Children, on-line learning and authentic teaching skills in primary education

    Principles of PL

 

 

          

 

 

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More information ...

 

 

 

 

 

 

Basic principles for planning professional learning

The following principles for Professional Learning (PL) were derived from action research under taken in Term 3 – 2003 by 

The principles are also consistent with the in-school observations made as part of Children, Online learning and Authentic Teaching Skills, University of Tasmania 

     

1.  Professional learning results in new and improved professional practices 

This emerged strongly from all action research projects  

 

2. The rationale for learning about ICT is that ICT may provide the practitioner with 

  • New ways to do old things easier and better
  • Ways to do new things

However, knowledge of ICT is not enough -  professional learning is about situating the use of ICT professional practices.  
 

3.  Professional learning will include learning to manage better. 

The use of ICT requires the management of resources and ICT can assist with management of resources and practices

  • Making arrangements and getting organised
  • Using the technology: 

     - Applying technology in the class, office… 

     - Achieve purposes using known processes

 

4.  Purposes and processes should be meaningful. 

A key aspect of making arrangements will be about ensuring that the purposes and processes used in the professional learning activities 

  • have meaning for the participants
  • are (likely to be) endorsed, supported and encouraged by the school 

 

5.  Being informed is essential.  From information gathered from staff in the project schools needs, interests, experience and capabilities (in relation to ICT) are not distributed in any consistent way, hence those making the arrangements for professional learning should be 

  • Informed about who knows, or wants to know, what?
 

6.  Build the outcomes in the school culture through collaboration

The arrangements help to ensure that outcomes of the professional learning are built into the school culture through collaboration. This will mean

  • Working & learning with meaningful groups to develop communities of practice
  • Extending the collaboration to teaching, technical & other staff
  • (Beginning with staff induction?) 

 

7. Starting with situated samples and credible experiences

These provide meaning not promises and help to bring out shared purposed and experiences

 

8.  Keep timelines short and the focus specific (KISS)

The action research findings indicate that shorter time lines ‘work better’. Staff reported their appreciation of the shorter timeframe used in some of the projects: they found it easier to manage for one or more of the following reasons

  • Effort is more sustainable over the shorter period!!
  • There are more people doing similar things (overlap of activities) leading to
    • Greater consciousness of what is happening 
    • Informal sharing of experience
    • More incidental learning
    • More assistance with trouble shooting
    • Greater intensity & less distraction/disruption -> more attention
    • More attention -> more awareness and  more familiarity 
    • Greater confidence and comfort
  • Sharing the load was easier: tutoring = learning again and more!!
 

9. Take ICT into the classroom with modelling and support

  • Share & review the experiences within the learning group
  • Share the experience and results beyond the learning group
  • Knowledge of ICT is not enough

 

10. Apply, learn, share and take it forward

Learning continues beyond the trialling of a new practice in the classroom (or office...). There will be different things to learn each time ICT is used. As demonstrated in the projects, the progress of learning is enahanced by sharing within the learning group and into the wider staff and community. 
  

Summary: basic principles for the design and delivery professional learning

  • Keep timelines short and the focus specific 
  • Introduce the possibilities of ICT through
    • Meaningful products,
    • Examples of successful use
    • Sharing credible experiences
  • Build collaboration with the learning group throughout the process
  • Promote co-learning (learning ‘buddies’)
  • Arrange tutors for learners for how to use & manage specific ICT
  • Involve learners in planning & preparing for use in class of ICT
  • Arrange in-class support to maximize the chances of success
  • Apply and learn: the professional uses ICT in class with success
    • New ways to do old things better
    • New ways to do new things
  • Share & learn & take it forward (and revisit later)
 

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