1 expert teachers and innovative uses of technology

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Expert teachersExpert teachers

And innovative uses of And innovative uses of technologytechnology

Structure of the talkStructure of the talk

Learning how to teach – novice to expertLearning how to teach – novice to expert

Expert teachers and policy towards ‘them’Expert teachers and policy towards ‘them’

Naming ‘expert teachers’, defining the Naming ‘expert teachers’, defining the ‘role’‘role’

Characteristics of teacher expertiseCharacteristics of teacher expertise

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Structure of the talkStructure of the talk

The technology contextThe technology context

The research project and findingsThe research project and findings

‘‘Digi-teachers’ – a useful term?Digi-teachers’ – a useful term?

An ‘English model’An ‘English model’

Implications for policy [and practice]Implications for policy [and practice]

ConclusionsConclusions

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Expert teachers and innovative uses of Expert teachers and innovative uses of technologytechnology

Andy Goodwyn, Andy Goodwyn, Professor of Education, Professor of Education,

The Institute of Education ,The Institute of Education ,The University of Reading.The University of Reading.Bulmershe Court Reading Bulmershe Court Reading

RG6 1HY, UK.RG6 1HY, [email protected]@reading.ac.uk

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Reflective practiceReflective practice

The experience in reflective teaching is The experience in reflective teaching is that you must plunge into the doing, and that you must plunge into the doing, and try to educate yourself before you know try to educate yourself before you know what it is you’re trying to learn.what it is you’re trying to learn.

--Donald Schön (1987)--Donald Schön (1987)[1]

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SchSchöönn

But that plunge is full of loss because, if But that plunge is full of loss because, if you’ve taken that plunge yourself, you you’ve taken that plunge yourself, you know the experience. You feel know the experience. You feel vulnerablevulnerable; you feel you ; you feel you don’t know don’t know what you’re doingwhat you’re doing; you feel ; you feel out of out of controlcontrol; you feel ; you feel incompetentincompetent; you feel ; you feel that you’vethat you’ve lost confidence lost confidence. .

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SchSchöönn

And that is the environment in which you And that is the environment in which you swim around, trying to design or trying to swim around, trying to design or trying to teach or trying to do whatever the hell it is teach or trying to do whatever the hell it is you’re trying to learn to do until you get to you’re trying to learn to do until you get to the place where you can understand what the place where you can understand what people are saying to you. people are saying to you.

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Donald SchDonald Schöönn

And you become angry and you become And you become angry and you become defensive. Or defensiveness, at any rate, defensive. Or defensiveness, at any rate, becomes a very present danger--"a clear becomes a very present danger--"a clear and present danger." And what’s and present danger." And what’s extraordinary is that, for the same extraordinary is that, for the same students, for example, after six months or students, for example, after six months or a year, they were understanding perfectly a year, they were understanding perfectly well what was being said. well what was being said.

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Dreyfus modelDreyfus model

NoviceNovice

Advanced BeginnerAdvanced Beginner

CompetentCompetent

ProficientProficient

ExpertExpert

Expert teachers and policyExpert teachers and policy

ProfessionalisationProfessionalisation

Parity with other professionsParity with other professions

Recognition and retention [in the Recognition and retention [in the classroom]classroom]

Professional development of other Professional development of other teachers [mentoring/coaching]teachers [mentoring/coaching]

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Assessment and/or accreditation to Assessment and/or accreditation to provide credibilityprovide credibility

Specific standardsSpecific standards

New roleNew role

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Lack of subsequent career developmentLack of subsequent career development

Lack of longitudinal evidence Lack of longitudinal evidence

Lack of researchLack of research

Political vulnerabilityPolitical vulnerability

Minority category e.g. England 4,4500 i.e. Minority category e.g. England 4,4500 i.e. 1 in 5001 in 500

USA USA 67,000 i.e. 3%67,000 i.e. 3%

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Expert teachers?Expert teachers?

The Advanced Skills TeacherThe Advanced Skills Teacher

The Excellent TeacherThe Excellent Teacher

The Highly Accomplished teacherThe Highly Accomplished teacher

The Chartered teacher, Scotland and The Chartered teacher, Scotland and Wales [N.B. Potentially ALL teachers]Wales [N.B. Potentially ALL teachers]

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Expert teachers?Expert teachers?

