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SUMMARY:Personalisation\, ICT and radical educational change: Implications
  for teachers and staff development - Dr Cathy Lewin\, Senior Research Fel
 low\, Manchester Metropolitan University
DTSTART:20101011T160000Z
DTEND:20101011T173000Z
UID:TALK26142@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:Personalisation of learning has become prominent within many E
 uropean educational policies (OECD\, 2006) with potential impacts such as 
 increasing student engagement and maximising opportunities for learning (J
 arvela\, 2006). ICT can enable teachers to facilitate personalisation of l
 earning and students to have greater choices and flexibility (Underwood et
  al\, 2007\; Robinson et al\, 2008). This exploratory case study focuses o
 n radical curriculum changes introduced for a cohort of 11-12 year olds in
  a UK secondary school. The intention was to provide students with persona
 lised learning enhanced through the development of self-management skills\
 , within a technology-rich environment. The cohort were based in a large o
 pen plan space with 5 break-out rooms\, designed to hold no more than 15 s
 tudents to entail a seminar/small group approach. All students had a schoo
 l-owned laptop which enabled an ICT-led presentation of the curriculum to 
 be followed. The students needed to meet the weekly time requirements for 
 each subject (for example\, 3 hours for mathematics) and plan their ‘lea
 rning journey’ accordingly. The aims of this research were to: illustrat
 e the achievements of the project\; identify the processes which brought a
 bout success\; and identify issues for the future. Data on the development
  of the project were collected from September 2008 to July 2009\, and incl
 uded interviews with teaching staff and school managers\, online surveys o
 f staff and students\, focus groups with students\, and observation. The f
 indings are informed by activity theory\, highlighting the extent to which
  traditional definitions of rules\, community and divisions of labour in a
  classroom setting were disrupted and transformed. The processes adopted t
 o achieve this included adapting staffing structures\, the integration of 
 ICT\, the development of new assessment practices\, and pedagogical shifts
 . The achievements include greater flexibility in terms of staffing\, stud
 ents developing self-management skills\, enhancing personalisation through
  choice and flexibility (what\, when and where)\, and a perceived impact o
 n attainment. The paper concludes with a discussion of the changing role o
 f the teacher in this context and the implications for staff development.
LOCATION:GS4\, Donald McIntyre Building\, Faculty of Education\, 184 Hills
  Road\, Cambridge
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