Teachers, pedagogy and professional development - Teaching with Technologies: The Essential Guide - page 93

problems. In the 'adoption phase' teachers began integrating technology into their
classroom practice and their own personal attitudes changed, resulting in increased
self-confidence with technology. Finally, at the 'invention phase', 'teachers experi-
mented with new instructional patterns' and ways of relating to learners and to other
teachers (Sandholtz et al. 1997: 44).
From this research ACOT developed a new model of teacher development. This
included week-long 'practicums' during the school year, four-week summer institutes
and support from project staff to visit schools during the year. This 'situated teacher
development' programme enables teachers to observe ACOT classrooms, work in
teams and plan technology-supported projects.
In the UK Somekh's (1991) acclaimed PALM Project (Pupil Autonomy in
Learning with Microcomputers) deployed an action research strategy for develop-
ing teachers' computer skills. The theory of 'situated cognition' helps to explain
teachers' learning in PALM since they acquired most of their computer skills in the
classroom when working alongside the pupils. PALM also provided three full-time
project officers, who supplied teachers with both educational and technical support
in lessons. Given the high level of resourcing involved, in equipping technology-
rich classrooms and support staff, such projects raise issues regarding the lack of
transferability to all schools.
Clearly these early research studies of technology-rich contexts have relied
exclusively on specially funded technology projects, for resources and training sup-
port, which by their very nature of being 'one-offs', are not nationally sustainable
or transferable. Even though the research demonstrates the advantages of these
intervention projects (teachers becoming motivated and integrating technology),
Mumtaz (2000) argues that there is a lack of research into the teachers' use of
technology after these projects have ceased. Such research fails to explain the way
technology becomes embedded (or not) once initial projects have finished and
funding and support have gone; the question of how technology use is to be sus-
tained remains.
What the research on technology-rich and support-rich contexts does dem-
onstrate is that it is a combination of factors that is critical to the integration of
technology - namely, abundant technology that provides access alongside tech-
nical support, together with hands-on training. Also, one key factor appears to
be the role of 'situated cognition' in learning about technology alongside other
teachers, with opportunities for discussion and reflection. This clearly has paral-
lels with models of CPD that also accentuate the importance of 'situated learning'
(Dawes 2001) and 'communities of practice' (Loveless 2001; Younie 2007) that
enable dialogue, analysis and evaluation of new skills and knowledge. However,
while studies identify specific technological factors pertaining to technical sup-
port, access and training, very little research analyses the role of situated learn-
ing and the significance of belonging to a community of practice in relation to
technology: in short, the socio-cultural dynamics of learning and change with
technology.
Although, interestingly, some UK research does exist relating to a major national
development, it is not in the public domain. Leask (2011) commissioned research