Questionnaire feedback from Advanced Skills Teachers:

1 How long have you been an AST?

  • Range from between 1 and 10 years: approximately 66.6% between 1 and 5 years and 33.3% between 6 and 10 years

2 In which Key Stage/s of education do you work?

  • Range from Early Years Foundation Stage to Key Stage 5: approximately 66.6% between EYFS and KS2 and 33.3% between KS3 and KS5

3 In which curriculum area/s have you used ICT?

  • More than half reported use across the entire curriculum and of those who specified particular use the following curriculum areas were cited: Art and Design, Design and Technology, English, French, Geography, History, ICT, Modern Foreign Languages, Literacy, Mathematics, Music, Numeracy, Oracle Academy, Photography, Physical Education, Religious Education, Science, Topic [history and geography] – cross curricular links was a common theme

4 What in your view is the best piece of software or peripheral you have used, and why?

  • Very hard to say IAWB, visualisers, 2 simple 2 early essentials black cat revelation natural art
  • MLE/VLE – gives children the ability to further their learinng at home and creates a better home/school connection
  • Adobe Master Collection – this software allows you the freedom to create content for any device, browser or tablet
  • Wireless mouse – cheap and easily transferable around the classroom
  • Smart notebook as it is so versatile. By layering images or text you can put the ‘wow’ factor into lessons. For instance in a history lesson, using the Smart notebook, I showed the class images from WWII [The May Blitz on Liverpool]. Prior to the lesson I inserted an image of one of the children from the class onto a slide showing a street that had bomb damage. Then using the camera tool I copied a section of the slide and positioned the child under the copied section. Then during the lesson I cut the top layer revealing the child and proceeded to ‘hot seat’ him and his neighbours. Instead of listening to a piece of history the class had become the people affected in the slide.
  • Visualisers for AFL – instant feedback and editing for children’s work
  • Primary Wall/Wallwisher for class discussions
  • Dance Ejay for creating soundtracks for Movies, Slideshows,
  • Crazy Talk
  • Promethean Active Board Interactive Whiteboard
  • Powerpoint and Publisher are the most popular with pupils
  • Serif Web Plus for website creation with KS4 pupils is brilliant
  • Visualiser – it is a fantastic resource fro assessment for learning, peer assessment, displaying resources, collaborative work, animation, time lapse science and much more
  • IWB with absolutely no doubt. This is not the same as PPT, which in my opinion actually damages effective T + L in the classroom. Initially use of IWB can also be a hindrance, however once a certain level of competence has been reached its ability to ease the learning path of a student is massive. I have also been looking at the use of hand held devices such as ipods in combination with a learning platform
  • That’s hard – best pieces of hardware: Nintendo Wii, Digital Blue Cameras, NXT Lego, Robosapiens – best pieces of software: Web 2.0 technology and the Internet, 2Do it Yourself, Kodu, Scratch, Google Sketchup
  • Flip video cameras, they are so versatile and are great for engaging children, excellent for speaking and listening a key skill across the curriculum
  • Don’t really have a ‘best’ as I start with what I want to achieve and then use the software most fitted to my ends. Having said that I use Microsoft Office for a lot of things, have recently really taken to I Can Animate and am getting into blogging with Posterous

5 ASTs perceptions about particular aspects of ICT that trainee and beginning teachers find difficult or inaccessible:

  • The use of Interactive White Boards and related software – understanding/knowing their full capabilities and where to find resources for such devices
  • Using peripherals e.g. a visualiser, voting systems and some animation software
  • Understanding what software to use for a particular task or subject. Then taking that software and creating something useful that will assist the class in learning and then taking that creation and developing content for each device
  • Ideas of how to integrate ICT to achieve the best outcome, often they use ICT with good intention but it can take away from what is actually being taught
  • Knowledge and understanding of the use of the equipment and the language used
  • Knowledge of educational pieces of software/hardware, which might only be used for 6 weeks of the year
  • Technical aspects distracts them from the finer skills required in the classroom, which need to be embedded in their working practice before they move on to its use. I believe it a misconception that technology will make teaching easier to do
  • They tend to find some aspects of audio and data handling a challenge. As my school promotes creativity in the curriculum early career teachers do not necessarily have the experience to know which programmes will deliver the outcome we are aiming to achieve but they are very good at asking for help when necessary
  • Depth of knowledge for aspects such as computer science/programming
  • Relating technical concepts such as normalisation of databases
  • Data logging and Control – general setting up of peripherals
  • Use and application of Control and Data handling – they are two areas where they are not used as much in your daily life
  • I feel that teachers are confident in using education software and in the use of office to word process or create slideshows. What they need is guidance in the creative use of non-specialist software such as Office, especially Excel
  • All teachers need a basic understanding of how a computer is set up and the ability to troubleshoot – they need constant assistance from Network Manager
  • Basic hardware knowledge of how computers go together and sometimes even how to put ink in a printer
  • A range of aspects including basic use of a computer to keep records, basic technical problem solving e.g. screen not coming on or printer not connected properly
  • Experience of the many free sites and software available on the Internet, Learning Platforms and their use to enhance the learning of all pupils
  • Ensuring that the core skills of ICT are taught in a cross-curricular way and ensuring that there is progression in ICT

