ICT CPD: Fit for Purpose?

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ICT CPD: Fit for Purpose? by Mind Map: ICT CPD: Fit for Purpose?

1. What you see is what you get

2. Assistive technology

2.1. Teaching & learning at core

3. Teaching of ICT will not survive much longer

3.1. Are Functional Skills enough?

3.2. Build Technological, Pedagogical, and Content Knowledge (TPCK), not just the T!

4. Learning platforms?

4.1. too boring and unassociated with needs

4.2. How do you make these authentic

4.3. Other models than just a repository

4.4. Where well led & relevant to all learners makes whole school buzz!

4.5. need to utilise social network style input

4.6. We learn better together, helps reflection

4.7. We need to come up with a Statement of Requirements which is platform agnostic!!!

4.8. Colaboration should be national not limited to individual schools!

5. Games?

5.1. Gamers use 'community' for personal learning.

5.2. Most ICT Developments are in Games play. We need to harness the best to ensure we are inclusive ie Boys!

6. Accreditation?

6.1. skills

6.2. T&L Pedagogy

6.3. GTC accreditation

6.4. again authentic - action research models

6.5. As an incentive—tied to reward structure and personal motivation (for formal recognition)

7. What are the barriers?

7.1. Diversity of people's existing ICT skills

7.2. Lack of recognition of how ICT can help

7.3. "What I've always done before works really well. Why should I change?"

7.4. Fear of admitting a need.

7.5. The kit is unreliable

7.6. Leadership not fully 'signed up'.

7.7. Time and opportunity for CPD cascading

7.8. Lack of opportunity to monitor impact and plan strategically as a result

7.9. Short-term vs. long-term

7.10. Institutional Arrogance

7.11. Over cautious filtering/restrictive technical teams

7.12. We are a barrier as our lang/jargon excludes rather than includes!

7.13. fear of thinking others are better able to use the technology

7.14. "I've got enough on as it is, thank you!"

8. What does innovation mean?

8.1. Changing the school day or terms?

8.2. Changing how we "do" school?

8.3. Re-think the purposes of education away from information transmission

9. purpose of ICT CPD?

9.1. Must be relevant

9.2. work-based research

9.3. timely

9.4. develop a community problem solving ethos?

9.4.1. Supportive, not competitive

9.5. Remove feeling of exposure

9.6. Develop higher thinking skills (Bloom's)

9.6.1. Avoid the skills - so what? question

9.7. Create excitement about learning, rather than fear

10. Must be timely

10.1. Generic or 'course'-based CPD is not the best model

10.1.1. Improved if leader is practitioner & allows course to be led by "delegates"

10.2. Action research pull model

10.3. If the CPD doesn't hit you at the right point in your development, the impact is lost

10.4. Relevant to learner needs

11. New Teachers and CPD

11.1. Do we encourage reflection in the right ways?

11.2. How is this continued after QTS?

11.3. How embedded is reflective practice after University course?

11.4. Online environments for support and community building—plus daily problem-solving and timely advice!

12. What can help ICT CPD

12.1. E-Learning

12.2. ICT CPD Key role mentorship within schools with time to team teach and facilitate

12.3. Teachmeets

12.4. Leadership Focus

12.5. Open school cultures

12.6. Kit getting easier and more reliable

12.7. ICT embedded as good teaching & learning catalyst

12.8. Higher profile on national/local agendas

12.9. MirandaMods

12.10. Drivers to help with intrinsic motivation

13. Management role in CPD effectiveness?

13.1. Must be enlightened in order to empower

13.2. Willing to take risk

13.3. Does accountability get in the way?

13.4. Must be an ICT management person on the SMT

14. How continuous is CPD?

14.1. Is there a point where you can know it all?

14.2. Can we link it with behavioural factors?

14.2.1. Maslow

14.2.2. Locus of control

14.2.3. Motivation

14.2.4. Self-image

14.3. Catalysts for personal CPD Change

14.3.1. other people Young people and what they do/are capable of

14.3.2. Events

14.3.3. projects: BPRS,Mirandanet etc

14.3.4. Money/efficiency

14.3.5. Theories of how people learn

14.3.6. Changes in curriculum and/or exam board specs

14.4. Mentoring ( South Africa)

14.5. Make need for ONGOING professional development obvious--and reward it!

15. Who we are

15.1. John Cuthell: MirandaNet; Virtual Learning: School improvement & other things

15.2. Christina Preston- MirandaNet and iCatalyst ICT CPD programmme

15.3. Dughall McCormick: Kirklees LA E-Learning Consultant

15.4. Richard Allen Independant consultant - Learning Platforms etc., etc. http://www.outstream.co.uk

15.5. Leon Cych- Learn 4 Life - Independent Consultant - http://www.L4L.co.uk

15.6. Dai Thomas- Director of ICT/Elearning Warden Park School ,Mirandanet http://www.daithomas.org.uk

15.7. Allison Allen - Independent consultant; School improvement through ICT etc. http://www.outstream.co.uk

15.8. Marilyn Leask Brunel University www.brunel.ac.uk/marilynleask ICT for CPD, web 2.0 see for example www.communities.idea.gov.uk

15.9. Tom Cooper-Strategic Leader ICT-Lewisham LA

15.10. Pedro Hernández-Ramos, Santa Clara University, USA / Teaching and Learning with Technology

16. Teachers must be at the same level as their students at least

16.1. Is this realistic? cf tennis coaches.

16.2. All Teachers at least need to try Nintendo Wii

17. What do teachers do?

17.1. They ignore research because it's not relevant to their day-to-day needs (or so they think!)

18. Are all teachers learners?

18.1. Some teachers might talk the talk but do they walk the walk?

18.2. Is there a climate to enable this?

18.3. No! Alas, not all current teachers should remain in the profession (but how to ease them out?)

19. Where's the fun in all of this?

19.1. Twitter?

19.2. Face book

19.3. Community

19.4. Mistake always = opportunity to learn. Change mindset!

19.5. Level of community engagement - compelling content

19.6. In seeing what students can do with new tools in supportive learning environments!

20. Relevant theories

20.1. Diffusion of innovation

20.2. communual construction

20.3. braided learning

20.4. Democracy