Background reading

The themes

All the participants at this November conference were invited  to be involved in the data collection process. The themes below have emerged from earlier meetings particularly in Prague except the last theme which is a response to the recent disapplication of the ICT curriculum in the UK:

  • embracing emerging theories about learning led by Dr Andrea Raiker;
  • continuing professional development programme design led by Rachel Jones;
  • digital approaches to building and sharing professional knowledge lead by Matthew Pearson;
  • developing strategies to underpin an independent evidence based profession led by Professor Marilyn Leask;
  • introducing new learning opportunities whilst safeguarding identities, wellness and safety led by Professor Carsten Trinitis;
  • managing tensions between the demands of computer science, digital literacy and Information technology in a changing ICT landscape led by Theo Kuechel

The background reading

Marilyn Leask, Andrea Raiker, John Cuthell  and Christina Preston offered some background reading to give the participants some notion of our starting point for the group work:

About Marilyn’s education Communities developments here
and here

About what teachers need to know about ICT  here (produced from the Prague event)

About the disapplication of the ICT curriculum here

About avoiding the use of PowerPoint here

Underpinning the data collection methodology we are using is a draft paper which is password protected because it is not for circulation except to MirandaNet members: please email for the password.

The group work

Each participant was encouraged  to use post-its to record their high level thinking on these topics as they listened and put those thoughts on the concept maps around the room during the breaks. Everyone kept adjusting the grouping of the concepts and promoting areas where interesting concepts were emerging. However, unlike in other conferences the digital maps kept open for each subject were more popular than the paper maps and post-its.  Three groups used the maps to record their ideas in their working groups and one group used a wiki during the sessions. The aim was  to record no more than two screens of key ideas that could be used in influencing policy makers in the future.

We did not expect an even spread in the groups. Some themes were covered by several delegates during the conference, two groups were merged and one group about learning theories was too small to run. However there was overlap between this group and the one on making research more visible nationally.