT on attainment at all key stages Specific subjects Mathematics Science English Programming and Modelling Simulations and Modelling Word-processing Communications and Presentations

7. Research evidence Mathematics Science understanding and applying mathematical concepts when the measures related specifically to the concepts and processes being learnt understanding of science concepts, developing problem solving skills, hypothesising scientific relationships, scientific reasoning and explanations English creative writing and language but the results are very inconsistent and restricted by the rate of ICT use and access in schools

8. Methods of ICT use - in class Teacher Whole class teaching Individual or pairs Teams Interactive whiteboard Projector demonstration Class discussion With/without ICT Any of the above Work-stations Laptops/PDAs M & C kit

9. Methods of ICT use - out of class Teacher at a distance On-line Teacher led tasks Pupil groups Expert-pupil network Resource computer Home computer Internet cafe VLEs Email links Chat rooms VLE pupil networks Email groups Mobile phone groups

10. Effects on practice: individual teachers Teachers withdrawing as a leader in the classroom Teachers’ experiences affecting their theoretical knowledge Complex relationships between pedagogical reasoning and actual uses of ICT Limited teachers’ knowledge of ICT reduces the affordances provided to pupils

11. Implications for the curriculum Identifying the ICT resources to fit/enhance the curriculum Replacing well-tried content with ICT- based activity Matching the ICT resources with pupils’ level of knowledge and competency Balancing the ICT-based activities within a crowded curriculum Distinguishing the ICT skills from the topic concepts and skills

12. Implications for the school/institution Developing and maintaining a long-term strategic plan for ICT use across the curriculum Acquiring and providing appropriate ICT resources Time-tabling sufficient access to ICT resources Providing on-going ICT support and guidance Providing adequate professional development for all teachers Ensuring long-term maintenance of ICT expertise

13. Issues for effective models What types of ICT hardware, software, and communications are being used by teachers and for what purposes? What are the levels of use of ICT in schools regarding different types of ICT? What impact might ICT have on specific concept knowledge, on specific skills and on specific processes and how does this relate to different teaching practices?

14. A framework for pedagogies and practices Pedagogical reasoning Teachers’ knowledge, beliefs and values Teachers’ behaviours Affordances Students’ knowledge, beliefs and values Students’ behaviours Actions and activities Learning outcomes

15. Pedagogical reasoning Subject content knowledge Knowledge related to general teaching issues, e.g. teaching approaches, classroom management Curriculum knowledge - “tools of the trade”: schemes of work, resources etc. Pedagogical content knowledge - their own special form of professional understanding Knowledge of learners and their characteristics; Knowledge of educational contexts: groups, classes, school and wider community Knowledge of educational ends, purpose and values and their philosophical and historical grounds.

16. Goals for effective practice  Building on teachers’ existing expertise Considering the types of ICT uses which will best achieve the learning objectives Balancing the teachers’ roles and the role of ICT Recognising the possible changes in subject knowledge and content Having a good understanding of the pupils’ knowledge, skills and abilities including their ICT capability that led to their planning decisions Having an awareness of the role of the pupils in helping each other to achieve the learning objectives

17. Teachers need to know and understand that some ICT uses will change the nature and representations of knowledge and of the way the subject is presented to and engages the pupils the potential of ICT resources not only in terms of its contribution to pupils’ presentation skills but in terms of its facilities for challenging pupils’ thinking and extending pupils’ learning in a subject. how to prepare and plan lessons where ICT is used which will challenge pupils’ understanding and promote reflection and thinking; which kinds of class organisation will be most effective for the learning tasks, e.g. as individual/pair/group work or as a whole class presentation;

18. Teacher Types for ICT use Teacher types Enhancing existing practice using similar teaching approaches Replacing current teaching practices to enhance the curriculum Extending the curriculum and methods Methods enhancer Curriculum innovator Traditionalist

19. Towards a model for effective practice Identify the practice best suited to the teacher type Identify the range of ICT resources best suited for the current curriculum subject/topic Relate the teacher type to the balances between ICT and other activities Identify strategies for teachers to move from traditional type to innovative type