The Chartered Teacher [England, subject The Chartered Teacher [England, subject associations e.g. Science, Geography]associations e.g. Science, Geography]

Master teacherMaster teacher

Leading teacherLeading teacher

The Distinguished teacherThe Distinguished teacher

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Expert teaching – Hattie’s Expert teaching – Hattie’s characteristicscharacteristics

Deep understanding of teaching and Deep understanding of teaching and learninglearning

Problem solving approachProblem solving approach

Anticipate, plan and improviseAnticipate, plan and improvise

Excellent decision makers – prioritise Excellent decision makers – prioritise decisionsdecisions

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Optimal classroom climate for learningOptimal classroom climate for learning

Recognise the multidimensional nature of Recognise the multidimensional nature of the classroomthe classroom

They recognise that teaching is context They recognise that teaching is context dependent and highly situateddependent and highly situated

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Constantly monitoring student progress Constantly monitoring student progress and providing valuable feedbackand providing valuable feedback

Testing ‘hypotheses’ i.e. is this working?Testing ‘hypotheses’ i.e. is this working?

More automatic i.e. they keep plenty of More automatic i.e. they keep plenty of ‘mental space’ available ‘mental space’ available

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High respect for all studentsHigh respect for all students

Passionate about teaching and learningPassionate about teaching and learning

Highly motivating – building students self-Highly motivating – building students self-regulation, self-efficacy, self-esteemregulation, self-efficacy, self-esteem

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Set appropriate but challenging goals and Set appropriate but challenging goals and taskstasks

Positively impact on achievementPositively impact on achievement

Enhance surface and deep learningEnhance surface and deep learning

2020

HattieHattie

John HattieJohn Hattie

Teachers make a difference Teachers make a difference

October 2003October 2003

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Mckinsey report 2007Mckinsey report 2007

The quality of an education system is only The quality of an education system is only as good as its teachersas good as its teachers

The only way to improve outcomes is to The only way to improve outcomes is to improve instructionimprove instruction

High quality instruction should reach every High quality instruction should reach every childchild

Harnessing technology?Harnessing technology?

Huge investment in hardware and Huge investment in hardware and software in schoolssoftware in schools

Endless attempts to link numbers of Endless attempts to link numbers of computers to ‘achievement’ – mostly computers to ‘achievement’ – mostly test/exam scorestest/exam scores

Little evidence of ‘impact’Little evidence of ‘impact’

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Very modest investment in teacher Very modest investment in teacher developmentdevelopment

Over expectation of pre-service trainingOver expectation of pre-service training

Teacher ‘self help’ modelTeacher ‘self help’ model

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Evidence of increasing USE of technologyEvidence of increasing USE of technology

Extensive but not intensiveExtensive but not intensive

Extensive but not effectiveExtensive but not effective

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Dreyfus argues that expertise in one broad Dreyfus argues that expertise in one broad domain means sub areas can be at any domain means sub areas can be at any level.level.

Experienced teachers can be ‘novices’ with Experienced teachers can be ‘novices’ with ICTICT

‘‘They recognise that teaching is context They recognise that teaching is context dependent and highly situated’dependent and highly situated’

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Expert teaching categories in England Expert teaching categories in England unlikely to reveal ICT expertiseunlikely to reveal ICT expertise

Might exclude newer teachers who are Might exclude newer teachers who are rapidly becoming expert with ICTrapidly becoming expert with ICT

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The ResearchThe Research

Funded by BECTA ‘Harnessing Funded by BECTA ‘Harnessing Technology ‘ themeTechnology ‘ theme

Focus on very good teachers who ALSO Focus on very good teachers who ALSO used ICT very effectivelyused ICT very effectively

Peer nomination methodologyPeer nomination methodology

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Data was collected using a mixed methods Data was collected using a mixed methods design through survey, interview and in-design through survey, interview and in-depth case studies. depth case studies.

The teachers included were first identified The teachers included were first identified as outstanding teachers and then as being as outstanding teachers and then as being effective users of ICT. effective users of ICT.

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This categorisation is unique to this study. This categorisation is unique to this study. The study uses selected sampling based The study uses selected sampling based on peer identification.on peer identification.

Using the University’s strong partnership Using the University’s strong partnership network of schools, an introductory letter network of schools, an introductory letter requesting nominations was sent to all requesting nominations was sent to all Primary and Secondary Head Teachers Primary and Secondary Head Teachers and 35 schools replied with a total of 93 and 35 schools replied with a total of 93 nominations.nominations.

