University of Exeter - School of Education B.Phil / M.Ed Modular Degree Programme
Individual Research Module (IT) - P51 Winter 1998 / Spring 1999 Professor Niki Davis
Using ICT training needs analysis materials with staff in two secondary schools
Submitted by: Megan Dick and Alastair Reynolds Previous modules undertaken : G162, G161

Analysis (Part I)
This page was written by Megan Dick.


Ethical Issues

The following is an analysis of a core subject department's ICT training needs. A core subject was chosen as they are more likely to have greater class time for ICT and a greater chance of having access to an ICT suite. The specific department and school are not mentioned to preserve anonymity. Nine members of this department answered the questionnaire.


Analysis of a Department's ICT Training Needs

Some of the NoF training provided for teachers may be organised by subject department. It is therefore valuable to ascertain whether this questionnaire would be useful in determining the training needs of a department as a whole. This department filled in the original form of the questionnaire. (Appendix A)

Level of confidence with ICT

The aim of the first section of the questionnaire is to determine teachers' confidence with ICT and their perceptions of it. The three questions asked correspond to McKenzie's first three stages through which teachers might pass in learning and applying new technologies in the classroom. (McKenzie, 1993) The stages are the survival stage, the mastery stage, and the impact stage. The fourth stage, innovation, was omitted, as this stage was considered beyond the stage at which teachers' would need additional training.

The answers given by the staff of this department divide them evenly between all three stages, with a third in each. The staff in the survival stage said that they do not feel confident using ICT and two said that they did not use ICT in teaching. Those in the mastery stage reported that they were beginning to cope with ICT and feel some confidence with ICT. All members of the department responded that they either have some basic ICT skills or have a good set of ICT skills. More than half were not confident about dealing with technical problems with ICT.

NCET (No Date) stated that all teachers should be able to use ICT effectively in the curriculum and be technically capable. There is a need in this department to make sure that the third who are not confident at all with ICT should become so, while the third that is beginning to cope with ICT should become more confident, so that they meet these requirements.

Level of competence with some specific ICT skills

The second section of the questionnaire was meant to ascertain teachers' competence with specific ICT skills, based on official requirements for teachers set out by the TTA. These are the self-reported skills of this department.

SKILLS Don't know what this is Know what this is but have never used it Occasionally use this but need more training to be competent Use this regularly and competently Use this confidently in teaching and in administrative work Fully confident to teach others about this
Using the keyboard

0

1

0

2

3

3

Using a mouse

0

0

1

3

2

3

Using on-screen menus

0

0

2

4

0

3

Using help facilities in programs

0

0

3

3

0

3

Using a printer

0

0

2

3

1

3

Installing and running software

0

2

5

0

0

2

Copying, naming and deleting files

0

0

6

0

0

3

Researching using CD-ROMs

2

2

2

1

0

2

Researching using the Internet

0

3

3

1

0

2

Moving material between programs

0

3

3

0

0

3

PROGRAMS            
           
Wordprocessor

0

0

2

3

1

3

Spreadsheet

0

0

5

1

0

3

Database

0

1

3

3

0

2

Internet web browser

0

3

2

2

0

2

Electronic mail

0

3

3

1

0

2

School administration (SIMS)

3

4

1

0

1

0

A third of the department feel they are competent enough with most of these ICT skills to teach them. Another third feel that they need more training to be competent in many of these skills. This result corresponds with the department's answers to section 1. Therefore, a third of the department is both competent and confident in their use of ICT, while two thirds feel they need more training in some skills to become fully competent.

There are some areas where many in the department could benefit from direct training, such as file management, spreadsheets and databases. Members of this department could also benefit from training in how to do research using ICT.

It does not seem possible to design a coherent training program for this department as a whole, as the top third do not need further training in basic ICT skills. The make up of this department should encourage success in a training programme aimed at the bottom third, as their peers could capably support them.

Current use of ICT in classrooms

This section determines the department's current use of ICT with pupils. It will also show where members of the department would like to use more ICT in teaching. These results are presented in percentages.

  Use ICT in this way Do not use ICT in the way   Would like to use ICT in this way Would not like to use ICT in this way No answer
Pupils working in pairs or groups

89

11

 

89

11

0

Pupils working individually

89

11

 

89

0

11

Teacher co-ordinating pupil work

67

33

 

67

33

0

Teacher learning alongside the pupil

22

78

 

33

44

22

Encouraging ICT use outside lessons

44

56

 

67

11

22

Pupils having option to use ICT in all lessons

0

100

 

44

33

22

Most of the staff in this department have used ICT with pupils in groups or individually. None use ICT in all lessons. Interestingly, the department is split on whether or not they would like pupils to be able to use ICT in all lessons. As well, most teachers do not use ICT to learn alongside pupils, and many would not like to. Overall, ICT is used fairly widely with pupils, and most members of this department would like to use ICT more. It is also interesting to note that though many in the department feel they need more training to be competent with ICT, most are still using ICT with pupils in many ways.

