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Teachers as Innovators
Christina Preston
This article is based on new findings from Teachers as Innovators: What motivates teachers to use ICT A study of expert teachers by C. Preston, M. Cox and K. Cox funded by the Teacher Training Agency Special Projects Funding, Compaq and Oracle.
published in the Times Educational Supplement 10 December (page 21)
The Government has invested more than one billion pounds in the National Grid for Learning. But what will motivate teachers to use computers well?
In our study, Teachers as Innovators, funded by the TTA, Oracle and Compaq, we focus on the opinions of about one hundred teachers from a range of subject disciplines who already use ICT in the classroom. The majority who had their own on-line computer and email account, agreed that all teachers and students should have an email address. Yet the average age of these enthusiasts was about 45 and the majority were senior managers, challenging the view that only the younger members of the profession can provide a lead.
These experts maintained that computers increase pupils' motivation and help them to learn. Several mentioned improved capacity for independent learning, opportunities to vary the learning, improved presentation and increased concentration.
In terms of professional development, they said that using ICT improved their presentation skills and their range of teaching strategies, promoted diversity and facilitated activities that were otherwise not possible. More resources were accessible and many administrative tasks were easier or faster. Most importantly some felt using ICT in teaching helped them to focus on the processes of learning.
Despite their competence and confidence, only one teacher had been trained to teach IT initially. Although three-quarters taught ICT to other teachers, approximately 13% had not attended ICT in-service at all; the majority had attended between 3 and 6 basic initial awareness courses and short special courses usually held in school. Most felt that benefits included enhancement of ICT skills, discussions with other professionals and new curriculum ideas. But less than half thought that these courses addressed the central issue of teaching style.
Even if all teachers are ICT competent by 2002 this will not guarantee that the use of computers develops more independent, relevant and flexible learning models. Teachers need really good mentoring and advice themselves in order to take ownership of this opportunity.
In our study we tried to identify the special ingredients that create commitment and enthusiasm for new ways of teaching and learning. We found that the Internet may be the application that fires teachers' intellect and imagination.
Very few had attended on line courses of any kind and half said they did not feel well informed about the National Grid for Learning. But they agreed on the value of sites that provide current information like the educational computing press, the Virtual Teachers' Centre and government agency resources like BECTa.
About a third belonged to The National Association of Co-ordinators and ICT teachers (ACITT) or the ICT professional development fellowship, MirandaNet.
Being a member of a professional association including a teachers' on line support network was considered to be important. Half the participants said also they would be willing to spend about 15 hours a month tutoring and supporting colleagues on line.
The MirandaNet respondents whose on-line community has been developing for five years ago found the communication had enabled them to meet like-minded individuals, to have greater awareness of the uses of ICT, and to keep up with advances in ICT. Some elements of this model, like long term mentoring, publishing case studies for peers, industry partnership and contact with teachers outside the UK may be helpful to other professional groups who want to set up similar on-line communities.
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