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Memorandum submitted by TANDBERG
About TAND TANDBERG is a leading global provider of visual
communication products and services with dual headquarters in
TANDBERG designs, develops and markets systems and software for video, voice and data. The Company provides sales, support and value-added services in more than ninety countries worldwide.
TANDBERG welcomes the opportunity to respond to the Committee's inquiry into teacher training - particularly the extent to which ITT programmes prepare trainees for entry into the teaching profession, the delivery of ITT and CPD provision.
Schools throughout the world are using visual communications to deliver interactive lessons, provide students with increased access to specialised teachers and information and to provide real-time teaching. Course providers are also making use of video to make distance learning courses 'live'. TANDBERG has been at the forefront of this development.
In the
We are pleased to have the opportunity to respond to this inquiry and set out the importance of ICT training in ITT programmes, as well as ways in which we believe video conferencing can ensure that qualified teachers make the most of CPD opportunities.
For further detail or clarification on any of the issues raised in this consultation response, please contact:
analysis in Chapter Three of the Inquiry into Teacher Training o The extent to which existing ITT provision adequately prepares trainees for entry into the teaching profession. 1. One of the barriers faced in encouraging the innovative use of video conferencing and ICT in classrooms is the proficiency of the teachers operating the technology. Unlike the private sector, in schools, teachers are relied upon to set up and operate ICT equipment effectively to deliver interactive lessons.
2. Video conferencing can significantly improve the learning experience, and has particular benefits in rural areas where it can help pupils to access specialist teaching. For example, the Cambridge School Classics Project enables video conferencing and web-based tuition to deliver Latin teaching to schools lacking dedicated teaching staff. Schools are now able to support pupils taking Latin at GCSE and A-Level via the service.
3. However, teachers who are unfamiliar or unconfident with ICT are not able to make best use of the technology. This is hindering further use across the curriculum, meaning that many students are not able to benefit from more innovative interactive learning methods. The lack of confidence in dealing with ICT experienced by some teachers is largely a result of insufficient training from the outset (ITT) and in continuing professional development programmes (CPD).
4. ITT provision should adequately prepare trainee teachers to realise the full potential of the modern classroom. It is essential that qualified teachers can use classroom technology, including video capabilities, effectively from qualification. This should be prioritised and should become a key objective of ITT programmes.
5. We believe that ITT programmes should include
more training on use of modern ICT, including video conferencing. This will help to ensure that more students
are able to experience the benefits derived from lessons delivered by
video. Video conferencing can also allow
students to interactively 'visit' museums that are not in their locality. For example, the
National Space Centre in Leicester, the
6. BECTA champions the importance of making full use of technology in the classroom. Their recently published Next Generation Learning Charter[1] acknowledges that technology helps "learners progress and achieve" and encourages schools to sign up to its aims.
7. We call on providers of ITT programmes to incorporate the Charter's aims and ensure that signatory schools receive qualified, ICT competent teachers who have demonstrated they can plan for the use of technology across the curriculum.
8. TANDBERG is at the forefront of developing video conferencing as tool for learning. Some of the key benefits and applications include: · use of the Janet Collaborate[2] network to 'video-in' lessons and presentations from world-leading museums; · use of the network to receive careers advice and presentations from leading universities and employers · students can receive specialist language tuition otherwise unavailable in their school or college, ensuring student choice, especially in more remote areas[3] · innovative curriculum design - video conferencing, integrated with interactive whiteboard technology, is used to record the 'lesson experience' populating school Learning Platforms for use in revision and extending learning outside schools hours · helping rural schools to deliver diplomas and the 14-19 Agenda, allowing consortia institutions to deliver some lessons remotely without wasting the school day transporting students between various sites The delivery of ITT 9. Recent work to develop part-time distance ITT courses delivered online is to be welcomed, but there remains potential for video conferencing to be incorporated to improve these courses and ensure that the learning experiences are truly 'live'.
10. The partnership between
11. However, the iTeach programme was developed with a view to tackling the problem of under-recruitment of specialist physicists, chemists and mathematicians. To date, trainees' choice of specialist subject remains limited.
12. The Open University has also pioneered web-based course materials and audio-visual materials in their flexible PGCE programmes. Choice of specialist subject here is less restricted covering modern languages, DT, geography, mathematics, music and science, however the courses are not 'live' or interactive in the true sense.
13. More work should be undertaken to improve distance ITT programmes, particularly focusing on the potential incorporation of video conferencing, which research has found has the following benefits:
· Making the learning experience 'live' - breaking down the barriers between course providers and trainees at distance · Allowing the course providers to support and observe trainees at distance while on placement in an efficient manner · Allowing trainees to receive instant feedback when on school placements[4] 13. We encourage the Training and Development Agency to continue to fund its e-learning projects for teacher training providers and call for its targeted areas in 2009-10 to include video conferencing and video capture and analysis.[5]
CPD provision o Whether current CPD provision for new teachers, experienced teachers and head teachers supports and enhances their practice in school and, if so, to what extent; 14. We fully support the emphasis on continuing professional development for teachers (CPD) and recognise its considerable benefits.
15. CPD for teachers at all stages has the potential to enhance their practice, and these courses provide the main opportunity to up-skill qualified teachers improving their ICT capabilities.
16. As stated, the proficiency of teachers in operating video conferencing equipment as well as other classroom ICT has an enormous impact on the benefits that are realised. CPD courses should prioritise the training of teachers to ensure that they are able use equipment effectively in the classroom.
17. Echoing our calls for ITT programmes, CPD courses should also assess teachers to ensure they are capable of delivering an interactive lesson with only limited support as well as prompting teachers to consider how to integrate ICT across the curriculum.
18. CPD courses themselves can also be delivered through e-learning, incorporating video conferencing, reducing the need for teachers to take time out of their teaching timetable to travel to CPD seminars and conferences.
2 February 2009 [1] The Next Generation Learning Charter, BECTA, 14 January 2009 [http://www.becta.org.uk/nextgenerationlearningcharter] [2] The JANET network is a broadband network
that connects 18 million end users in [3] TANDBERG has been closely involved in the
provision of video conferencing to [4] FALCONER, K.B., BENJAMIN, L.K., 2002. A qualitative analysis of the benefits and limitations of using two-way conferencing technology to supervise preservice teachers in remote locations. Teacher Education and Special Education, 25 (4), pp. 368-384. [5] http://www.tda.gov.uk/partners/quality/ict/supportforictinitt.aspx |