TTFBriefing

TTF Project Briefing Meeting

Teaching Teachers for the Future ProjectGriffith University - 6 May 2011

Research and Evaluation Working Group

1:00 Arrival1:15 Welcome and introduction (HOS)1:20 Project details, aim, scope, components, focus courses/programs (D(L&T))1:40 TPACK, Focus on English and Mathematics, Focus Courses (ICTPO)2:10 National Standards and ICT elaborations (ICTPO)2:20 Key TTF deliverables, research and evaluation (D(L&T))2:40 Future agreed actions and suggestions (D (L&T))3:00 Close


Project details


$7.8 million Project – ICT Innovation Fund

Project components


Organisational Chart


Key TTF Deliverables – Research and Evaluation

Evaluation Overall project efficacy including whether the objectives of improving the capability of pre-service teachers through

developing ICT proficiency, providing opportunities, enhancing understanding and fostering collaboration, will be assessed as part of each project component. In particular, the following indicators will gauge success in each component, to the extent that they can be assessed, by the end of the project.

Component 1 – • Long term and ongoing success of the project will be evaluated through graduate teachers demonstrating their

capabilities in the ICTE dimensions of the National Professional Standards – Graduate Teachers. A survey instrument will be developed by AITSL to probe the extent of the use of the ICTE dimensions by pre-service teachers and universities.

Component 2• ESA will use surveys and the collection of online data to evaluate pre-service teacher and teacher educators’ access to,

and use of, the digital resources through the trial, and the effectiveness of the exemplary packages in the context of the Australian Curriculum. The evaluation will inform project recommendations for developing future online professional learning resources.

Component 3• ALTC in partnership with ACDE will collect pre and post data from Universities relating to the ICTE capacity of graduating

students. This will include the use of established survey instruments to measure capacity (TPACK). Researchers and agencies within the National Network will be invited to assist with research around the project. Recommendations will be made regarding further resource development, sustainability and scalability.

Research • Component 3 offers research opportunities for those directly involved, and others who are interested in the TTF, to

design and undertake research projects. While there are no TTF funds to support this, interested researchers from all HEI’s will be encouraged and invited to participate. Teaching Teachers for the Future Project

Griffith University - 6 May 2011

Scope – Component 3 Component 3ALTC in partnership with ACDE will collect pre and post data from Universities relating to the ICTE capacity of graduating

students. This will include the use of established survey instruments to measure capacity (TPACK). Researchers and agencies within the National Network will be invited to assist with research around the project. Recommendations will be made regarding further resource development, sustainability and scalability.

Link with Component 1 and Component 2, with Focus on Component Three Establish a sustainable National Network of ICTE expertise to drive systemic change in ICTE curriculum and pedagogy in Teacher education in Australia.

This component, led by the ALTC in association with ACDE and all Australian institutions that provide teacher education, will second highly accomplished ICTE educators (ICT Pedagogy Officers –ICTPOs) to Australian Institutions to work with teacher educators and pre-service teachers to develop and share exemplary ICTE curriculum and pedagogy, and to contribute leadership in one or two of the Australian curriculum areas of English, Mathematics, History and Science. The main focus of Component 3 is the development of professional learning networks that will provide targeted professional development and foster collaboration within and between teacher education institutions and relevant teacher education partners to build capacity within each institution. The evaluation of Component 3 needs to demonstrate:

• Changes to curriculum, pedagogy, assessment and resources used in designated Australian Curriculum areas in the identified teacher education program within the participating institutions;

• Changes in the ICT capacity of graduating teacher education students (including the use of survey instruments to collect pre- and post- Project data (including the use of established survey instruments to measure capacity (TPACK) in areas/programs identified in 1;

• Changes in the practices, understandings & skills of English, Mathematics, Science, and History curriculum methods teacher educators regarding embedding ICTE in their curriculum methods subjects.

