A Comparison of the Influence of Governemnt Policy on Information and Communications Technology for Teacher Education in England and Northern Ireland

R Austin, M Selinger

    Research output: Contribution to journalArticle

    16 Citations (Scopus)

    Abstract

    This article examines the introduction of national standards and guidelines for the use of information and communications technology (ICT) in initial teacher training in England and Northern Ireland. The context for the increased focus on ICT in teacher education is described for each part of the United Kingdom (UK). Comparisons are drawn between the two areas of the UK to show how schools and teacher training institutions have attempted to meet the standards within each political context by examining the positive features of three case teacher training courses, two in England and one in Northern Ireland. From this, inferences are drawn about the level of intervention by Government and whether greater government control has reduced or increased the integration of ICT into the cycle of teaching and learning.
    LanguageEnglish
    Pages19-38
    JournalTechnology, Pedagogy and Education
    Volume12
    Issue number1
    DOIs
    Publication statusPublished - 1 Mar 2003

    Fingerprint

    communication technology
    information technology
    teacher training
    teacher
    education
    government control
    Teaching
    school
    learning

    Keywords

    • ICT policy
    • Teacher education
    • England and Northern Ireland

    Cite this

    @article{92dbd7776da348ee9b7f231a2eddc53c,
    title = "A Comparison of the Influence of Governemnt Policy on Information and Communications Technology for Teacher Education in England and Northern Ireland",
    abstract = "This article examines the introduction of national standards and guidelines for the use of information and communications technology (ICT) in initial teacher training in England and Northern Ireland. The context for the increased focus on ICT in teacher education is described for each part of the United Kingdom (UK). Comparisons are drawn between the two areas of the UK to show how schools and teacher training institutions have attempted to meet the standards within each political context by examining the positive features of three case teacher training courses, two in England and one in Northern Ireland. From this, inferences are drawn about the level of intervention by Government and whether greater government control has reduced or increased the integration of ICT into the cycle of teaching and learning.",
    keywords = "ICT policy, Teacher education, England and Northern Ireland",
    author = "R Austin and M Selinger",
    note = "Reference text: • 1. Association for Information Technology in Teacher Education (1998) Letter to David Blunkett • 2. British Educational Communications and Technology Agency (2002) Building the Grid — [on-line] • 3. Department for Education and Employment (DfEE) (1998a) Initial Teacher Training and the Use of Information and Communication Technology in Subject Teaching (Annexe B of DfEE Circular 4/98) DfEE , London • 4. DfEE (1998b) Open for Learning, Open for Business DfEE , London • 5. Department for Education and Skills (DfES7rpar; (2002) Transforming the Way we Learn DfEE , London • 6. Department for Education/Welsh