Andrew Csizmadia Presentation

Report
Fifteen Minutes of Fame
Alethe Bailey
& Andrew Csizmadia
Newman University College
Friday 20th May 2011
Who, What & Where?
Alethe Bailey
Senior Lecturer in ICT
[email protected]
Andrew Csizmadia
Senior Lecturer in ICT
[email protected]
Fifteen Minutes of Fame
Each trainee teacher delivers a
15 minute microteach on a
predetermined ICT topic.
Each topic is:
Videoed
Peer reviewed
Tutor reviewed
Self reviewed
"In the future, everyone will be
world-famous for 15 minutes.“
Andy Warhol (1968)
Research Focus
The focus of our study has been:
• How do you develop trainee teachers as critical reflective practitioners?
• How can technology be utilised to assist in the development of trainee teachers
as critical reflective practitioners?
Characteristics of ICT in ITE
• The tda has identified 12 characteristics for the provision and use of ICT:
Transfer
data
Use digital
multimedia
technology
Usage of
interactive
whiteboards
e-safety
training
Linkage with
other providers
Modelled by
ITT trainers
Access to
VLE
Web base
applications
Where appropriate, trainers
and trainees have
opportunities to use digital
multimedia technology
Research into
innovative use
of ICT
Develop
e-portfolio
Documentation
online
Experience
innovative use
of ICT
Microteach Roadmap to Date
Individual
structured
Microteach
introduced
2005
2006
AfL
techniques
embedded
2007
Microteach
Session
Increased
2008
Vidlog
introduced
2009
Microteach
Topics
Refreshed
2010
2011
2012
Tools for the Journey
15m
3m
0m
Feedback Sheet
Likes
Improvement
Process
Peer reviewed
Microteaching
Session
Self reviewed
Tutor reviewed
Produce
Videopaper
/Vidlog
Personal Journey 1
"In the future, everyone will be world-famous for 15 minutes.“
Andy Warhol (1968)
Personal Journey 2
"In the future, everyone will be world-famous for 15 minutes.“
Andy Warhol (1968)
Personal Journey 3
"In the future, everyone will be world-famous for 15 minutes.“
Andy Warhol (1968)
Learners’ Voice Captured
Its made me think
where I should stand in
front of the room …
and not in front of the
interactive whiteboard
Do I always
move so much?
Liam
‘How many times
did I say ‘OK!’? I
don’t believe it!!’
Farida
Mark
Its given me confidence
Raj
I never knew that 15
minutes could be
so long..
Atikul
Feedback makes
senses when I seen
myself
George
Lesson Learnt
Technological Issues
• If it can go wrong it will …
• equipment
Lecturers’ Issues
• Memory
• Establish:
• Roles
• Rules
• Routines
• Managing expectations
Student Issues
•The Big Picture
• Preparation
• Time management
• Emotional issues
• Criticality
• focus on the negative
not the positive
Review to Date
• How do you develop trainee teachers as critical reflective practitioners?
• Microteach sessions provides the opportunities for individuals to:
• constructively comment on peer’s teaching
• self-reflect on their own performance
• influence own performance through observing others
• take risks within a supportive environment
• be creative
• Can technology be utilised to assist in the development of trainee teachers as
critical reflective practitioners?
• Technology captures their ‘15 minutes of fame’ , which their can reflect in
their own time from a number of perspectives:
Review to date – 8 Ps
Can technology be utilised to assist in the development of trainee teachers as
critical reflective practitioners?
• Technology captures their ‘15 minutes of fame’ , which they can reflect in
their own time from a number of perspectives:
• pace
• performance
• passion
• posture
• position
• projection
• participant engagement
• planning
• structure
• subject knowledge
The Neverending Story…
Individual
structured
Microteach
introduced
2005
2006
AfL
techniques
embedded
2007
Microteach
Session
Increased
2008
Vidlog
introduced
2009
Microteach
Topics
Refreshed
2010
2011
Videopaper
to be
introduced
2012
The Neverending Story - Videopaper
Vote of Thanks
Vote of thanks goes to the PGCE ICT 2010/2011 group without
whom this production would not have been made:
Any
Questions?
References
Allen D.W. & Wang, W. (n.d.). Microteaching ‐ The New Microteaching: Simplified, Variants of
Microteaching,Microteaching Models of Teaching Skills, Microteaching Courses. Available at:
http://education.stateuniversity.com/pages/2227/Microteaching.html (Accessed: 4 May 2011).
Ananthakrishnan, N. (1993) ‘Microteaching as a vehicle of teacher training--its advantages and
disadvantages’, Journal of Postgraduate Medicine, 39 (3), pp142-143.
Applebee, A. N. (1976) ‘Microteaching, Component Skills and the Training of Teachers: an
Evaluation of a Research and Development Project’, British Journal of Educational Technology,
7, pp. 35–43.
Hauge, T.E. & Norenes, S.0. (2009) ‘Changing teamwork practices: videopaper as a mediating
means for teacher professional development’, Technology, Pedagogy and Education. 18 (3), pp.
258-268.
Krumsvik, R. & Smith, K. (2009) ‘Videopapers - an attempt to narrow the notorious gap between
theory and practice in teacher education’, Technology, Pedagogy and Education. 18 (3), pp. 258268.
Lazarus, E. & Olivero, F. (2009) ‘Videopapers as a tool for reflection on practice as initial teacher
education’, Technology, Pedagogy and Education. 18 (3), pp. 258-268.
Lazarus, E. & Olivero, F. (2009) ‘Videopapers as a tool for reflection on practice as initial teacher
education’, Technology, Pedagogy and Education. 18 (3), pp. 258-268.
Parker, M. (2009) ‘The use of expanded microteaching for reducing preservice yeachers’
teaching anxiety about mathematics’, Scientific Research and Essay. 4 (9), pp. 872-880.
References
Rich, P.J. & Hannafin, M. (2009) Video annotation tools: technologies to scaffold, structure and
transform teacher reflection, Journal of Teacher Education. (January).
Säljö. (2009) ‘Videopapers and the emergence of analytical perspectives on teaching practices’,
Technology, Pedagogy and Education. 18 (3), pp. 258-268.

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