'"It's not real teaching is it?"

2. '"It's not real teaching is it?" Challenges in utilising Web2.0 tools to support the work place learning of trainee teachers in the post-compulsory sector' Warren Kidd Cass School of Education University of East London

3. “still the same yet different” (Kosnik, 2007: 18). “...intentionality about making the thinking behind my teaching visible.” (Kosnik, 2007: 18). Kosnik, C., (2007). ‘Still the Same Yet Different’, in T. Russell and J. Loughran (Eds), Enacting a Pedagogy of Teacher Education: Values, relationships and practices. London: Routledge.

4. How do Web2.0 tools fit into PCET provision? • Pre-programme wiki; • VLE – for on-programme support; • Trainee ‘private’ blogger and Facebook; • Irregular PCET podcasts; • PCET Twitter feed • Learner voice podcasts – used as both a research and teaching tool; • Mentoring video blog – to aid professional learning and for capacity building; • Cohort of ex-trainees have joined a secure wiki for post-programme evaluation.

5. Pre-programme wiki

6. Pre-programme wiki Topics discussed included: • What will the programme be like? • How ‘intense’ will the challenge be? • What should teachers wear? • What does it mean to be a professional-in-training? • What are trainees most excited about?

7. How does ‘e-learning’ fit into our pedagogy as teacher educators? • Modelling; • Professional learning – tools and equipment; • Aid reflective practice; • Support – build communities; • External facing partnerships. • Three core statements: • The pedagogy is more important than the tools or, the learning is more important than the ‘e’; • E-learning requires massive orchestration • VLEs – not necessarily learning (OFSTED, January 2009)

12. There are a variety of benefits of the utilization of these tools: • asynchronous support separate from formal sessions • learners have the opportunity to request resources • enhanced ‘learning contact’ outside of normal routines • reconceptualisation of ‘contact/teaching time’ • ‘fit-for-purpose’ • modelling of blended learning practices

14. Learners still access the resources ‘located’ at a desk-top and have not explored Mobile working/learning. Experiences of a minority of Mobile-learners further compounds the growing divide between those professional learners who have access to such technologies and those who either do not have access or who have little inclination. Use of Twitter for reading updates has had the greatest impact and uptake for the simplest and shortest amount of staff time. A great deal of staff time involved in the orchestration of this work (at the start). The work has raised issues regarding ‘work’ and work spaces.

15. iPodagogy? Recording short files worked best (between 3 – 8 minutes), retaining learners/listeners attention Vital to ‘announce’ the programme/context at the very start 3 or 4 key words used at the start of each podcast and then picked up and developed through the recording in order to ‘locate’ it (plus use of repetition and counting) There was an emphasis given at all times to use of specialist language, and also to the definition of this language and its deconstruction all through the recordings Each podcast recording re-capped at the end using the same key words that it started with.

17. The use of wikis and blogs as a data gathering tool (for research-informed-practice) • E-focus group – but one that is asynchronous; • Produce data that is both ‘off the cuff’ and also ‘considered’; • Data is expressed by participants in the language of Web2.0; • Build up conversational elements between participants; • Have access to time of posting; • Easy to edit, easy to moderate and have ‘anywhere’ access; • Data ready-made in digital form.

18. “I am also sooooo confused about what the college is looking for with regards to teaching practice. My colleague, who I adore and totally respect and who i think is awesome, got observed today and got a grade two for mainly didactic teaching with activities inbetween.........I feel totally lost! On the other hand, I love the work and the stuff I am doing with my students and feel it is right, but will I need to have a didactic approach with a few bits of activities when I am observed next year????!!! Any suggestions guys?”

19. “The worrying thing is, is that my colleague commented on the fact that she did the didactic with activities because otherwise 'they don't think they are learning anything' My stomach churned over and I felt myself getting quite annoyed actually!! Not toward my colleague, but towards the whole system! After doing my PGCE training and it changing my life completely and my ideas about what teaching should be, to hear that comment, after working so hard really made me feel angry, annoyed, anxious and a bit sad actually!”

20. Key themes Frustration at ‘older staff’ and their practice Feeling of tension between models of ‘good practice’ on PGCE and what employment institutions were celebrating as ‘normal’ or ‘good practice’ Surprise and anxiety at prevalence of ‘didactic’ teaching Surprise and frustration at learners who valued didactic methods ‘Emotional drain’ of feeling ‘unconnected’ with colleagues