Resources: human capital, time and space for schools of the future - Teaching with Technologies: The Essential Guide - page 179

Table 9.5 Examples of general evaluation questions teachers might use in choosing software

· evidence for the improvement of teaching
and learning and that the technology
makes the learning easier
· compatibility and flexibility - can generic
tools from other suppliers be added: e.g. to
the learning platform
· access for parents, teachers, learners outside
of school/college/institution context

· appropriateness
· piloting opportunities
· the availability of the resource: e.g. 24/7
· storage capacity required

Social networking was one of the ways teachers reported they are using to keep
up to date. Subject groups currently meet in face-to face-conferences, whereas social
networking software supports collaboration between meetings as well as providing
the chance for those in remote areas to obtain information live when professionals are
meeting. Different kinds of collective learning behaviour are emerging in professional
networks (Leask and Younie 2001a; Leask 2011). One solution emerging to teachers'
hesitation in changing pedagogic approaches to use technology tools would be for-
mal and informal CPD designed to promote social and professional networking to
encourage collaborative learning between professionals. Teachers could have access to
knowledgeable advisers, experts and peers during this learning episode for knowledge
exchange and sharing practice. Teachers should be experiencing joint projects and
just-in-time learning themselves using these new media. This requires professional
networking tools that provide ways for teachers with the same interests to locate
each other, such as the European Union e-twinning project. This enables profession-
als to find 'people who know' and share projects. Collaboration is also possible with
industry and local stakeholders through Web 2.0 technologies, but requirements for
police safety checks can prevent activities engaging volunteers. Teachmeets (http://
teachmeet.pbworks.com) and Mirandanet mods (http://www.mirandanet.ac.uk/
mirandamods/) provide new forms of CPD knowledge sharing using innovative
knowledge management and webinar tools.
Solutions to the challenges of providing CPD for teachers which minimize the
costs of removing teachers from the school setting include:

· maximizing online collaboration tools
· providing CPD through networking and access to experts and establishing
sustainable models to support the efforts of cross-curricula and subject asso-
ciations. (Current networks depend on considerable volunteer effort - are
these sustainable? What other models exist? )
· creating CPD, giving time for play and space to develop pedagogy for new
technology tools - for example, through local authority roadshows
· avoiding the CPD cascade model - 'Chinese whispers do not work'
· increasing the use of online and video conferences and new ways of working
described as 'unconferences'