1. Fifteen Minutes of Fame Alethe Bailey & Andrew Csizmadia Newman University College Friday 20 th May 2011

2. Who, What & Where? Alethe Bailey Senior Lecturer in ICT a.bailey@newman.ac.uk Andrew Csizmadia Senior Lecturer in ICT a.p.csizmadia@newman.ac.uk

3. 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: Videoed Peer reviewed Tutor reviewed Self reviewed

4. 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?

5. 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 Develop e-portfolio Experience innovative use of ICT Characteristics of ICT in ITE The tda has identified 12 characteristics for the provision and use of ICT:

6. Microteach Roadmap to Date 20052006200720082009201020112012 Individual structured Microteach introduced Microteach Session Increased Microteach Topics Refreshed AfL techniques embedded Vidlog introduced

7. Tools for the Journey 15m 3m 0m Feedback Sheet LikesImprovement

8. Process Microteaching Session Peer reviewed Tutor reviewed Produce Videopaper /Vidlog Self reviewed

9. Personal Journey 1 "In the future, everyone will be world-famous for 15 minutes.“ Andy Warhol (1968)

10. Personal Journey 2 "In the future, everyone will be world-famous for 15 minutes.“ Andy Warhol (1968)

11. Personal Journey 3 "In the future, everyone will be world-famous for 15 minutes.“ Andy Warhol (1968)

12. 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

13. 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

14. 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:

15. 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

16. The Neverending Story… 20052006200720082009201020112012 Individual structured Microteach introduced Microteach Session Increased Microteach Topics Refreshed AfL techniques embedded Vidlog introduced Videopaper to be introduced

17. The Neverending Story - Videopaper

18. Vote of Thanks Vote of thanks goes to the PGCE ICT 2010/2011 group without whom this production would not have been made:

19. Any Questions?

20. 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). http://education.stateuniversity.com/pages/2227/Microteaching.html 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. 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.

21. 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.