6 ASTs perceptions about the most importantICT skills required for the 21st century learner:

  • To communicate using modern technology e.g. I phones, I pads
  • Word processing – communication skills are essential
  • Communication via email, VLE or school website – attaching files and uploading to websites. These are professional skills
  • Excel/Spreadsheet use – so many jobs require some knowledge. It is also a tool for personal budgeting
  • Basic use of Word e.g. use of fonts, colour
  • Use of Publisher to produce posters especially for younger pupils and GCSE Key Stage 4
  • Use of Powerpoint for presentations
  • Use of Serif Web
  • Ability to navigate a HELP menu
  • Use of video conferencing – international links and UK links with other schools
  • Use of animation, which is particularly popular with KS2 and KS3 pupils
  • General use of Internet search engines e.g. to obtain information and graphics, data sift and tag information
  • Effective Internet searching for relevance and accuracy - as more information is loaded onto the Internet it will become more important for an individual who needs to learn or just access it, to filter for relevance and the integrity of any data found
  • Adaptability
  • Flexibility – able to use a range of programmes/peripherals in different situations and apply knowledge of functionality of one software/device to a new one
  • To be open to new ideas
  • Be willing to learn and have an appreciation of the tools and not just the mindset that cries out ‘I hate technology’
  • Experimenting in the use of ICT – showing an ability to explore and develop one’s use of technology, which sets a good example for children
  • Risk taking – able to have the resilience to attempt new methods of working and testing techniques to achieve new solutions to problems
  • Chance taking – the nature of ICT is continual improvement and as such learners from the outset should be prepared to take chances on new technology as it emerges. Even 15 year olds get used to their technology and what it can do and do not go looking for new ways to use it
  • Creativity in identifying activities e.g. to enable them to express themselves using any resource
  • Curiosity – to be willing to explore and persevere with any new programme or piece of technology, even when challenged
  • To create and edit e.g. images, slideshows, videos, animation as these are the staple of a creative curriculum and a perfect way for children to record learning or express themselves
  • Movie making and editing – it has such a broad curriculum relevance. The technology is widely available. Industry require it
  • To use modern equipment such as Nintendo’s and PS machines
  • To be able to use a range of digital imaging and audio
  • Software and hardware as a tool for recording work produced, which supports personalised learning
  • Knowing where to find and search for materials
  • To be able to use a range of software packages to publish work and choose the best one for that piece of work
  • Online ability and to integrate ICT into all learning both in and out of school
  • To be able to access and effectively use virtual learning environments to support learning 24/7, which supports personalised learning and independence
  • Confidence in the use of ICT as this engenders trust of ICT within children – self belief that the task in hand can be done, even though the sequence of actions may not be obvious and may need to be acquired
  • Confidence – be able to try things out without worrying about the consequences, it doesn’t matter if it doesn’t work first time attitude – be aware that technology is not something to be feared
  • Safe use of ICT – demonstrating an awareness of being online. Often, teachers show little concern when using You Tube videos as lesson starters or random Google Image searches in front of the class. This sets a poor example of online safety to children.
  • The ability to surf the Internet in a safe manner, locating specific information and being able to discriminate between important and unimportant information. This encourages independence in learners
  • Ability to be critical of the quality of information available to them – learners have a tendency to accept all that is on the internet without any form of vetting
  • Problem-solving. Students should be able to increase their knowledge of applications by being able to apply the techniques of one software to another via functional skills
  • Collaborative skills – since the advent of social networking, the ability to work with others, often in a peer and increasingly global context, enables learners to have a rich and culturally diverse experience
  • Working together and creating professional learning communities of practice
  • To have a good knowledge of the curriculum so that they can identify the relevant form of ICT to be used
  • To have a good working knowledge of any software used so that it can be applied with confidence
  • To be able to use ICT in different ways, but not to over elaborate e.g. the overuse of transitions can ruin the message in a slideshow
  • To realise when the use of ICT is not relevant, not using ICT for the sake of it
  • Reviewing – being able to look back at what they have used to help them in their work and think about how they might use it again in the future, think about what did or did not work and why, to inform future practice
  • To know where to find quick access to support for independent troubleshooting. Many of the issues I have to solve in my own school are based around a lack of ability to solve simple technical problems
  • To be able to connect up peripherals, which requires a basic understanding of technical aspects. This is to be able to respond quickly to events in the classroom and use appropriate ICT more impulsively
  • To be able to navigate quickly, applying knowledge across lots of software/hardware including different operating systems e.g. visualiser, touch screens
  • Ability to match the time taken to complete an ICT orientated task to the value of the expected outcome. Users of ICT can often get lost in the programme and process of the ICT vehicle they are using e.g. a person takes 4 hours to produce a simple calculated spreadsheet of data because they become lost in fonts, formats and equations when the tasks could have been completed in an hour by keeping these three simple
  • Ability to switch off from technology! We should never switch off from learning for the sake of learning. However, learning is also done for a career and while there are the lucky few who enjoy learning in their career it can invade personal time and learners need to be empowered to find a balance

