The ICT CPD Landscape

This is the summary map for identifying key features of the landscape and climate of the ICT CPD Research project: IoE WLE Centre and Becta.

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The ICT CPD Landscape by Mind Map: The ICT CPD Landscape


1.1. Sociocultural and technology context

1.1.1. Becta 2008

1.1.2. Convery 2009

1.1.3. ESRC2008

1.1.4. Horizon2008

1.1.5. JISC 2007

1.1.6. MacArthur2008

1.1.7. MediaLiteracy Audit Ofcom 2008

1.2. National Policy Context

1.2.1. 2020 Vision - The Gilbert Report

1.2.2. Digital Britain

1.2.3. E-Government

1.2.4. E-Maturity

1.2.5. Harnessing Technology

1.2.6. Leitch Report

1.2.7. Rose Review

1.2.8. Transforming Teaching and Learning

1.2.9. TDA PD Strategy

1.2.10. Teaching Standards

1.2.11. Ofsted school inspections

1.3. Global and National Policies

1.3.1. 21st Century teachers: expectations

1.3.2. Global initiatives OECD Indicators Schools of the Future Trans-Atlantic School Innovation Alliance

1.3.3. Government-related initiatives Academies/sponsors Achievement for All BSF Every Child Matters Every Child Matters Primary Capital SSAT Teach First

1.3.4. Ofsted

1.4. Research summaries, syntheses

1.4.1. BECTA Research reports

1.4.2. DCSF Monthly research newsletter

1.4.3. EPPI Centre Systematic Reviews

1.4.4. GTC Research of the month

1.4.5. Models investigated Constructivism Information transmission Interaction Communities of Practice Critical reflection model Teacher enquiry model Casemaking studies

1.4.6. NFER On the web

1.4.7. Reflecting Education

1.5. Stakeholders

1.5.1. Agencies TDA

1.5.2. Becta

1.5.3. Children

1.5.4. DCSF

1.5.5. GTCe

1.5.6. Governors

1.5.7. LAs Advisors SIPS

1.5.8. OFSTED

1.5.9. Parents

1.5.10. Political parties

1.5.11. Schools

1.5.12. Teaching Unions ATL NAS/UWT NUT Voice


2.1. Teachers: the doubters, the wary, the uncommitted, the converted, the evangelists

2.1.1. Performance Review

2.1.2. School Staffing structures AST Bursar CPD Manager Disability Specialists FT, PT & FTE staff Governors HLTAs Head of Dept Headteacher Mentors Peripatetics SMT/SLT Subject specialis / Subject Lead Supply staff Support staff Teacher

2.1.3. contextual factors Availability of technology/"ownership" Complex Change Action Plans Evaluations Incentives/rewards Resources Skills Vision Time age geographical location habitus of learning number of years in profession perceptions and dispositions disempowerment media use in everyday lives perceived threat from changing power dynamics skill level subject specialism technology use in everyday life work environment as inhibiting connectedness

2.2. Institutions: Early Adopters, Diffusion Stage, Late Adopters

2.2.1. Leadership Availability of technology/"ownership" Capitals: intellectual, social, organisational etc Complex Change Action Plans Evaluations Incentives/rewards Resources Skills Vision networks: internal and external strategic planning work environment as inhibiting connectedness

2.2.2. Measures of technology use in an institution

2.2.3. Performance Review ICT Mark Ofsted Teachers

2.2.4. School Groups & Types Academies Black Country Challenge City Challenge Clusters Federations Independents eg GDST London Challenge Schools with specialist school status United Church Schools Trust

3. Supply

3.1. Providers

3.1.1. Hardware/software companies 2Simple Professional development BBC BESA links & data Cambridge-Hitachi Clicker Espresso Immersive Education Microsoft Innovative Leaders (charity) Promethean RM Steljes ThinkQuest - Oracle Education Foundation

3.1.2. Individual & Group Influences Becta Blogosphere Doug Belshaw Fremdsprachen und Neue Medien Jose Picardo Larry Ferlazzo Leon Cych Nik's Daily English activities Ollie Bray Tom Barrett Communities of Practice e.g. MirandaNet MirandaNet EdTechRoundUp Every Child Matters Exam Boards Edexcel OCR Games-based Learning Handheld Learning Independent advisers Independents International collaboration: Connecting Classrooms National Strategies Ofsted QCDA SENIT Strategy advisers TDA Advisers TDA ICT Skills Test TeachMeet Twitter

3.1.3. Universities& Higher Education: their roles and influences. Academy Sponsors CETLs CPD Centres/Departments London Knowledge Lab M-level Professional Qualifications MTL Consortia OU Vital: ICT CPD project School Partnerships Third stream/consultancy/knowledge transfer UK HEIs providing education and teachers training courses: e.g. Bath Spa University Institute of Education

3.1.4. Organisations that offer CPD College of Teachers Core Futurelab IPDA National Centre for Excellence in the Teaching of Mathematics Professional associations Becta ICT Mark Naace SSAT Science Learning Centres Teaching Unions ATL NAS/UWT NUT Voice

3.1.5. ICT Service Providers BBC C4 DV content providers GTCE TLA Learning platforms Core DB Education Etech Frogtrade Fronter etc IM Jack Netmedia RM Ramesys Sirco Uniservity Viglen MirandaNet RM Society21 TDA Training Centres Teachers TV Tribal teachernet

3.1.6. Subject Associations Cilt Council for Subject Associations: e.g. ASE All D and TA Geographical Association Historical Association Maths NATE Science Centres ITTE Naace

3.1.7. LAs ASTs CLCs Stoke-on-Trent CLCs LAs offering a range of services: e.g. Cambridgeshire Education ICT Services Central CPD programmes Connexions Nottinghamshire Kirklees Children & Young People's Service - Learning LA advisors SIPs Strategy Advisers

3.1.8. School level internal ICT programme support AST, ET and others - HLTA, technicians etc Heads ICT CPD programme managers SIPs

3.1.9. RBC: e.g. LGFL Curriculum Consultants MLE Trainers Partners; LAs, CLCs SEGFL

3.1.10. Private CPD Providers(of which there are many. The national picture is constantly changing.) Creative Education Espresso Graham Brown-Martin Lighthouse Mill Wharf Training Philip Mann