1. An implementation model for integrating technology into initial teacher education Michael Jopling, Mark Hadfield, Karl Royle, Liz Southern CeDARE Centre for Developmental and Applied Research in Education

2. Background and context Review of projects 2004-08 Online questionnaire Case studies Video case studies

3. Evaluation framework Guskey Kirkpatrick Hooper & Reiber Shulman & Shulman

4. Measuring impact Depth Sustainability Spread Shift in reform ownership (Coburn, 2003)

5. Main impacts on trainers, trainees and their organisations Engagement with and use of the technology General Shift from familiarisation and utilisation stages to reorientation or evaluation (Hooper & Reiber, 1995) by end of projects

6. Impact on trainees’ knowledge and practice Impact on trainees varied considerably Mediating factors: The culture of placement schools Trainees’ prior familiarisation with a technology Numbers of staff involved Type of organisation

7. Impact on trainees’ knowledge and practice Impact on trainees varied considerably Moderating factors: Capacity for organisational change Size and type of organisation Trainees’ prior engagement with a technology Contextual factors in their placement schools

8. Impact on trainers’ knowledge and practice Mediating factors Use of ubiquitous technologies, such as video/digital photography, appeared to generate greater initial take-up by tutors, trainees and mentors Size of project

9. Impact on trainers’ knowledge and practice Moderating factors Trainers’ willingness/reluctance to change Projects had to focus on raising trainers’ awareness of ICT before developing their confidence in using it

10. Towards an implementation model for ICT in ITT Status of technology Capacity for innovation Alignment with needs and concerns

11. The status of the technology being introduced Technical status Social status Learning status

12. Responses to the status of the technology Movement from consideration of the technical status of a technology in isolation to recognition of the role played by its social and learning status Selection of a technology with high social status Use of those with in-depth understanding of the learning potential of the technology to model to others Challenging negative perceptions

13. Capacity for innovation Risk-taking and experimentation Leadership support Legitimisation Recognition of individuals’ existing knowledge Openness and sharing Mentoring others

14. The degree of alignment … between the innovation and the needs and concerns of individuals and teams Underpinned by core educational values Aligned with overall strategic aims of the organisation Added to core activities of teams Met the needs of teachers and/or pupils

15. Full narrative and video case studies can be found at: www.tda.gov.uk/techforteaching