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1 October 2010

MirandaNet Membership Update October 2010

MirandaNet Membership Update October 2010

New Fellows

We are delighted to announce the award of two new new Fellowships to Joyce Gikandi and John Clayton in New Zealand. Both papers have a strong evidence-based slant but are nevertheless eminently readable.

John’s study, based on the situation in New Zealand take the view that teachers should be identifying the learning agenda for themselves. He highlights two distinctly different professional development models that are current in New Zealand, deficit and empowerment. url I was particularly struck by a quotation that illustrates the deficit model that is too well-known around the world:

“Initial professional development is provided, where external experts delivered preconceived learning events to specifically address their understanding of the identified deficiencies in teachers knowledge, did not fully acknowledge teachers held views of teaching and learning and ICT that would be resilient and resistant to change"

(Gilbert, J. 1993. Teacher development: A literature review. In B. Bell (Ed.), I know about LISP but how do I put it into practice? (pp. 15-39). Hamilton: CSMER University of Waikato).

John is researching professional development (PD) into digital technologies in teaching and learning which is central to the Interests of many MirandaNet members, particularly researchers like John Cuthell, Niki Davis, Norbert Pachler, Marilyn Leask, Sarah Younie and myself. The MirandaNet iCatalyst model (www.mirandanet.ac.uk/profdev) of professional development that has been built on much of that research has been specifically designed to put teachers in the driving seat rather than being treated as passengers in learning. You will find some of the relevant publications by MirandaNet members about Professional Development in digital technologies in the Publications section at the end of this Newsletter.

John Clayton: The provision of professional development in ICT: Exploring deficit and empowerment models

Abstract
Over the last decade there have been significant increases in the integration of Information Communication Technologies (ICT) in New Zealand educational institutions. Investment in infrastructure, hardware and applications has been supported by a corresponding increase in the funding for Professional Development (PD) provision for staff in ICT. This is based on the assumption that the level of competence and confidence of staff in ICT impacts directly upon the capacity and capability of institutions to positively engage their learners in ICT-supported learning environments. Building on the experiences of investigations into the compulsory sectors "ICT PD cluster model" this paper highlights two distinct models, deficit and empowerment, currently used in the provision of professional development to staff.

http://www.mirandanet.ac.uk/casestudies/mnet/256

Joyce Gikandi: Engaging with formative assessment for meaningful online learning

Abstract
With ubiquitous of digital technological advancements, educational researcher and practitioners continue to seek ways of how to use the technologies effectively in promoting educational experiences at all levels of education.From formal educational perspectives, it is now evident that these technologies especially the web-based technologies need to be integrated in pedagogically sound ways to benefit teaching and learning transactions (Garrison & Akyol, 2009). This is critical in web-based distance learning (online learning) particularly within higher education contexts. There is common consensus that online learning has provided flexible opportunities to learners who cannot fit face-to-face (f2f) educational contexts due to personal and situational circumstances particularly related to work and family commitments. Online learning provides educational opportunities irrespective of temporal and spatial gaps between the teacher and the learner. However, in a recent review of related literature, Garrison and Akyol (2009) indicate that online learning (as compared to f2f contexts) has distinct pedagogical demands that could descend into constraints if not adequately addressed. Learner and assessment centred environment can provide a way to create effective online learning designs. Integrating formative assessment in online learning environments can facilitate such a pedagogical design.

http://www.mirandanet.ac.uk/casestudies/mnet/255

New Scholars in September 2010

Professor Roberta Weber, a long term academic colleague, expresses our mission statement in a different but effective way. In her twenty year experience she has come to see digital technologies as the means by which learners can connect together the knowledge and skills necessary in the 21st Century with the foundation of thinking critically.

Two Greek educators have joined, Kleopatra Nikolopoulou and Efstratia Liakopoulou. We hope more Greeks will join in order to participate in the new phase of our Etopia project. Leon Cych, Theo Kuechel and I meet them at a conference in Korinthos where we ran the last MirandaMod. More about Korinthos and Etopia in the newsletter. We hope that Olga Zavjalova, a teacher in Estonia, will also join our project.

