How EdTech can help overcome the challenges to Initial Teacher Training

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How edtech can
help overcome the
challenges to ITT.

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Panel Discussion
● Jon Audain, Winchester University & Chair of Technology, Pedagogy and
Education Association (TPEA)
● Dr Sarah Youni, De Montfort University, Professor of Educational Innovation
● Dr Elizabeth Hidson, University of Sunderland
● Dr Conor Galvin, University College Dublin, Lecturer and Researcher

Institute of Education, University of Winchester &
Chair of the Technology, Pedagogy and Education
Association (TPEA)
Dr. Sarah Younie
De Montfort University, Professor of
Educational Innovation
Jon Audain
H ow E du c a tion a l
T e c h n o lo gy c a n h e lp
ov e rc om e th e
c h a lle n ge s in In itia l
T e a c h e r T ra in in g
IRIS WEBINAR – EXPERT PANEL – 2 JULY 2020
J

W h a t a re th e c h a lle n g e s
fo r IT E ?
• Access to school placements?
• How do we support students preparing to
train to become a teacher?
• What stage in their development are they?
Undergraduate/PGCE
• What technology is available in University & in
schools?
• What training do we need?
• How do we manage the dual nature of a
degree and practical elements of training?
• How do we maintain partnerships?
S

Challenge – Being able to spot my Covid-19 teaching style, and being
okay with it for Phase 1 but planning for Phase 2
Digitalisation of
resources
Online LearningOnline delivery & teaching
This Photo by Unknown Author is
licensed under CC BY-SA
Online vs. Blended vs. Face to Face Venn
DiagramLinda Mathews LEC Portfolio -
https://sites.google.com/a/juliancharterschool.org/mathews-lec-
portfolio/home
https://www.gillysalmon.com/five-stage-model.html
J

James Madison High School, Vienna VA - https://madisonhs.fcps.edu/node/4796
Challenge - Considering the implementation of online learning
• When will online learning take place?
• Which pedagogic model will I use to
enable learning?
Hrastinski , S. (2008) Asynchronous & Synchronous E-Learning.
Educause Quarterly . No. 4. pp.51-54
S

Opportunities – So what does September look like for us?
Key expectations and elements of good practice
• Include some ‘ice-breaker’ activities to help to develop your new community of learners
• Ensure that the activities (face-to-face, online synchronous, pre-recorded content, set
activities and reading) reflects the ‘normal’ allocation of learning. It’s very easy to
overwhelm.
• Be clear about your expectations of what students must engage with. Indicate what is
expected and how long it should take.
• Think about the structure that help your students to navigate content easily
• Only release content one week at a time to avoid content over-load
• Ensure opportunities for interaction (tutor-student and student-student)
Hrastinski , S. (2008) Asynchronous & Synchronous E-Learning. Educause Quarterly . No. 4.
pp.51-54
J

Objective – to a d d re s s
th e c h a lle n g e s fo r IT E
d u rin g /po s t C O V ID -19
Trainee teachers must be equipped to manage
remote schooling through developing effective digital
pedagogies, so they:
• Understand the relevance of digital technologies
for themselves and their pupils
• Use an appropriate framework for auditing their
knowledge and understanding of digital
technologies
• Plan to teach using digital technology resources to
enhance the pupil learning experience
• understand their role and responsibility in
promoting online safety for themselves and their
pupils
S

Challenge - Learning to teach
design – overall structure,
creating authored content
and active learning tasks,
embedding content, securing
accessibility
communication –
responsibilities and expectations,
motivating, engaging collaboration,
managing time and resources,
feedback
delivery – technologies and tools
for communicating or recording
teaching, narrated presentations
or screen-casts, discussion forums
J

What do ITE students like? A Covid-19
module experience
• “They liked the empathy created
by tutors being honest about
the fact that they were learning to
do this on the job, rather than the
perception of always being the
experts.”
• Being able to work in small
groups with peers was
very important to them.
• Not every student will have the
resources/software at home to be
able to replicate the experience at
home (art, music, D&T,
technology).
J

Phase 2 planning?
What were the ‘new’ ways of
learning the Covid-19 crisis led me
to explore
Why I want to keep it? Threats What do I need to do to
action this?
S

D is c us s
• the relevance of digital
technologies for trainees for
pedagogic purposes and also for
subject teaching
• identify and develop trainee
teacher digital competence
• frameworks for auditing digital
competence
J

Inspired by
research
We Believe
Empowered, connected and confident
teachers are stronger teachers.
Stronger teacher deliver better
outcomes for learners.

