Response to the Bercow Report: Can the next generation of teachers harness the potential of assistive and enabling technologies?

Journal article

Blamires, M. 2008. Response to the Bercow Report: Can the next generation of teachers harness the potential of assistive and enabling technologies? Journal of Assistive Technologies. 2 (4), pp. 37-40. https://doi.org/10.1108/17549450200800036
AuthorsBlamires, M.
Abstract

This paper considers the accountability frameworks that are intended to determine the quality of teachers graduating from training programmes and considers how these frameworks may need to take more account of evidence for enabling and assistive technologies if they are to enable new teachers to make effective use of this technology for inclusion.

KeywordsTeaching; Every Child Matters; children; learning; inclusion. technology
Year2008
JournalJournal of Assistive Technologies
Journal citation2 (4), pp. 37-40
PublisherPier Professional
ISSN1754-9450
Digital Object Identifier (DOI)https://doi.org/10.1108/17549450200800036
Publication dates
PrintDec 2008
Publication process dates
Deposited24 Oct 2011
Output statusPublished
References

Abbott C (2007) E-inclusion: Learning difficulties and digital
technologies. London: Futurelab. Available from: http://www.
futurelab.org.uk/resources/documents/lit_reviews/Learning_Diffi
culties_Review2.pdf (accessed November 2008).
ACE (2008) Research Projects. Oxford: ACE Advisory Trust.
Available from:http://www.ace-centre.org.uk/index.cfm?pageid
=B2585F2A-3048-7290-FEA7591DCA29FB49 (accessed
November 2008).
Andrews R (2008) The Case for a National Writing Project for
Teachers. Reading: CfBT. Available from: http://www.cfbt.com/
evidenceforeducation/pdf/NWP_v5(W).pdf (accessed November
2008).
Bercow J (2008) The Bercow Report: A Review of Services for
Children and Young People (0–19) with Speech, Language and
Communication Needs. London: DCSF. Available from:
http://www.dcsf.gov.uk/bercowreview/docs/7771-DCSFBERCOW.
PDF (accessed November 2008).
Blamires M (Ed) (1999) Enabling Technology for Inclusion.
London: Paul Chapman Publishing.
Cox M, Abbott C, Webb M, Blakeley B, Beauchamp T & Rhodes
V (2003) ICT and Attainment, a review of the research literature.
London: DfES & Becta. Available from: http://partners.becta.org.
uk/upload-dir/downloads/page_documents/research/ict_attain
ment_summary.pdf (accessed November 2008).
DfES (2003) Every Child Matters. Green Paper. London: HMSO.
Available from: http://publications.everychildmatters.gov.uk/
default.aspx?PageFunction=productdetails&PageMode=publicat
ions&ProductId=CM5860& (accessed November 2008).
Detheridge T (Ed) (1994) Integrated Learning Systems: A report
of the pilot evaluation of ILS in the UK. Coventry: NCET.
Dyson A & Millward A (2002) Decision-making and Provision
Within the Framework of the SEN Code of Practice RR248.
London: DfES
Hope M (1986) The Magic of the Micro: A resource for children
with learning difficulties. London: CET.
Lord Laming (2003) The Victoria Climbé Enquiry. London: DH.
Available from: http://www.victoria-climbie-inquiry.org.uk/
finreport/titlepages.htm (accessed November 2008).
Selwyn N & Facer K (2007) Beyond the Digital Divide. London:
Futurelab. Available from: http://www.futurelab.org.uk/
resources/documents/opening_education/Digital_Divide.pdf
(accessed November 2008).
Training and Development Agency for Schools (2008a) Special
Educational Needs Research & Development Awards Round 3.
London: TDA. Available from: http://www.tda.gov.uk/partners/
ittstandards/guidance_08.aspx (accessed November 2008).
Training and Development Agency for Schools (2008b)
Professional Standards for Qualified Teacher Status and
Requirements for Initial Teacher Training. London: TDA. Available
from: http://www.tda.gov.uk/upload/resources/pdf/p/
professional_standards_2008.pdf (accessed November 2008).
Training and Development Agency for Schools (2008c)
Requirements Guidance. London: TDA. Available from:
http://www.tda.gov.uk/partners/ittstandards/guidance_08.aspx
(accessed November 2008).

