IDEAL FUTURE Work Package 3 Pedagogical Model

32 Outcome Focus Knowledge awareness Awareness of the pedagogical and professional potential of digital learning technologies Supporting them to understand their beliefs about digital learning technology, building their critical understanding of digital learning technologies and encouraging them to apply it to their practice Knowledge deepening Engage in critical discourse with stakeholders regarding the selection and application of digital learning. They will discuss with peers, students, and other stakeholders about their experiences with digital learning to date, empathize with these and adapt their practice based on this dialog, observations of their own experimentation and reflection Reflective experimentation, collaboration, and knowledge exchange to become digital pedagogical leaders Leadership Develop critical thought leaders in digital learning leadership. They will question the adequacy of contemporary digital and pedagogical practices and challenge current systems, technologies, and processes regarding their feasibility to support contemporary education needs. They will support a culture of innovative practice within and beyond their own context and within their organizations act as an advisor and sounding board for new ideas regarding digital learning. They will have the ability to collaborate with organizations at national and international levels both in education and beyond to develop novel pedagogical and professional practices within education. Supporting those to plan and actively collaborate on projects and problems regarding digital learning across the sector, conduct action-based research to address such and disseminate Table 4: Levels of proficiency: Descriptors Knowledge awareness requires individuals to move beyond their immediate context to question their beliefs, attitudes and subjective norms and so learning actors and activities involve both the individual and inter organisational collaboration. Knowledge deepening supports learners to critically example their own context, adapt and change this, gather evidence, and share in their organisation and so the main learning activities encourage them to engage with the self (at individual level) and those in their organisation. Leadership requires systematic change, innovation and evidence informed practice and so engaging with all actors is critical. The outer layer of the pedagogical model recognises the need to balance autonomy with structure and so the provision of a competence based professional learning model that provides choice regarding modes of engagement is critical. Furthermore, the competence model must emphasise the continuous and sustained nature of professional learning over time, rather than once off and sporadic initiatives. This mirrors the findings of the IRL on the use of more sustained approaches for higher levels of proficiency and the need for long term approaches to supporting change associated with theories of change. 10 10 Darling-Hammond, L., Hyler, M.E. and Gardner, M., 2017. Effective teacher professional development. Learning policy institute . 10 Prestridge, S., 2017. Examining the shaping of teachers’ pedagogical orientation for the use of technology. Technology, Pedagogy and Education , 26 (4), pp.367-381. 10 Nespor, J., 1987. The role of beliefs in the practice of teaching. Journal of curriculum studies , 19 (4), pp.317-328. 10 Becker, H.J. and Riel, M.M., 2000. Teacher Professional Engagement