We Know
Teachers matter most Student Performance
Percentile
Age 8 Age 11
53 Percentile Points
Fig 1: Sanders and Rivers (1996), ‘Cumulative Effects of Teachers
on Future Student Academic Performance’

Finding The Right Blend
Each stage is required, but is insufficient alone
Type of experience % Of teachers
sustaining change
Presentation 5%
PLUS+
Modeling & Demonstration
10%
PLUS+
Practice & Self Reflection
20%
PLUS+
Peer Feedback
25%
PLUS+
Ongoing Collaboration
90%
Joyce & Showers (2002)

Observation Challenges
Expensive, hard to scale, bad for the
environment
Subjective and disruptive
Associated with performance
management and summative assessment
1
2
3

Inspired by
The Vision- to make learning visible

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research
Capturing Practice

www.irisconnect.com/tech
Just and app

Developing practice

Coming soon

‘An international problem -
An international perspective’
Dr Conor Galvin, Director of PhD Education Programme, University College Dublin, Ireland.

• ITELab (Initial Teacher Education Lab) co-ordinated by EUN and co-funded under the
European Commission’s Erasmus+. The project ran from January 2017 to December 2019.
It was a Knowledge Alliance project between higher education institutions and industry,
with the participation of policymakers to exchange information and shape
recommendations.
• ITELab focused on the development of digital pedagogical skills of future teachers, with
three strands: monitoring and research; co-design and piloting of new content; knowledge
exchange through an online ITE Forum.
ABOUT ITELAB

ITELAB PROJECT PARTNERS
Coordinator:

THE ‘REAL’ ITELAB…
A DEEP & OPEN, PROFESSIONAL LEARNING CONVERSATION …

OUR STRENGTHS:
CO-DESIGNING & STRESS TESTING…
ITELab Workshop 6 June 2018
FCL at EUN, Brussels.

30
Dr Conor Galvin, ITELab WP Lead,
University College Dublin
Hazel Marshall, student secondary
teacher
University of Newcastle
Seamus O’Sullivan, student secondary
teacher
University College Dublin
Chiara Burrello, student primary teacher
University of Perugia
Maria Albuquerque, student primary
teacher
Polytechnic Institute of Santarém
Peter Claxton,
SMART Technologies
OUR STRENGTHS: A COMMONWEALTH OF VOICE
HEARING THE STUDENTVOICE

31
A UNIQUE – AND UNEXPECTED –
UNIVERSITY / INDUSTRY COLLABORATION…

32Module lead: Dr Conor Galvin
E: conor.galvin@ucd.ie
ITELAB’S THREE MODULE FRAMEWORKS
Module Handbooks A and B: EN, IT, NO, PT
Published http://itelab.eun.org/pilots

33
ITELAB.EUN.ORG
AN OPEN AND UNRESTRICTED RESOURCE SITE…

34
ITELAB’S MOOC
WWW.EUROPEANSCHOOLNETACADEMY.EU

Finding /Making / Curating / Sharing;
activities, ideas and resources
…what started as a standard, centrally-led,
design-and-test brief evolved into an
unexpectedly intensive experimentation in
the praxis of co-design and distributed
leadership for learning across the full
ITELab partnership.

ITE PROVIDERS:
ITELab was at its best when we worked on
Partnering well to support meaningful
change and innovation in ITE.
Understanding and leveraging more of
the range that technology companies
have to offer.
Actively helping to shape product and
services development in companies .

PLACING TECHNOLOGY
FULLY WITHIN THE ITE CURRICULUM .
Support Student-teacher Learning for
and from Practice.
Support Student-teachers in building
confident, open, creative, and
innovative practices .
Invest in imagination and opportunity;
student, ITE staff, tech partners.

Thank You!
conor.galvin@ucd.ie

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To summarise
Challenges:
● Access to schools, limits opp for observation
● Difficulty in finding placements
● Support for students - coaching, mentoring, pastoral
● Students less able to collaborate
● Training in delivery of online - ITT students and ITT staff
● Delivery of training if attendance not possible - blended
● Need for more research on what has, has not been effective
● Need to develop a pedagogy around
● Consequent financial issues
● Attitude of OfSTED to innovation
Opportunities:
● Effective & cost efficient alternatives to traditional practices
● Higher levels of collaboration between students using tech
● Improved collaboration between school-based mentors and
ITT providers
● Contextualised feedback from observations
● Evidence based submissions to student portfolios - via video
● Opportunities for collaborative research
Needs:
● Clarity from Ofsted on their position - assurance that ITT providers can use innovative approaches
● More research into what makes effective online delivery
● Development of appropriate pedagogical approaches

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How EdTech can help overcome the challenges to Initial Teacher Training

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