Office (DFE/WO) (1992) Initial Teacher Training (secondary phase) Circular no 9/92 DFE/WO , London • 7. DFE/WO (1993) The Initial Training of Primary School Teachers Circular 14/93 DFE/WO , London • 8. Department of Education (2002) A Review of the Strategy for Education Technology in Northern Ireland — [on-line] • 9. Department of Education for Northern Ireland (DENI) (1997) Strategy for Education Technology in Northern Ireland — [on-line] • 10. DENI (2001) A Survey of the ETI of Initial Teacher Education: working papers -English/literacy; mathematics/numeracy; ICT; and classroom management DENI , Belfast • 11. Haigh, G. (1999) Building up Class Confidence. Times Educational Supplement — 14 May[on-line] • 12. Kenny, J. (June 2002) With a Little Help. EC and T pp. 25-26. • 13. Macleod, D. (2001) Teacher Shortages. The Guardian — 28 August[on-line] • 14. McKinsey and Company (1997) TThe Future of Information Technology in UK Schools McKinsey and Company , London • 15. McNair, V. andGalanouli, D. (2002) Information and Communications Technology in Teacher Education: can a reflective portfolio enhance reflective practice?. Journal of Information Technology for Teacher Education 11 , pp. 181-196. • 16. National Grid for Learning (2002) Standards Fund Document — [on-line] • 17. Office for Standards in Education (OFSTED) (2002a) The Annual Report of Her Majesty's Chief Inspector of Schools Standards and Quality in Education 2000-01 Her Majesty's Stationery Office (HMSO) , London • 18. OFSTED (2002b) ICT in Schools: the effect of government initiatives HMSO , London • 19. Pimm, D. andSelinger, M. Wideen, M. F. andGrimmett, P. P. (eds) (1995) The Commodification of Teaching: teacher education in England. Changing Times in Teacher Education: restructuring or reconceptualissation Falmer Press , London • 20. Pritchard, A. (2001) Meeting the Requirements of the Initial Teacher Training National Curriculum for the Use of Information and Communications Technology in Subject Teaching, with One Year's Cohort of Postgraduate Primary Trainees. Journal of Information Technology for Teacher Education 10 , pp. 293-312. • 21. Scrimshaw, P. (1997) Preparing for the Information Age: synoptic report of the Education Departments' Superhighways Initiative DfEE , London • 22. Selinger, M. andYapp, C. (2001) ICTeachers IPPR , London • 23. Stevenson, D. (1997) Information and Communications Technology in UK Schools: an independent enquiry The Independent ICT in Schools Commission , London • 24. Teacher Training Agency (TTA) (2002a) Qualifying to Teach: professional standards for qualified teacher status and requirements for initial teacher training TTA , London • 25. TTA (2002b) Handbook of Guidance on QTS Standards and ITT Requirements — [on-line] • 26. TTA (2002c) National Curriculum for the Use of ICT in Subject Teaching: exemplification materials — [on-line] • 27. Universities Council for the Education of Teachers (2001) UCET Response to TTA Consultation Standards for the Award of Qualified Teacher Status and Requirements for Initial Teacher Training — [on-line]",
    year = "2003",
    month = "3",
    day = "1",
    doi = "10.1080/14759390300200144",
    language = "English",
    volume = "12",
    pages = "19--38",
    journal = "Technology, Pedagogy and Education",
    issn = "1475-939X",
    number = "1",

