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Professional Development
The science design team worked together in a series of half-day workshops from May
2001 to problematise the development of the design initiatives. This was in conjunction with individual collaboration with the
teacher members of the team in their own school settings.
In addition to increasing knowledge and understanding about the role of ICTs in science teaching and learning, our main aims were to develop our understanding of two critical areas of
professional practice:
- teacher-as-researcher – incorporating the evidence-based design of the teaching
and learning initiatives
- the development of the reflective practitioner - reflecting upon what has been
done, learning from it and applying the gain in analogous circumstances.
The use of digital video as a tool for focussing on learning proved very powerful. Teachers and university-based researchers were suprised by what the video evidence revealed.
"I saw things through the digital camera lens I hadn't noticed before. For example the degree and quality of pupil debate over content on one another's screens. They seemed keen to share and comment on screen products in a way they wouldn't with notebooks. Also the degree of apparent 'learning anarchy' possible in open e-learning environments, despite good structure, behaviour management and pupil motivation."
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