Permalink -

https://repository.canterbury.ac.uk/item/86746/response-to-the-bercow-report-can-the-next-generation-of-teachers-harness-the-potential-of-assistive-and-enabling-technologies

  • 42
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

A review of the report "A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs"
Blamires, M. 2007. A review of the report "A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs". TTRB3.org.uk: Engaging with the Evidence for Teaching and Learning.
Modality matching and other myths: learning Styles and pedagogy in post-16 Learning
Blamires, M. and www.ttrb3.org.uk 2007. Modality matching and other myths: learning Styles and pedagogy in post-16 Learning. TTRB3.org.uk: Engaging with the Evidence for Teaching and Learning.
Building portals for evidence informed education: lessons from the dead
Blamires, M. 2012. Building portals for evidence informed education: lessons from the dead.
Learning and inclusion in the Early Years
Blamires, M. and Estrada, C. 2013. Learning and inclusion in the Early Years. Navtika: Journal of Early Childhood Care and Education.
Testament video interview with Ralph Leighton
Blamires, M. and Leighton, R. 2013. Testament video interview with Ralph Leighton.
Can creativity be assessed? Towards an evidence informed framework for assessing and planning progress in creativity
Blamires, M. and Peterson, A. 2014. Can creativity be assessed? Towards an evidence informed framework for assessing and planning progress in creativity. Cambridge Journal of Education. 44 (2), pp. 147-162. https://doi.org/10.1080/0305764X.2013.860081
Can creativity be assessed? Towards an evidence informed framework for assessing and planning progress in creativity
Blamires, M. and Peterson, A. 2013. Can creativity be assessed? Towards an evidence informed framework for assessing and planning progress in creativity.
Beware of negative ‘IONs’
Blamires, M. 2013. Beware of negative ‘IONs’. Consider-ed; Faculty of Education blog, Canterbury Christ Church University.
Creatividad, cultura y education: creativity culture and education
Blamires, M. and Peterson, A. 2013. Creatividad, cultura y education: creativity culture and education. University de Las Tunas.
The principles of Educational Robotic Applications (ERA): a framework for understanding and developing educational robots and their activities
Catlin, D. and Blamires, M. 2010. The principles of Educational Robotic Applications (ERA): a framework for understanding and developing educational robots and their activities. in: Clayson, J. and Kalas̆, I. (ed.) Constructionism 2010: Constructionist Approaches to Creative Learning, Thinking and Education: Lessons for the 21st Century: Proceedings for Constructionism 2010: The 12th EuroLogo Conference, 16-20 August, 2010 Paris, France Paris The 12th EuroLogo conference.
A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum
Maynard, T., Moss, J., Bowie, R. A., Christie, S., Bainbridge, A., Barnes, J., Blamires, M., Hassett, A., Powell, S., Robinson, S. and Canterbury Christ Church University 2013. A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum.
The principles of Educational Robotic Applications (ERA): a framework for understanding and developing educational robots and their activities
Catlin, D. and Blamires, M. 2012. The principles of Educational Robotic Applications (ERA): a framework for understanding and developing educational robots and their activities. Advancing Education. 2012 (Summer).
Guest editorial
Ellis, S., Tod, J. and Blamires, M. 2006. Guest editorial. Support for Learning. 21 (4), pp. 167-168. https://doi.org/10.1111/j.1467-9604.2006.00426.x
Cohesion comunitaria, multiculturalismo y diversidad: ¿que necesitan saber y hacer los profesores? Community cohesion, multiculturalism and diversity: what do teachers need to know and do?
Blamires, M. and Pérez Peña, Y. 2012. Cohesion comunitaria, multiculturalismo y diversidad: ¿que necesitan saber y hacer los profesores? Community cohesion, multiculturalism and diversity: what do teachers need to know and do? Didasc@lia: Didáctica y Educación.. 3 (2), pp. 145-156.
Dilemmas of enablement: inclusive and special technologies
Blamires, M. 2011. Dilemmas of enablement: inclusive and special technologies. in: Cornwall, J. and Graham-Matheson, L. (ed.) Leading on Inclusion: Dilemmas, Debates and New Perspectives London Routledge. pp. 98-108
El Banco Del Recurso De Entrenamiento De Profesor (TTRB) Y De Orientación Educativa En Inglaterra = The Teacher Training Resource Bank and Initial Teacher Education in England
Blamires, M. 2006. El Banco Del Recurso De Entrenamiento De Profesor (TTRB) Y De Orientación Educativa En Inglaterra = The Teacher Training Resource Bank and Initial Teacher Education in England.
Speech and language
Tod, J. and Blamires, M. 1999. Speech and language. London David Fulton.
Parent-teacher partnership: practical approaches to meet special educational needs
Blamires, M., Robertson, C. and Blamires, J. 1997. Parent-teacher partnership: practical approaches to meet special educational needs. London David Fulton.
Raising aspirations: increasing the participation of students with Autistic Spectrum Disorders (Social Communication Difficulties) in Higher Education: report of the HEFCE strand two disability ASPIHE project
Blamires, M., Gee, S. and HEFCE strand two disability 2002. Raising aspirations: increasing the participation of students with Autistic Spectrum Disorders (Social Communication Difficulties) in Higher Education: report of the HEFCE strand two disability ASPIHE project. Canterbury Canterbury Christ Church University.
