1. Teaching Teachers for the Future
Cut to the chase!
Teaching Teachers for the Future
School of Education
Murdoch University

2. Why TTF is important
Cut to the chase!
One of the ways the School of Education addresses how we deal with:
The Australian Curriculum in our teacher education programs
(ACARA)
AITSL Teacher Standards (and their adoption by WACOT)
(AITSL)
Teacher Education Accreditation
AITSL In
the contexts of
School Review
changing courses and expectations
different student needs

3. Our Deliverables The evaluation in mid March 2012 needs to demonstrate
What are we committed to for the money?
The evaluation in mid March 2012
needs to demonstrate
Changes to curriculum, pedagogy, assessment and resources in the History and Mathematics teacher education programs
Changes to ICT capacity of graduating teacher education students (using TPACK model)
Changes in the practices, understandings and skills of History and Mathematics methods teacher educators regarding embedding ICTE in curriculum methods units
An Action Plan for sustainability and scaling across ALL curriculum areas and all nationally accredited teacher education programs

4. Project Overview Maths/History initially and all the rest beyond that
Component 1
Explicit ICTE dimensions to Graduate Teacher Standards
Component 2
Digital ICTE resources for Math, English, History, Science
Component 3
Sustainable National Network of ICTE expertise to drive systemic change in teacher education
Our focus
Sustainable change
Maths/History initially and all the rest beyond that

5. Core tasks for Murdoch School of Education
Identify two focus curriculum areas
Maths
History
National Support Network NSN
Connect and collaborate
Appointment & support ICTPOs
ICT Pedagogy officers
1 FTE for 1 year
Co-ordinate project
0.33 FTE for months (spread across)
Sustainable systemic change for ICTE in all curriculum methods
Long term change
Participants in the project
Implement use of ICTE in Maths & History
Contribute to resources
Mapping collection of base data
Just in time support
Trialing and embedding resources
Revisions of History and Maths curriculum methods
Contribute to the School’s Action Plan
Mapping
Linking ICTPOs and method’s team
Coordinate collection base data
Professional development activities
Contribute to the School’s Action Plan
Facilitate teacher education curriculum reform
Embed TPACK in pedagogy
Complete evaluation requirements
Everyone else in the School
Implement use of ICTE in ALL curriculum (and other) units in teacher education program

6. Start working with Math and History unit coordinators
Constraints
Acquit and report
2012
Mid March – report on University Activities
Present Action Plan
Working on project
Generating ICTE resources
Changing units
2011
Feb/March
Complete contracts
Appoint ICTPO(s)
Start working with Math and History unit coordinators
Reference Group
Establish Action Plan
Funding is only for salary – other aspects funded from the School budget
Timeline is tight
Contracts now with ESA (not ALTC) and still to be signed

7. What is an ICTPO? ICT [in Education] Pedagogy Officer
Within their Institutions
1. Work with the TTFPC to undertake mapping exercise, pre-project data collection (and possible post-intervention data) and other reporting and milestone activities as required.
2. Provide just-in-time support and professional learning opportunities for EMH&S curriculum methods staff.
3. Contribute to the trialling and embedding of resources as they develop, including the embedding of self-study resources in EMH&S curriculum methods in identified teacher education programs.
4. Support the revision of subject profiles, in EMH&S curriculum methods for future delivery, to address the (to be developed) ICTE dimensions of the Graduate Teacher Standards.
5. And all other elements as outlined in the Position Description Frame for ICT Pedagogy Officer .
6. Contribute to the development of the Institutional Action Plan.
As part of the NSN, through their expertise in one or more of EMH&S curriculum methods.
1. Collaboratively develop templates/evidence base frameworks for e-portfolio for graduates in line with ICT Dimensions in conjunction within Component 1.
2. Feed into resource development work of Component 2 and
3. Contribute to sharable database of examples TPACK-based pre-service teacher education pedagogies/assessment in each of four areas.
4. Participate constructively in all relevant NSN tasks, events and activities.
Acronym buster
TTFPC
TTF
Project
Coordinator
EMH&S
English, Maths, History and Science
NSN
National support
network

8. Conceptual Framework
What is TPACK?
Technological Pedagogical Content Knowledge conceptual framework
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6),
Koehler, M. J., & Mishra, P. (in press). Introducing Technological Pedagogical Knowledge. In AACTE (Eds.). The Handbook of Technological Pedagogical Content Knowledge for Educators. To be published by AACTE and Lawrence Erlbaum Associates.