www.wlecentre.ac.uk
Teachers’ and support staff’ perceptions of technology-enhanced learning: with a focus on Teachers TV, web-based resources, on-line communities
Vivienne Porritt, London Centre for Leadership in Learning
A group of London CPD leaders will run an enquiry based project to determine the barriers and success factors to technology-enhanced professional learning. The interim and summative learning from the group will be shared through an on-line community.
KEY WORDS Teachers, support staff, technology enhanced learning
DESCRIPTION Within each of the 6 primary and secondary schools, the enquiry based project will focus on a priority of the school’s improvement plan. Each school will structure a professional development opportunity to address this priority using technology based resources. Examples would include Teachers TV programmes and resources and web-based learning resources for subject / aspect issues. Participants will be supported by the school to evaluate the value of the professional learning compared to more traditional methods of face-to-face learning. Interim findings will be shared across an on-line community, final outcomes will be shared face-to-face and will be posted on the on-line community and relevant websites (including wle) for dissemination.
METHODOLOGY (Research type, approach, name of theory) Approaches to gathering both qualitative and quantitative data will be selected from surveys of staff perceptions and awareness
Institute of Education, University of London 20 Bedford Way London WC1H 0AL
www.wlecentre.ac.uk
questionnaires of participants in the development sessions focused interviews for a sample of participants videos of development sessions evaluation of ensuing resources created from the development opportunity
TECHNOLOGY USED (if any) Teachers TV programmes and resources On-line community
ORIGINALITY / INNOVATION / RISKS The projects will incorporate teachers and support staff participating in technologyenhanced learning. This is innovative as development opportunities available to support staff rarely move beyond traditional courses and this approach will evaluate opportunities to address structures for the professional needs of a group of staff that have been neglected.
OUTCOMES Outcomes to the projects will be documented (if appropriate) using technology such as videos of development sessions.
Each school will document its findings in formative and summative reports. These may be as Powerpoint presentations, videos, still images, examples of resources created, audio recordings. These will be disseminated across the group in March 2006 and shared aspects of learning documented. Potential aspects of further research will be highlighted. The use of an on-line community to support members of the project and to share findings will be evaluated for its contribution to the learning of the project leaders.
Page 2
www.wlecentre.ac.uk
All findings will be disseminated through WLE and other relevant web sites and organisations such as Teachers TV, London’s Learning and CPD networks.
REFERENCES www.teachers.tv www.cpdmatters.lgfl.net – London’s Learning
Page 3