<div>The task of remaining current with ICT is a massive issue. I've been both a Mathematics teacher and a Computing teacher and you are most certainly correct as far as content is concerned. 90% of school maths content is the same as it was 40 years ago - and a quick look at textbooks will verify that (pedagogy however has changed significantly though). Computing content has a very short half-life.</div>
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<div>Some time back we changed the mandated programming language in one IT subject from Pascal to Java, One of my colleagues in another school asked their principal for some time to learn this language and update their notes, assignments etc. The response was "I used to teach English and we had a new novel every year. What's so hard about changing a computer language?"</div>
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<div>And it was said in all seriousness. </div>
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<div>The nature of ICT and the workload in remaining current is not well-understood by most people outside of it. Some people find even a change of web browser challenging, but at a deeper level of study the change is much more demanding of course. The most successful PD models I have seen rely heavily on the generosity of the teachers involved and their willingness to go beyond the minimum. This is of course impossible to mandate across the board. It isn't always about sending people to training, though that has its place.</div>
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<div>Any suggestions on workable models for PD in the use of ICT tools generally, or the ones discussed here specifically? (workable = able to be scaled to all staff, not just the enthusiastic.)</div>
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<div>Ken, TASITE Tasmania<br><br> </div>
<div class="gmail_quote">On Wed, Mar 11, 2009 at 2:46 PM, Bane, Janet A <span dir="ltr"><<a onclick="return top.js.OpenExtLink(window,event,this)" href="mailto:bane.janet.a@edumail.vic.gov.au" target="_blank">bane.janet.a@edumail.vic.gov.au</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="PADDING-LEFT: 1ex; MARGIN: 0px 0px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid"><br>I often think I should have been a maths teacher - algebra and trigonometry probably haven't changed much in the past few decades (sorry to any maths teacher if I have offended you), but if you think of the giant strides made in the field of computers and ICT, its no wonder schools can't keep pace.<br>
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