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From these 93 nominations, 54 teachers From these 93 nominations, 54 teachers agreed to be included in the study and are agreed to be included in the study and are drawn from a mixed range of attaining drawn from a mixed range of attaining schools and subject specialismschools and subject specialism

In total, 26 were teachers from Primary In total, 26 were teachers from Primary and Infant schools and 28 from Secondary and Infant schools and 28 from Secondary schools. In terms of gender, 24 schools. In terms of gender, 24 participants were males and 30 female.participants were males and 30 female.

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Data was collected via semi-structured Data was collected via semi-structured telephone interviewstelephone interviews

Biographical information was collected via Biographical information was collected via survey questionnairesurvey questionnaire

Data was then organised in terms of Data was then organised in terms of similarities in patterns and themes, with a similarities in patterns and themes, with a particular emphasis on teachers’ motivations particular emphasis on teachers’ motivations and attitudes to developing their practice. and attitudes to developing their practice.

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From the 54 interviews, 13 teachers were From the 54 interviews, 13 teachers were then selected for an in depth follow up then selected for an in depth follow up case study. Of these, 6 were male and 7 case study. Of these, 6 were male and 7 female. female.

Case studies incorporated a filmed Case studies incorporated a filmed classroom observation as well as two classroom observation as well as two short semi-structured interviews; one short semi-structured interviews; one before and one after the lesson before and one after the lesson observationobservation

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Participants were selected on the basis Participants were selected on the basis that they most closely resembled the that they most closely resembled the characteristics of an expert teacher, as characteristics of an expert teacher, as identified in the literature, as well as their identified in the literature, as well as their ability to use a range of technology in ability to use a range of technology in innovative ways in the classroominnovative ways in the classroom

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Research FindingsResearch Findings

‘‘Digi-teachers’ is used to offer a simple Digi-teachers’ is used to offer a simple and distinctive term to cover this emergent and distinctive term to cover this emergent group of expert practitioners. group of expert practitioners.

These teachers fit well with current views These teachers fit well with current views of expert teaching but they are not usually of expert teaching but they are not usually ICT specialists.ICT specialists.

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A distinguishing feature is their capacity to A distinguishing feature is their capacity to integrate ICT into everyday teaching. integrate ICT into everyday teaching.

Digi-teachers recognize that ICT both Digi-teachers recognize that ICT both engages and motivates students and engages and motivates students and therefore has benefits for classroom therefore has benefits for classroom management and learning. management and learning.

For them technology is just one more For them technology is just one more element in their expert domain of teaching, element in their expert domain of teaching, yet is a medium that allows for innovation.yet is a medium that allows for innovation.

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‘‘Digi-teachers’ are not determined by their Digi-teachers’ are not determined by their age, although the newer generations of age, although the newer generations of teachers have more such teachers. teachers have more such teachers.

Nor are they characterised by the Nor are they characterised by the attractions of gadgetry or the ‘whizz bang’ attractions of gadgetry or the ‘whizz bang’ factor of ICT per sefactor of ICT per se

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‘‘Digi-teachers’ are concerned chiefly with Digi-teachers’ are concerned chiefly with the learning of their studentsthe learning of their students

have a strong motivation to connect with have a strong motivation to connect with their students’ lives using the mediums their students’ lives using the mediums that students recognize and engage with.that students recognize and engage with.

‘ ‘Digi-teachers’ have normalized the use of Digi-teachers’ have normalized the use of digital and other technologies in the digital and other technologies in the classroomclassroom

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They use every kind of technologyThey use every kind of technology

The vast majority of these expert teachers The vast majority of these expert teachers are self-taught. are self-taught.

The importance of in-service support and The importance of in-service support and training as well as opportunities to training as well as opportunities to experiment through ‘trial and error’. experiment through ‘trial and error’.

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Digi-teachers are expert teachers, not Digi-teachers are expert teachers, not technicianstechnicians

Developing ICT expertise requires a high Developing ICT expertise requires a high level of reliability and technical support, so level of reliability and technical support, so as to minimise problems when they occuras to minimise problems when they occur

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Teaching is almost never about ICT itselfTeaching is almost never about ICT itself

Teaching is often done by the studentsTeaching is often done by the students

Students contribute content ideas much Students contribute content ideas much more consistentlymore consistently

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Teachers principally ‘adapt’Teachers principally ‘adapt’

e.g. The sports teacher who started to use e.g. The sports teacher who started to use his digital images of his students [originally his digital images of his students [originally taken to help them] to show to their taken to help them] to show to their parents to ‘illustrate’ his parental meetingsparents to ‘illustrate’ his parental meetings

