The Needs of Secondary School Information Technology Co‐ordinators in the United Kingdom

Fox, Peter; Selwood, Ian

doi:10.1080/0962029920010207

Cited by 3 publications

(7 citation statements)

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“…This confirmed the findings of surveys of IT use conducted by the Department for Education (DFE) (1993) and by Fox & Selwood (1992) which revealed that these were the subjects in which greatest use was made of computers.…”

Section: The Use Of It Across the Curriculumsupporting

confidence: 78%

“…The overall pattern which emerges from the DFE surveys (DFE, 1993), the case study research reported here and other research (Fox & Selwood, 1992;Williams & Moss, 1993;HMI, 1992;Watson, 1993) is of slow and uneven progress in the promotion of IT across the curriculum in English schools. This patchy progress was a source of frustration for some in the schools who thought that more could, and should, have been achieved.…”

Section: The Use Of It Across the Curriculummentioning

confidence: 99%

“…Evidence for this resilience can be found in other research studies. For example, in their survey of West Midlands' schools Fox & Selwood (1992) found that 78% of the schools which responded offered timetabled Information Technology or Computer Studies courses and HMI (1992) also reported that many schools continued to offer discrete courses. This widespread maintenance of timetabled courses thus casts doubt on the Wellington model.…”

Section: Timetabled Computer Studies and Information Technology Coursesmentioning

confidence: 99%

“…The co-ordinator should have the skills to work with other teachers, and will ensure that pupils' IT experiences are brought together in a single framework of understanding. (National Curriculum Council, 1990) Williams & Moss (1993), Fox & Selwood (1992) and Owen (1992) all showed in their studies of IT in schools that the IT co-ordinator had a key role in training and staff development.…”

Section: The Role Of the It Co-ordinatormentioning

confidence: 99%

“…Owen (1992) found a mean of 19.6% non-contact time for the co-ordinators he surveyed. The co-ordinators in Fox & Selwood's (1992) study had an average of 3 hours per week for co-ordination duties, with the average school timetabled week of approximately 24/25 hours. This is only about 12%, although time for "co-ordination duties" may not equate to non-contact time.…”

Section: It Provision In Secondary Schoolsmentioning

confidence: 99%

See 4 more Smart Citations

From Vertical To Horizontal? A Longitudinal Study of Information Technology in Ten Schools

Yeomans

Martín

Williams

1995

Journal of Information Technology for Teacher Education

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This paper, which arises out of wider Economic and Social Research Council (ESRC) funded research, examines the provision of information technology in ten British secondary schools. The longitudinal nature of the research allows us to test a model proposed by Wellington, which describes the evolution of information technology in secondary schools from a vertical to a horizontal approach, against the data from the ten schools. We explore tensions between vertical and horizontal approaches and show that the evolutionary process is more complex than suggested by the model. We focus on the role of the information technology co-ordinator in promoting horizontal approaches to information technology and explore the conditions under which the role is carried out.

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Section: The Use Of It Across the Curriculumsupporting

confidence: 78%

Section: The Use Of It Across the Curriculummentioning

confidence: 99%

Section: Timetabled Computer Studies and Information Technology Coursesmentioning

confidence: 99%

Section: The Role Of the It Co-ordinatormentioning

confidence: 99%

Section: It Provision In Secondary Schoolsmentioning

confidence: 99%

See 3 more Smart Citations

From Vertical To Horizontal? A Longitudinal Study of Information Technology in Ten Schools

Yeomans

Martín

Williams

1995

Journal of Information Technology for Teacher Education

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Virtual Learning Environments in teacher education: a journal, a journey

Clarke

2012

Technology, Pedagogy and Education

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Virtual Learning Environments (VLEs) in teacher education have a short history which is little longer than that of this journal. Twenty years ago they were the province of early adopters only and limited to email and, more unusually, asynchronous conferencing. Today, VLEs are widespread and mainstream, sophisticated and officially sanctioned components of many courses. Research in this field has borne some of the hallmarks of Underwood's seminal critique of research in education technology more generally, namely, failure to construct and build upon the history of the field; failure to use the language and theoretical perspectives of the field; a focus on technology rather than on its impact on practice; and an over-reliance on qualitative methods. The three snapshots which are used as a basis of the study show, to an extent, that the technology has moved from unreliable and primitive, to reliable, ambient and versatile. Less obvious in these snapshots are any substantial changes in pedagogy over time although social learning theories seem to have increasing prevalence in support of collaborative learning praxis. Throughout the sample, it is notable that the impact of teachers' online learning on teaching and learning in schools is still relatively rarely investigated. IntroductionThe 20-year lifespan of Technology, Pedagogy and Education to date has witnessed an unprecedented period of growth and diversification in technologies of all kinds. These changes have permitted the growth and rapid development of elearning, allowing it to become a commonplace component of teacher education in the more economically developed countries. At its best, elearning involves the effective fusion of technologies with appropriate and effective pedagogies.Following the 2001 RAE (Research Assessment Exercise) in the UK, there were a number of appraisals of research in education. Underwood's (2004) editorial in Technology, Pedagogy and Education provided a timely appraisal. She began by relating the characteristics of a disparate community of researchers in a field that is well described by Oppenheimer (2003, p. xvii):

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The changing picture of IT experience in post‐graduate teacher training

Mellar

Jackson

1994

Computer Assisted Learning

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The level and kind of Information Technology (IT) experience which our Postgraduate Certificate of Education (PGCE) students bring with them when they start their training is changing rapidly. This paper compares the IT experience and perceived training needs of two cohorts of primary and secondary PGCE students two years apart, 1989/90 and 1991/92. Many of the findings of the first survey were replicated in the second: there was comparatively little use of computers outside word processing and databases, and there were significant differences between primary and secondary student teachers, and between men and women in their perceptions of their own training priorities. There was a small increase in the degree of importance attached to most training priorities but the only one found to be significantly more popular was 'teaching information technology to students'. Comparing the two cohorts, it was found that there had been large increases in the degree of exposure to IT at work and at college, and significant increases in the use of wordprocessing, spreadsheets, desk top publishing and graphics programs. Analysis of the responses of students under 25 showed that the use of computers in schools was having an increasingly important effect.

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The Needs of Secondary School Information Technology Co‐ordinators in the United Kingdom

Cited by 3 publications

References 0 publications

From Vertical To Horizontal? A Longitudinal Study of Information Technology in Ten Schools

From Vertical To Horizontal? A Longitudinal Study of Information Technology in Ten Schools

Virtual Learning Environments in teacher education: a journal, a journey

The changing picture of IT experience in post‐graduate teacher training

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