Sharmaine Sharusan, a doctoral student, calls herself a techno-optimist. “I believe in the promise of technology to make our lives easier and freer”. This is very near our mission statement as it stands. Helen Smith comes to us via the route that many take: "I have been in Computing / ICT Education since 1990, first as a teacher and latterly as a teacher trainer", while Jamie Buckley (joined last month) is a journalist who is doing an MA in engaging children in animal welfare using a learning platform. He does not fit the traditional profile of an educator any more than Peter Klein does. Peter has a varied background in ICT as so many of us now have: a blend of commercial know-how, university lecturing and charitable objectives. He represents the multi-faceted education consultant with many strings to his/her bow.

Rohit Chaturvedi wants to network with members to improve his ICT knowledge. David Mottram is doing some outstanding work for 3- 19 year old students with severe and complex physical/ learning disabilities. His purpose in joining MirandaNet is to network and share best practice to improve our work. He says he would welcome MirandaNet contacts to help the school achieve the very best for our young people.

This reminds me to encourage members get in touch directly with any new scholars who have common interests to you. Emails are added in the Newsletter so that you can welcome them, but emails are removed from the web site version of the Newsletter to protect you from spam harvesters. If there are groups of members with specialist interests there are a number of ways in which we can use the site for collaborative work: please get in touch with me.

Christina Preston

Rohit Chaturvedi

I am working profession who have a sound knowledge in ICT in Education field. I would like to achieve goal of my life that's why I am here to join it.

Peter Klein

Peter has lived and worked in Asia, Europe and the USA for a variety of technology companies. Having run several companies he is focused on applying new media, networking and collaboration solutions to improve sales and service at organizations focused on sustainable growth. Peter applies real experience, in sales, marketing, operations and accounting with collaboration,social media, networking and branding.

Peter speaks at conferences around the world on Social Media, Branding and the subject of using social media to impact sustainability. Peter is also a Lecturer at Brunel University and runs Educate Ethiopia, a charity that helps keep 21 schools open in Ethiopia, allowing 6000 children to stay in school.

Efstratia Liakopoulou

I work as an ICT teacher in Experimental High School of Tripolis, Greece. I am interested in ICT teaching, project work, web 2.0, e-learning, getting familiar with new ICT tools and educational practices, motivating students, creative teaching, collaboration/communication with European teachers, participating in European projects etc. I am also interested in gender issues, equal opportunities, educational policy & school management.

David Mottram

I'm ICT Subject Leader at a Specialist (Sensory and Physical) College for 3- 19 year old students with severe and complex physical/ learning disabilities. Our work is outstanding (Ofsted 2009) with a strong emphasis on access and inclusion to improve outcomes for all our learners. This is driven by a commitment to AAC technologies and digital inclusion strategies, areas which myself and our strong SALT and expert partner teams always wish to expand and explore. We seek to network and share best practice to improve our work, and would welcome contacts to help us achieve the very best for our young people.

Kleopatra Nikolopoulou

Research interests: uses of ICT in education and their effects in teaching and learning, integration and use of ICT in early childhood education, teacher training in ICT and teachers' attitudes, gender and ICT in education

Sharmaine Sharusan

I am a techno-optimist; I believe in the promise of technology to make our lives easier and freer. I am working on my doctorate in Educational Technology and am always interested in the ways we can reach global learner especially in light of the looming teacher shortage.

In life we are always learning, we learn from each other as part of the transmission of knowledge. With the emerging technologies and measurable advances in computing power, as educators we are poised once again to be on the cusp of the society cultural revolution (akin to when the book became the killer-app.). We live in the information age with more creation and organizing of data, shuffled, sorted, refined and then synthesized by learners of all types. We can either let entropy happen and allow chaos to emerge or we can tap into the resource and guide the direction of the processes governing acquisition and possession of knowledge. In the end, education involves the exploration and application of information; if we do nothing with our resources but merely collect them then we have not advanced.

I believe in the promise of technology to enable us to do more, to allow us to be more than able. As teachers we can share our enthusiasm for lifelong learning and encourage our students to go further than we have, to press forward into the unknown future armed with skills to adapt and create a promising future.