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An ‘English’ modelAn ‘English’ model

Student centredStudent centred

Personal interest as well – I recognise Personal interest as well – I recognise myself in the students of today – sites like myself in the students of today – sites like YouTube, which are influential in YouTube, which are influential in producing innovation and creativityproducing innovation and creativity

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Student centredStudent centred

‘ – ‘ – using technologies for example that using technologies for example that students are using and understand, students are using and understand, keeping up to date with the way that young keeping up to date with the way that young people are interacting in the world’people are interacting in the world’

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PersonalPersonal

‘‘know the individuals you teach – inside know the individuals you teach – inside and outside the school – have personal and outside the school – have personal conversations – ICT is part of their conversations – ICT is part of their personal worldpersonal world

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InclusiveInclusive

‘‘they can come and write on the they can come and write on the whiteboard, it’s a sense of real belonging, whiteboard, it’s a sense of real belonging, they are really involved in the lesson, it’s they are really involved in the lesson, it’s now a two way thing and we learn together now a two way thing and we learn together --- it’s important for them to see we learn --- it’s important for them to see we learn together’together’

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Affective pedagogyAffective pedagogy

EnjoyableEnjoyable ExcitingExciting

MotivatingMotivating DelightfulDelightful

EnthrallingEnthralling Never boringNever boring

VividVivid EnthusiasticEnthusiastic

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Implications for policyImplications for policy

The workforce contains a number of very good The workforce contains a number of very good teachers who are effective and enthusiastic teachers who are effective and enthusiastic users of ICT [Digi-teachers], the proportion of users of ICT [Digi-teachers], the proportion of those teachers within the profession is not those teachers within the profession is not known; known;

more such teachers should be identified and more such teachers should be identified and their innovative practice should be disseminated.their innovative practice should be disseminated.

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Identifying and supporting those teachers Identifying and supporting those teachers would lead to many benefits to students would lead to many benefits to students and other teachers; and other teachers;

Digi-teachers make more difference than Digi-teachers make more difference than the number of computers in a school, the number of computers in a school, therefore measuring the number of such therefore measuring the number of such teachers per school would be valuable.teachers per school would be valuable.

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Most of these teachers are ‘self taught’; Most of these teachers are ‘self taught’; they provide excellent role models for their they provide excellent role models for their colleagues and should have more colleagues and should have more recognition.recognition.

Digi-teachers should be given release time Digi-teachers should be given release time to further improve their practice and to to further improve their practice and to help others.help others.

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Many teachers would value Teaching Many teachers would value Teaching Assistants who are very competent with Assistants who are very competent with ICT; Teaching Assistants need more ICT ICT; Teaching Assistants need more ICT trainingtraining

Most teachers do not know the ICT Most teachers do not know the ICT capabilities of their Teaching Assistants; capabilities of their Teaching Assistants; there is a need to audit the ICT there is a need to audit the ICT competence of Teaching Assistants.competence of Teaching Assistants.

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Policy should shift towards developing Policy should shift towards developing and supporting teacher expertise rather and supporting teacher expertise rather than an obsession with technology than an obsession with technology itselfitself

Research focussing on defining expert Research focussing on defining expert use, rather than extensive use.use, rather than extensive use.

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Research producing more qualitative Research producing more qualitative insights e.g. case studies of Digi-insights e.g. case studies of Digi-teachers.teachers.

At least some research being more At least some research being more longitudinal in perspective.longitudinal in perspective.

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Digi-teachers is a useful term and a broad Digi-teachers is a useful term and a broad category.category.

Characterised by expertise that Characterised by expertise that incorporates and adapts technology incorporates and adapts technology

The teachers have autonomously evolved The teachers have autonomously evolved their practicetheir practice

Essentially they are motivated by the Essentially they are motivated by the lifeworlds of their studentslifeworlds of their students


Better to invest as much in Digi-teachers Better to invest as much in Digi-teachers as in machinesas in machinesInnovative practice is created in individual Innovative practice is created in individual classroomsclassroomsFormal ‘Expert teacher’ categories should Formal ‘Expert teacher’ categories should not exclude other forms of developing not exclude other forms of developing expertise.expertise.

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1 expert teachers and innovative uses of technology

Documents

themnaming expert teachers

teachers mentoringcoaching

reflective teaching

chartered teacher england

present danger

donald schnand

university of reading

professor of education