    }

    TY - JOUR

    T1 - A Comparison of the Influence of Governemnt Policy on Information and Communications Technology for Teacher Education in England and Northern Ireland

    AU - Austin, R

    AU - Selinger, M

    N1 - Reference text: • 1. Association for Information Technology in Teacher Education (1998) Letter to David Blunkett • 2. British Educational Communications and Technology Agency (2002) Building the Grid — [on-line] • 3. Department for Education and Employment (DfEE) (1998a) Initial Teacher Training and the Use of Information and Communication Technology in Subject Teaching (Annexe B of DfEE Circular 4/98) DfEE , London • 4. DfEE (1998b) Open for Learning, Open for Business DfEE , London • 5. Department for Education and Skills (DfES7rpar; (2002) Transforming the Way we Learn DfEE , London • 6. Department for Education/Welsh Office (DFE/WO) (1992) Initial Teacher Training (secondary phase) Circular no 9/92 DFE/WO , London • 7. DFE/WO (1993) The Initial Training of Primary School Teachers Circular 14/93 DFE/WO , London • 8. Department of Education (2002) A Review of the Strategy for Education Technology in Northern Ireland — [on-line] • 9. Department of Education for Northern Ireland (DENI) (1997) Strategy for Education Technology in Northern Ireland — [on-line] • 10. DENI (2001) A Survey of the ETI of Initial Teacher Education: working papers -English/literacy; mathematics/numeracy; ICT; and classroom management DENI , Belfast • 11. Haigh, G. (1999) Building up Class Confidence. Times Educational Supplement — 14 May[on-line] • 12. Kenny, J. (June 2002) With a Little Help. EC and T pp. 25-26. • 13. Macleod, D. (2001) Teacher Shortages. The Guardian — 28 August[on-line] • 14. McKinsey and Company (1997) TThe Future of Information Technology in UK Schools McKinsey and Company , London • 15. McNair, V. andGalanouli, D. (2002) Information and Communications Technology in Teacher Education: can a reflective portfolio enhance reflective practice?. Journal of Information Technology for Teacher Education 11 , pp. 181-196. • 16. National Grid for Learning (2002) Standards Fund Document — [on-line] • 17. Office for Standards in Education (OFSTED) (2002a) The Annual Report of Her Majesty's Chief Inspector of Schools Standards and Quality in Education 2000-01 Her Majesty's Stationery Office (HMSO) , London • 18. OFSTED (2002b) ICT in Schools: the effect of government initiatives HMSO , London • 19. Pimm, D. andSelinger, M. Wideen, M. F. andGrimmett, P. P. (eds) (1995) The Commodification of Teaching: teacher education in England. Changing Times in Teacher Education: restructuring or reconceptualissation Falmer Press , London • 20. Pritchard, A. (2001) Meeting the Requirements of the Initial Teacher Training National Curriculum for the Use of Information and Communications Technology in Subject Teaching, with One Year's Cohort of Postgraduate Primary Trainees. Journal of Information Technology for Teacher Education 10 , pp. 293-312. • 21. Scrimshaw, P. (1997) Preparing for the Information Age: synoptic report of the Education Departments' Superhighways Initiative DfEE , London • 22. Selinger, M. andYapp, C. (2001) ICTeachers IPPR , London • 23. Stevenson, D. (1997) Information and Communications Technology in UK Schools: an independent enquiry The Independent ICT in Schools Commission , London • 24. Teacher Training Agency (TTA) (2002a) Qualifying to Teach: professional standards for qualified teacher status and requirements for initial teacher training TTA , London • 25. TTA (2002b) Handbook of Guidance on QTS Standards and ITT Requirements — [on-line] • 26. TTA (2002c) National Curriculum for the Use of ICT in Subject Teaching: exemplification materials — [on-line] • 27. Universities Council for the Education of Teachers (2001) UCET Response to TTA Consultation Standards for the Award of Qualified Teacher Status and Requirements for Initial Teacher Training — [on-line]

    PY - 2003/3/1

    Y1 - 2003/3/1

    N2 - This article examines the introduction of national standards and guidelines for the use of information and communications technology (ICT) in initial teacher training in England and Northern Ireland. The context for the increased focus on ICT in teacher education is described for each part of the United Kingdom (UK). Comparisons are drawn between the two areas of the UK to show how schools and teacher training institutions have attempted to meet the standards within each political context by examining the positive features of three case teacher training courses, two in England and one in Northern Ireland. From this, inferences are drawn about the level of intervention by Government and whether greater government control has reduced or increased the integration of ICT into the cycle of teaching and learning.

    AB - This article examines the introduction of national standards and guidelines for the use of information and communications technology (ICT) in initial teacher training in England and Northern Ireland. The context for the increased focus on ICT in teacher education is described for each part of the United Kingdom (UK). Comparisons are drawn between the two areas of the UK to show how schools and teacher training institutions have attempted to meet the standards within each political context by examining the positive features of three case teacher training courses, two in England and one in Northern Ireland. From this, inferences are drawn about the level of intervention by Government and whether greater government control has reduced or increased the integration of ICT into the cycle of teaching and learning.

    KW - ICT policy

    KW - Teacher education

    KW - England and Northern Ireland

    U2 - 10.1080/14759390300200144

    DO - 10.1080/14759390300200144

    M3 - Article

    VL - 12

    SP - 19

    EP - 38

    JO - Technology, Pedagogy and Education

    T2 - Technology, Pedagogy and Education

    JF - Technology, Pedagogy and Education

    SN - 1475-939X

    IS - 1

    ER -