Helen Smith

I have been in Computing / ICT Education since 1990, first as a teacher and latterly as a teacher trainer. I am currently involved in education on the subject programmes (ICT Education) and also involved in the Masters Programmes (Education). My special areas of interest are:

Roberta Weber

I have been teaching in higher education for 20 years and believe that integrating technology into instruction provides one of the best models for helping learners connect the knowledge and skills necessary in the 21st Century with the foundation of thinking critically.

Olga Zavjalova

I am going to write my masters paper about teaching integrated skills to primary level students using whiteboard activities. Looking very actively for a new materials,but the topic is quite new and not enough material for my topic.

Publications

Innovative ICT CPD programmes

Allen, A. and Preston, C. (2010 in press) E-Safety Guidance Becta Coventry

Preston, C ( 2010 in press) Unconferences’: MirandaMods designed by educators for educators
Keynote 7th Pan-Hellenic Conference with International Participation "ICT in Education" (HCICTE 2010)
http://korinthos.uop.gr/~hcicte10

Preston C. (2010 in press) Unconferences’:from practice to praxis in informal professional learning contexts
Research on e-learning and ICT in Education: Technological, Pedagogical and Instructional Issues", published by Springer

Daly C., Pachler N. and Pelletier C. (2009a) Continuing Professional Development for Teachers in ICT: a literature review.
partners.becta.org.uk/upload-dir/downloads/continuing_cpd_ict.pdf

Daly C., Pachler N. and Pelletier C. (2009b) Continuing Professional Development for Teachers in ICT: report 2.
research.becta.org.uk/upload-dir/downloads/ict_cpd_report2.pdf

Howell Richardson C. and Preston C. (2007). Multimodal concept mapping in teaching and learning. Editorial: Fascinating cultural artefacts: multimodal concept mapping in teaching and learning.
www.reflectingeducation.net/index.php/reflecting

Pachler N., Preston C., Cuthell J. and Allen A. (2010 in press) The ICT CPD Landscape in England. Becta, Coventry

Leask M. and Preston C. (2010 in press) ICT Tools for Future Teachers: Becta, Coventry.

Leask M. and YounieS. (2001). ‘Building On-Line Communities for Teachers: Ideas Emerging from Research’. Issues in Teaching Using ICT. M. Leask. London, Routledge.

Leask, M. and S. Younie (2002). ‘Communal Constructivist Theory: ICT Pedagogy & Internationalisation of the Curriculum’. Journal for IT for Teacher Education 10 (1&2): 117-p134.

Davis N., Preston C. and Sahin (2009). "ICT teacher training: Evidence for multilevel evaluation from a national initiative." British Journal of Education Technology (BJET). Volume 40 Issue 1 (January 2009) (Published Online: Feb 5 2008 12:00AM): p. 135–148.

Davis N. E., Preston C. and Sahi. (2009). "Theoretical and evaluation frameworks to inform technology-related professional development for teachers, tested with evidence from a national study of ICT professional development for teachers." British Educational Research Journal.

Preston C. and Cuthell J. (2007) Professional educators' perspectives on ICT CPD: Past, Present and Future, WLE centre. Institute of Education, University of London.

Preston C. 2007 The development of personalised learning in e-communities in Pictures of Personalisation: A global view of the personalisation of learning, Ed. Angela MacFarlane, DfES and BESA

Preston C. and Cuthell J. (2009). The MirandaMod: an emerging collaborative strategy for professional change. www.becta.org.uk Becta. Coventry.

Preston C. and Cuthell J. (2009). From practice to praxis - through work based teaching and learning , WLE Centre, Institute of Education, University of London. London.

Preston C. and Cuthell J. (2009 in press). New professional cultures : braided gatherings in The Third Space. 3rd WLE Mobile Learning Symposium. N. Pachler. Institute of Education, University of London, www.wlecentre.ac.uk

Preston C. and Cuthell J. (2009). Towards collaboration: knowledge creation in Web 2.0 environments. Becta
A preliminary analysis of a developing and autonomous professional learning environment called a MirandaMod.

Members can email Christina Preston for draft copies of papers.

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