• An Action Plan for the Institution in how it will sustain and scale project improvements across all curriculum areas and all-to-be-nationally accredited pre-service teacher education programs, as well as into the future. Teaching Teachers for the Future Project

Griffith University - 6 May 2011

Research and Evaluation Overview

1. Preservice Teacher Education Technological Pedagogical Content Knowledge (TPACK) Surveys

2. Most Significant Change (MSC) and Action Plans

3. Research Projects


1. Preservice Teacher Education TPACK Surveys and Timelines


1. Development of Preservice Teacher Education TPACK Survey - Jan-March 2011 2. Data Collection 1 - April 20113. Data Collection 1 Analysis - May-July 20114. Summary of TTF Data Collection 1 Findings - July 20115. TPACK Survey for Data Collection 2 - Aug-Sept 20116. Data Collection 2 - Oct-Nov 20117. Data Collection 1 and 2 Analysis - Dec 2011-April

20128. Inclusion in Report - April-May 2012



1. Develop Institutional TTF Innovation Plans – NSN - March-April 2011 2. Ethics Application & MSC Guidelines Development - April-May 20113. Most Significant Change Story Development - July-Nov 20114. Story Sharing – NSN - Dec 2011-Jan 20125. Identification of Most Significant Change - Feb-March 20126. Analysis of Most Significant Change - March-April 20127. Inclusion in Report - April-May 2012



MSC is useful when an innovation is:• complex and is envisaged to have different outcomes in different contexts• focussed on charting change, in this case change in pre-service teacher ICT capacity and teacher educator curriculum methods subjects• makes use of participatory/collaborative approaches e.g. TTF NSN• participants are located within the field (ICTPO, TTF Project Coordinator and preservice teacher education students)

Most significant change is a research approach that charts the learning as it relates to an innovation. In this case the innovation is the Teaching Teachers for the Future (TTF) project. This approach will provide a mechanism for those involved in the project to analyse the impact of the work, chart the learning and identify plans for the future.



• teacher education use of ICT curriculum, pedagogy, assessment and resources in specific curriculum areas• ICT capacity of teacher educators and pre-service teachers• action plans for future implementation in teacher education at the course and institution level• lessons learned from development of the innovation in teacher education

Domains of Change


ResearcTeaching Teachers for the Future ProjectGriffith University - 6 May 2011

The first task for the ICTPO and TTF coordinator is to develop an initial plan for the innovation in the curriculum areas within their institution.

How will the domains of change for this project be developed in your institution in each curriculum area?

These innovation plans can then be shared on the TTF NSN site. The plans can be updated and developed as the project proceeds.

Developing the Innovation Plan for each HEI site



Overview of the Process



MSC Story Development Process

The term course has been used. This refers to a unit, subject, module of study within for example a B Education Primary. The focus of the innovation is on curriculum courses within teacher education.

3. Research Projects Timelines


1. Research Proposal Registered on NSN - March-Dec 2011 2. Implementation of Research Projects and Updates - Mar 2011-April

20123. Synthesis of Research Reports - April 20124. Inclusion in Report - April-May 2012Special Notes:A register of all projects will be established as part of the TTF NSN. Guidelines will be provided for research projects – no additional TTF funding, ethics, intellectual property, TTF logo and

branding usage, and access to, and use of TTF data – Steering Committee. The TFF NSN - research projects to be progressively updated, research collaborations and networking.TTF related research outputs are encouraged including but not limited to: higher degree research, refereed peer

reviewed journal articles and book chapters.AARE 2011; 2012ACEC 2012ACDE 2012ATEA 2012?Others?

Future Agreed Actions


1. Team approach – TTFPC, ICTPOs, Program Convenors, Course Conevnors, teaching teams…

2. Understanding of TPACK, AITSL’s National Professional Standards, Australian Curriculum3. English and Mathematics - TTF Focus Courses Sem 2 20114. Deliverables – Research and Evaluation5. …

TTFBriefing

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