Curriculum and personalizing learning - Teaching with Technologies: The Essential Guide - page 157

• Whileacknowledging copyright issues , the teachers contributing to the Leask
and Preston (2010) research pointed out that the more readily available and
accessible softwareis,themorelikelyitwillbeused-forexample,beingable
to download the Interactive Whiteboard (IWB) software at home without
having to enter complex serial numbers would help develop teacher use.
Recognizing the demands on teachers, solutions were offered by the teachers
contributing to the Education Futures (2010) research to ameliorate the demands
on the profession, as expectations of their use of, and knowledge about, technology
tools rise:
• Anewroleof learning technologist is needed: most large institutions now
have technical support through single or cluster-based technicians. How-
ever, in order to ensure the widespread assimilation of learning platforms
in the future, the support of learning technologists is essential to help pro-
duce online learning materials for use by parents and pupils. Although some
'off the shelf' resources are helpful, the value depends on whether they can
be tailored to the needs of the learners and the teachers. From this point of
view the tools must be labour-saving rather than requiring additional time
and effort from the teacher.
• Provisionof formal CPD : a preference was expressed for work-based learning
that focused not only on using the technical aspects of a resource, but also
the pedagogical implications of its use. Software developers might consider
at the outset what types of learning and teaching their resources will sup-
port.TheroleofICTcoordinatorsinsmallschoolsisonerous,becauseof
the continually changing, whole-school, technical and pedagogical environ-
ment, and the lack of peers in the same institution.
• Recognizingtheimportanceofjust-in-timesharingofideas,informalnet-
working and informal CPD : subject association support was considered
important in knowledge sharing about future directions and problem-solv-
ing. Another source of potential progress was the informed parent who could
drive technology use and innovation. In support of their own careers, some
form of qualification might be appreciated by parents, in recognition of their
efforts in supporting schools and teachers to move forward with technology.
Technology tools for the future: supporting the curriculum with respect to
accountability and assessment
Formal assessment processes can drive or limit innovation and development in
education systems. Statutory curriculum and assessment requirements are cur-
rently 'the elephant in the room' in discussions about digital solutions to assess-
ment and accountability. Teachers contributing to the Education Futures research
complained that present teaching styles and assessment practices are designed to
restrict rather than inspire learners' responses. Technology developers' attention
to assessment issues might help to change attitudes in this area, from an emphasis