There seem to be a few members of this department who are resistant to the use of ICT with pupils. One teacher answered that they only use ICT with pupils individually and would not like to use it in any other way. There are two other instances where a teacher answered that they would not like to use ICT in a way that they already are. This suggests that not all in the department are happy with the way they use ICT with pupils.

The TTA document states that teachers must be aware of which uses of ICT can help students' learning. It would seem that this department would benefit from training that would develop their pedagogic competence with ICT, so that they could use a variety of ICT methods to achieve their teaching objectives in their subject.

Current competence and confidence with ICT in subject area

This section was intended to discover how much subject specific knowledge teachers had with ICT. Did they use ICT in their subject teaching? Did they understand when ICT would be helpful in their subject teaching? The four statements offered correspond to McKenzie's (1993) stages of development.

I have not used ICT in my subject teaching.

0

I have used ICT in my subject but not very successfully.

2

I have used ICT in my subject teaching with some success.

4

I use ICT effectively in my subject teaching.

3

I do not think ICT can enhance teaching in my subject.

1

I think ICT can enhance teaching in my subject but I am not sure how.

2

I am aware that some ICT use enhances teaching in my subject.

2

I know which uses of ICT enhance teaching in my subject.

4

I am not aware of ways in which ICT can be used in teaching my subject.

0

I am aware of how ICT can be used in teaching my subject but do not use it.

3

I am aware of how ICT can be used in teaching my subject and do use it.

5

I would be able to give others advice on how ICT can be used in my subject.

1

I do not know of any software relating to my subject.

0

I know software is available for my subject but have not used any.

0

I have used some software which is specific to my subject.

8

I have evaluated software for my subject and decided what is useful.

1

I do not feel able to decide whether a particular use of ICT is effective.

0

I can sometimes tell whether or not a particular use of ICT is effective.

3

I am usually aware of whether or not a particular use of ICT is effective.

5

I can always decide whether or not a particular use of ICT is effective.

1

Generally this department answered that they use ICT in their subject teaching and are aware of when its use is appropriate. One teacher feels that ICT can not enhance their teaching, though the rest feel that it can. A third know how ICT can be used in their subject, but do not use it. This could be due to access issues. The remainder are confident that they know when it should be used, and do use it in their subject teaching. All have used some software that is specific to their subject, though only one feels they can evaluate software to decide if it would be useful. This could be due to time constraints and access to new software.

This department gives the impression that they use ICT in their subject teaching and are aware of when it should be used. However, there are members of the department who indicated in section 2 that they would like more training in order to be competent users of ICT. This lack of confidence might explain why some members of the department indicated that they did not want to use ICT in ways they were already using it with students. This finding backs up the idea that this department would benefit from pedagogic training in the use of ICT in their subject.


Analysis of an Individual's ICT Training Needs

One member of this department's answers were interesting. In the first section of the questionnaire, this teacher answered that they did not feel confident with ICT and that they feel using ICT is a struggle. However, in the second section, most of their answers were 3 or above, showing that they are beginning to cope with ICT and are fairly skilled. They answered yes to all the questions in section 3 about which ways they would like to use ICT, except for pupils having the opportunity to use ICT in all lessons. In addition, they answered the questions in section 4 with a three or above. This person therefore said that they understand how ICT can be used in their subject and do use it.

These varied results could show that this person's lack of confidence with ICT is restraining their use of ICT in their teaching. This person is fairly competent in the use of ICT, but needs further training or more practice with classes to feel confident. This result supports Passey's (1998) point that the development of teachers through the stages of development with ICT should be considered. An assessment should enable teachers to recognise the need to move from stage to stage. Passey states that,

It should be our intention, therefore, to consider carefully the necessary bridging and reconstruction that teachers will face. We should be looking to offer assessments which will enable teachers to recognise the need for those bridges, to know what the bridges consist of, and to provide the mechanisms and strategies to build and move across them.

This teacher therefore needs a training programme that will increase their confidence in the use of ICT with students. They are in the McKenzie's (1993) survival stage of using ICT and need to develop coping strategies in order to move into the mastery stage. Any training programme designed for them must support them in this endeavour if this teacher is to succeed.


Summary

An effective analysis of a department's training needs with ICT was possible based on this assessment. This analysis does point out that it would be difficult to design a whole department training programme that would meet all members needs. However, it did highlight where this department needs training to raise the confidence and competence of the every member of the department. The analysis also showed that there were staff who were competent enough to support their fellow department members' development.

An individual training needs programme could also be developed based on the questionnaire's findings. It is easier to pinpoint where training is needed with an individual. But as all members of a department usually have to follow the same scheme of work, a training programme aimed at raising all staff to the same level of ICT competence seems very relevant.


You may now wish to go to Part II of the analysis if you have not already read it.
Otherwise you can move on to the combined conclusions or return to the contents.


Assignment Quick Links
Title Page | Introduction | Contents | Literature Review (Part I) | Literature Review (Part II)
Research Design | Analysis (Part I) | Analysis (Part II) | Conclusions | References | Appendices