Training in ICT with ICT: lessons from a distance-learning in-service programe for science teachers

Tim Brosnan

Institute of Education

University of London

Presentation at NUTES-UFRJ

12th March 2002

The policy background

• Greatly increased central control of both curricula and lesson content

• Concerted programme to use ICT to raise educational attainment

• ‘Standards’ set for all new teachers in the use of ICT in their lessons

• Need to train existing teachers to the same Standards

The programme: to train existing teachers in the use of ICT

• £250 million (850,000,000 BRL)• Funded from the National Lottery• Subject specific training in both ICT skills and

pedagogy• Many ‘approved providers’• Courses subject to inspection by Ofsted• Individual teachers to choose their provider• ‘Reward’ of subsidised computer

What can be learnt from the NOF programme?

• Issues of policy

• Issues of practice

Issues of policy:

• Not isolated courses but a coherent programme• Distance learning is not a cheap option• What is learnt must be capable of being used• Not an end, only a beginning• 'Let a thousand flowers bloom'• Evidence not rhetoric required

Issues of practice• Needs analysis - variety of pathways• Use and develop existing expertise • Resources do not make courses• Focus on capability not (just) skills• ICT should change practices not principles• Pedagogy of delivery must match pedagogy of

rhetoric• What is learnt must be capable of being used• Not a one-way-street

End note - why bother?

What is the evidence that ICT raises pupil attainment in science?