7 ASTs recommendations of the most useful forums, tutorials, websites and resources:

  • Artisancam – great website for interactive art based activities and information about art and artists in general
  • Promethean - quality resources to support ICT within the curriculum
  • Information Technology Advisory and Support Service for EYFS and Primary school ICT Schemes of work, materials and resources:
  • The best resource for teachers is other teachers. Having an established forum for teachers within a school or local authority to share and collaborate are hugely effective
  • - creative use of application site, I pad forums
  • - some of the greatest tutorials and software in the world
  • - search for the topic area you wish to learn or teach
  • Teachers TV – provides a wider berth for increasing knowledge of whole-school ICT issues
  • TES – ICT forum is particularly good for a quick response to intricate questions
  • You Tube for tutorial videos
  • Becta – a great source of information, which cannow be located within the National Archives
  • Local training courses often arranged and run by ICT teachers across the LA
  • Use of Moodle to set up forums
  • Sharing resource materials across the local authority
  • Lancashire NGFL website
  • London Grid for Learning hub has lots of links to websites to use across the curriculum
  • Kent Education website
  • Kenttrustweb – excellent website for ideas and help sheets e.g. planning ICT teaching
  • Smart technologies website/tutorials
  • Redbridge has developed a Fronter space where resources are uploaded and teachers are directed towards
  • Following people on Twitter who are using technology in the classroom
  • Following Blogs
  • Learning Without Frontiers
  • Ted Talks
  • Zu3d.com – website about using stop motion animation, great tutorials on their software
  • NAACE – website with lots of information about ICT and curriculum, links to lots of good activities to use with children
  • Tecnowellies weblog – great ideas for early years
  • J2E – amazing early years and KS1 software e.g. paint, publish, graph
  • Busy things – fabulous software for Early Years, over 90 interactive activities across EYFS areas
  • British Film Institute – offers lost of support for film making in schools
  • BBC website – infinite number of very useful resources
  • - provides links to numerous sites relevant to aspects of ICT curriculum as well as free tutorials, Ofsted reports e.g. e-safety, books and videos
  • ICT tutors website –

8 Experience/s of working with trainee and beginning teachers: A majority [92%] reported supporting trainee teachers and Newly Qualified Teachers; of whom 41% had supported trainee teachers and 59% had supported NQTs in multiple ways e.g.

  • I support NQTs a lot but usually they are quite modern about their approach to ICT and maybe need help with particular curriculum programmes
  • Outreach work in other schools with NQTs and student teachers on practice placements
  • I provide training for NQTs and mentor student teachers on PGCE, GTP and RTP courses
  • I have delivered ICT staff meetings followed up by one-to-one sessions with teachers, both with classes and conducted off timetable
  • I have delivered ICT training sessions fro groups of NQTs as part of their NQT development
  • I have delivered an ICT module at John Moores University
  • I deliver training sessions for trainee teachers who attend my own school as part of my inreach work
  • With trainee teachers and NQTs in my own school
  • I have supported PGCE and QTs students from Worcester University every other year approximately as a class teacher/mentor. All trainees are invited to attend my INSET sessions, and some even come to me directly for advice even thought I am not the class teacher/mentor
  • Experience in my own school of training new staff
  • I have supported NQTs and trainee teachers in planning their use of ICT and suggesting ideas for hardware/software use. I have also delivered specific training targeted at their needs
  • Within Redbridge I run a yearly course designed to support NQTs with ICT use.
  • I have worked with many NQTs in my role as an AST
  • General support in my own school for NQTs, both as Subject Leader and as NQT Induction Tutor – on hand for 1:1 support when requested

9 Provision of ICT outreach: