Teachers, pedagogy and professional development - Teaching with Technologies: The Essential Guide - page 106

Transformative
learning
outcomes

Pupils

Outcomes

1. Creative learning
2. Active citizenship
3. Cognitive
engagement
4. Meta-cognition

Family

Peers

Pedagogic strategies
Learning online
Pupils as teachers
Pupils as
media producers

Learning
focus

Framed by
teachers
and pupils

Others
adults
influencing
learning

Pupil voice

ICT

Teachers

New understandings
of mediated tool use

Figure 5.2 generic Pedagogic framework

(Somekh 2010: 137), which are represented in the Generic Pedagogic Framework
that was developed, as outlined in Figure 5.2.
Teachers reading this may wish to consider Somekh's 'Generic Pedagogic Frame-
work' and reflect how this could be developed in relation to their practice. Table 5.4
provides a framework for teacher's self-analysis of professional practice.

Table 5.4 The role of technology in pedagogic practice: a framework for self-analysis of

professional practice

Points for teachers to consider when reflecting on practice:
- to what extent can technology support existing teaching/pedagogic strategies already used in the
classroom?
- to what extent can technology transform existing pedagogy and enable new things?
- how can teaching and learning be organized in radically different ways?
research (Webb and cox 2004) indicates that teachers who favour technology are more likely to
value collaborative working, interaction, inquiry and learner-centred approaches.
Teachers may wish to think about these questions:
- how to incorporate more opportunities for interaction in lessons (between learner and learner,
learner/s and technology, learner/s and teacher?)
- how to develop more dialogic, collaborative group work and problem-solving activities?