I was pleased to contribute a short piece highlighting advice to schools about implementing video-enhanced observation. It’s such a valuable tool for dialogue and professional development at all career stages, but one of the key issues is that schools need to be able to facilitate this as part of practice.
The two main areas of importance are in a) ensuring that video used in schools is built into the policy fabric of the school so that the rights of all stakeholders are ensured and b) developing a CPD model that encourages this form of development.
The piece can be read via my University of Sunderland staff profile
I’ve been working on a project with colleagues at Ulster University for about a year now, and the project funder, AdvanceHE, has just disseminated the funding project page. I’m very excited about this collaboration and looking forward to following up some of the strands in the coming year.
Developing computing pedagogy post-2014: a doctoral study Dr Elizabeth Hidson, Senior Lecturer in Education, University of Sunderland, UK As a former ICT teacher who stepped out of school to study for a doctorate in 2014, the ICT to Computing curriculum change was an obvious area of research for me. ICT teachers already in post were now teaching computing, and the expectation was that they were finding pragmatic ways to work within the new curriculum.
I undertook some in-depth case study research into how teachers across England researched and planned their lessons. Most of these planning sessions were observed via desktop-sharing in Skype, making it possible to watch and listen while a teacher located and modified resources, discussed their approaches, or grappled with subject knowledge deficits while teaching themselves a new programming technique before introducing it to their students. Lesson planning like this would normally have remained largely hidden, but the study highlighted it conceptually and methodologically as a promising area for future research. One example of this could be researching new approaches to developing programming pedagogy to track the development of pupils’ computational thinking.
I found that participating teachers demonstrated a range of practical and useful approaches to planning Computing lessons under the new PoS, and the approaches were much more focused around collaboration and communities of practice than anticipated. The way that participant teachers worked to locate, use, and modify teaching resources led me to the conclusion that the resources themselves had real potential for the sharing of pedagogical approaches. Developing teaching resources and sharing them is a way to share good practice, but it is also a way to use and share the theoretical approaches that underpin planning.
I used Shulman’s (1986, 1987) frameworks of pedagogical reasoning and Pedagogical Content Knowledge (PCK) in order to have a language with which to describe the pedagogical practices I observed as teachers planned lessons. One of the long-standing critiques of ICT as a subject has been that it was under-theorised and overly skills-driven. As the new Computing curriculum continues to be embedded in England, being able to ascribe shared meaning to what practitioners say and do is important, especially as some of their practices, such as lesson planning, are carried out in isolation. Subject knowledge exchange is needed, but so is pedagogical knowledge — not just what to teach, but how and why, as well as what the best teaching methods are.
Using the language of pedagogy to discuss, plan, and share resources and approaches is important for making classroom practitioners integral to building collective understanding of the professional knowledge and skills needed to shape the subject as it develops.
Next steps:Choose an activity or lesson that you are confident with and share it with a peer: discuss with them how you teach the concepts and why you do it that way. A great place to do that is your local CAS community, or online via #caschat.Read Elizabeth’s full thesis.
One of the unexpected pleasures of working in educational research is to find that someone has read your work and referenced it in theirs. Being relatively new to the field, I am always pleased when I realise that this has happened. Strangely, this can happen in quite unexpected ways. I realised that my (Doyle, 2004) MA dissertation work had been cited by my supervisor, Professor Andrew Burn, in The Sage Handbook of E-Learning Research (first edition – 2007, see pictures below), but I only found out by chance more than a decade later.
A few weeks ago, Google Scholar alerted me that my 2018 paper “Video-enhanced lesson observation as a source of multiple modes of data for school leadership: A videographic approach” had been cited by Briggs & Coleman in the Oxford Research Encyclopedias section on Research Methodology on Educational Leadership and Management. I was pleased to see that others in the field had picked up on my argument that video can provide rich data for school leaders, beyond its inital use as a tool for enhanced lesson observation.
I skim-read a random post on Facebook recently that said something along the lines of, if you want to know who you are, look around at your friends – you are the average of your five closest friends. Any switched-on practitioner with a bit of research savvy is going to look at that and make a noise like ‘pfft’ and keep scrolling. Think back to the misuse of Dale’s Cone, or any of the educational neuromyths that continue to maintain a hold in CPD sessions and you get the sense of how I responded to that. However, in several recent discussions, I have come to realise that there may be a grain of truth in this in relation to the professional identity of those of us whose work in education involves technology.
I can remember back in the late 90s trying to explain to my grandmother what a PGCE in IT was. She was very pleased that I was training to be a teacher, but had no concept of IT. The best I came up with was that I taught people how to use computers. Woefully inadequate, but strangely indicative of the identity crisis that has haunted the profession all this time, and never more so than the last five years.
IT became ICT 1999 into 2000. The beginning teachers on my PGCE course joked that as we would graduate with PGCEs in Information Technology, we were not qualified to teach the new subject “ICT”. Shift forwards to the infamous 2012disapplication of ICT speech at BETT, followed by the 2014 curriculum change and there were some very wobbly moments as in-service ICT teachers faced the challenge of upskilling to teach Computer Science. This is an issue close to my heart and formed the core of my own doctoral research, where I looked at teachers’ perceptions of this change and how they were responding in terms of their teaching.
I stepped out of school to study for my doctorate in 2014, and so, no longer technically a teacher, let alone an IT, ICT, Computing or Computer Science teacher, I came adrift from my former Personal Learning Network, not that we really called it that in years gone by. Studying and working in educational research, I encountered a whole new tribe of teachers-who-research. At WIPCSE 2015 I metCraig Jenkins and spoke to him about a presentation he had given at ITTE2015and from there, I joined ITTE, gave my first Pecha Kucha at ITTE2016 and they haven’t been able to get rid of me since!
ITTE is the association behind the respected Technology, Pedagogy and Educationjournal, and I feel a real sense of professional kinship with this group of teachers, teacher educators, academics and researchers, who recognise the value that each aspect of our identities brings to the work that we do. More importantly, they provide a space and time to come together as a community, welcoming contributions from everyone for whom technology, pedagogy and education are pillars of their practice.
Join us this year on 11th and 12th July in Winchester and be part of the conversation about a richer curriculum and how to create a culture of opportunity in a digital world.
Naturally, I was pleased that my work was being shared. I’m a video person rather than a languages person, but having worked extensively with linguists at Newcastle University, there has always been a crossover. Video-enhanced observation formed a key part of my work on the VEOEuropa project and the proPIC project.
Video is a key interest of mine – in practice and in research. It’s also an area I will be contuining to work on in the future.
I’ve been preparing a Pecha Kucha presentation for the ITTE conference in London on 02 July. I’m very much looking forward to a day of interesting talks, speed networking and workshops. Not so much looking forward to getting up in time to catch the 5am train, but hey ho.
I’ve been practicing my timings for the Pecha Kucha and have put it on YouTube.