readings continued
CPD
As we discuss on the programme, CPD is now seen as a much broader concept than many imagine; it can include more or less anything that teachers do to improve their professional practice. Day was one of the first to put this idea forward eg
Day, C. (1999). Developing Teachers: Challenges of lifelong learning. London: Falmer.
Kennedy offered nine models of CPD:
, Journal of In-Service Education, 31,2, 235-250.
Several articles have drawn attention to the spread of reaction to CPD we should not assume that everyone wants to take part in CPD!
Varga-Atkins, T., Qualter, A. and O'Brien, M. (2009). ‘School professionals’ attitudes to professional development in a networked context: developing the model of ‘believers, seekers and sceptics’’. Professional Development in Education, 35, 321– 340. [link here]
Hustler, D., McNamara, O., Jarvis, J., Londra, M., Campbell, A. and Howson, J. (2003). Teachers’ Perspectives of Continuing Professional Development. London: DfES Research. [link]
https://nationalstrategies.standards.dcsf.gov.uk/publications/eOrderingDownload/RR429.pdf
ICT CPD
FIsher et al give a good run through of many of the issues involved in ICT CPD
Fisher, T., Higgins, C and Loveless, A. (2006). Teachers as Learners with Digital Technologies. Bristol: Futurelab. [link http://archive.futurelab.org.uk/resources/documents/lit_reviews/Teachers_Review.pdf]
As discussed earlier the specific challenge of ICT CPD is bound up with the idea that the purpose of using ICT is to change teaching and learning. Sandholtz, Ringstaff and Dwyer (1999) offered a model for schools based on entry, adoption, adaptation, appropriation and invention one of many setting out the goal of introducing technology was to change the curriculum.
Sandholtz, J., Ringstaff, C. and Dwyer, D. (1999). Teaching with Technology: Creating student-centered classrooms. New York: Teachers College Press
This is still influential and many writers still believe the purpose of ICT is to bring about a more student centred curriculum. This puts the bar very (impossibly?) high, not surprisingly the failure of ICT to meet these expectations is often discussed, along with a general reluctance even to use ICT:
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox, American Educational Research Journal, 38(4), 813-834.
John, P. (2005). ‘The sacred and the profane: subject sub-culture, pedagogical practice and teachers' perceptions of the classroom uses of ICT’. Educational Review 57, 471–490.
Gardner, J., Mallon, M., Cowan, P. and McArdle, M. (2005) Evaluating The Potential for Virtual Learning Environments (VLEs): A VLE for Teaching Citizenship, Belfast: Department for Education. [linked here]
ICT CPD is taken up in a special issue of the Journal of In-Service Education (2007) Volume 33. Contributions include:
O'BrienJ, and Weiner, G. (2007) Seeking to engage hearts and minds: professional development and ICT, Journal of In-Service Education385-388
Holmes, B., Gardner, J. and Galanouli, D. (2007) Striking the right chord and sustaining successful professional development in information and communications technologies, Journal of In-Service Education, 389-404
Rae, A. and O'Brien, (2007) Information and communications technologies and teacher professional learning policy and practice in Scotland: some primary school perspectives, Journal of In-Service Education, 425-441
Daly, C., Pachler, N., Pickering, J. and Bezemer, J. (2007) Teachers as e‐learners: exploring the experiences of teachers in an online professional master's programme, Journal of In-Service Education, 443-461
Fragkouli, E. and Hammond, M. (2007)Issues in developing programmes to support teachers of philology in using information and communications technologies in Greek schools: a case study, Journal of In-Service Education, 463-477
Grov Almås, A. and Krumsvik, R. (2007) Digitally literate teachers in leading edge schools in Norway, Journal of In-Service Education, 479-497
This is another example from Australia of the way that teachers might opt for what is their comfort zone rather than using technology to change the nature of teaching and learning:
Robertson, I. (2007). ‘Factors influencing vocational teacher's use of online functionalities in Australia’. Australasian Journal of Educational Technology 23, 371–389. [Access here]
Some small scale projects in school are more uplifting perhaps:
Kingswood, M. (2008). Use of the VLE to Engage Students and Develop Independence. What Works Well? London: DCSF [http://whatworkswell.standards.dcsf.gov.uk/wcm/site/pages/processcasestudypdf.aspx?casestudyid=2473]
Fanning, J. (2008). The Digital Panoptican. Bristol: FutureLab [http://www.futurelab.org.uk/resources/publications-reports-articles/web-articles/Web-Article1118]