Fifteen Minutes of Fame

Alethe Bailey & Andrew Csizmadia

Newman University CollegeFriday 20th May 2011

Who, What & Where?

Alethe BaileySenior Lecturer in ICTa.bailey@newman.ac.uk

Andrew CsizmadiaSenior Lecturer in ICTa.p.csizmadia@newman.ac.uk

Fifteen Minutes of Fame

"In the future, everyone will be world-famous for 15 minutes.“

Andy Warhol (1968)

Each trainee teacher delivers a 15 minute microteach on a predetermined ICT topic.

Each topic is:VideoedPeer reviewedTutor reviewedSelf reviewed

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?

Transfer data

Use digital multimedia technology

Usage of interactive

whiteboards

Access to VLE

e-safety training

Where appropriate, trainers and trainees have

opportunities to use digital multimedia technology

Web base applications

Linkage with other providers

Documentation online

Modelled by ITT trainers

Research into innovative use

of ICT

Develope-portfolio

Experience innovative use

of ICT

Characteristics of ICT in ITE

• The tda has identified 12 characteristics for the provision and use of ICT:

Microteach Roadmap to Date

2005 2006 2007 2008 2009 2010 2011 2012

Individual structured Microteach introduced

Microteach Session

Increased

Microteach Topics

Refreshed

AfL techniques embedded

Vidlog introduced

Tools for the Journey

15m

3m

0m

Feedback Sheet

Likes Improvement

Process

Microteaching Session

Peer reviewed

Tutor reviewed

Produce Videopaper

/VidlogSelf reviewed

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

Do I always move so much?

Liam

‘How many times did I say ‘OK!’? I don’t believe it!!’

Mark

I never knew that 15 minutes could be so long..

Atikul

Feedback makes senses when I seen myself

George

Its made me think where I should stand in front of the room … and not in front of the interactive whiteboard

Farida

Its given me confidence

Raj

Lesson Learnt

Technological Issues• If it can go wrong it will …

• equipment

Student Issues• The Big Picture • Preparation• Time management• Emotional issues• Criticality

• focus on the negative not the positive

Lecturers’ Issues• Memory• Establish:

• Roles• Rules• Routines

• Managing expectations

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…

2005 2006 2007 2008 2009 2010 2011 2012

Individual structured Microteach introduced

Microteach Session

Increased

Microteach Topics

Refreshed

AfL techniques embedded

Vidlog introduced

Videopaper to be

introduced

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. 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.

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.