What forms of evidence do novice teachers need?
Blamires, M., Field, S. and Wilson, V. 2010. What forms of evidence do novice teachers need?
Why teachers have to be social workers: Adlerian individual psychology and positive approaches to behaviour management: a lost legacy in the UK
Blamires, M. 2006. Why teachers have to be social workers: Adlerian individual psychology and positive approaches to behaviour management: a lost legacy in the UK.
Is there any point in wearing dead men's spectacles? How the theoretical insights of Adler and colleagues relate to current practice with children experiencing Emotional Behavioural Difficulties
Blamires, M. 2006. Is there any point in wearing dead men's spectacles? How the theoretical insights of Adler and colleagues relate to current practice with children experiencing Emotional Behavioural Difficulties. Support for Learning. 21 (4), pp. 182-187. https://doi.org/10.1111/j.1467-9604.2006.00429.x
Knowledge portals and the democratisation of professional development
Blamires, M., Wilson, V. and Field, S. 2010. Knowledge portals and the democratisation of professional development.
Evidence informed practice in Primary Education: an unintended but valuable resource
Blamires, M. and National Association of Primary Education 2009. Evidence informed practice in Primary Education: an unintended but valuable resource. Primary First: The Journal for Primary Schools. 5, pp. 22-25.
Information Communications Technology (ICT) in the early years: implications for successful implementation
Blamires, M., Reardon, D. and Hammond, S. 2011. Information Communications Technology (ICT) in the early years: implications for successful implementation. Navtika: Journal of Early Childhood Care and Education. 2 (2), pp. 3-14.
The e-Robot Project: a longitudinal on-line research collaboration to investigate ERA principles
Catlin, D., Blamires, M. and Valiant Technology, Balham, London, SW12 0NE, England 2010. The e-Robot Project: a longitudinal on-line research collaboration to investigate ERA principles. in: Noriaki, A., Balakirsky, S., Hemker, T., Reggiani, M. and von Stryk, O. (ed.) Proceedings of SIMPAR 2010 Workshops International Conference on Simulation, Modeling and Programming for Autonomous Robots Darmstadt, Germany Technical University Darmstadt. pp. 411-420
I Should CoCo?: The awareness of community cohesion and its utility as a tool for teacher preparation and professional development
Blamires, M., Cameron, D., Kaye, L. and Canterbury Christ Church University 2011. I Should CoCo?: The awareness of community cohesion and its utility as a tool for teacher preparation and professional development.
Implementing effective practice
Tod, J., Castle, F. and Blamires, M. 1998. Implementing effective practice. London David Fulton.
Enabling technology for inclusion
Blamires, M. 2000. Enabling technology for inclusion.
Professional understanding: implications for the inclusion of learners with autism/asperger syndrome
Blamires, M. 2000. Professional understanding: implications for the inclusion of learners with autism/asperger syndrome.
The teacher training resource bank: a free evidence informed resource for the profession by the profession
Blamires, M. and Lawrence, C. 2007. The teacher training resource bank: a free evidence informed resource for the profession by the profession.
An introduction to writing reviews for the TTRB
Blamires, M., Field, S., Foulds, M. and Jenkins, P. 2007. An introduction to writing reviews for the TTRB.
Is a social model sufficient to enable inclusive educational practice?
Blamires, M. 2001. Is a social model sufficient to enable inclusive educational practice? in: O'Brien, T. (ed.) Enabling Inclusion: Blue Skies… Dark Clouds London The Stationery Office. pp. 99-111
Towards an educational model for pupils with autism and Asperger's syndrome
Blamires, M. 1997. Towards an educational model for pupils with autism and Asperger's syndrome. in: Fawcus, M. (ed.) Children with Learning Difficulties: A Collaborative Approach to their Education and Management Chichester Wiley.
Universal design for learning: re-establishing differentiation as part of the inclusion agenda?
Blamires, M. 1999. Universal design for learning: re-establishing differentiation as part of the inclusion agenda? Support for Learning. 14 (4), pp. 158-163. https://doi.org/10.1111/1467-9604.00123
Supporting the inclusion and achievement of learners with autistic spectrum disorders (ASD)
Blamires, M. 2004. Supporting the inclusion and achievement of learners with autistic spectrum disorders (ASD). in: Soan, S. (ed.) Additional Educational Needs: Inclusive Approaches to Teaching London David Fulton. pp. 139-156
Virtual learning or real learning?
Blamires, M. 2004. Virtual learning or real learning? in: Hayes, D. (ed.) The RoutledgeFalmer Guide to Key Debates in Education Abingdon Routledge Falmer. pp. 117-121
A resourceful partnership: work in progress on the UK Teacher Training Resource Bank (TTRB)
Blamires, M. and Hughes, S. 2005. A resourceful partnership: work in progress on the UK Teacher Training Resource Bank (TTRB). in: Looi, C., Jonassen, D. and Ikeda, M. (ed.) Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation IOS Press.
ICT approaches for specific learning difficulties
Blamires, M. 1999. ICT approaches for specific learning difficulties. in: Tod, J. and Castle, F. (ed.) Individual Education Plans: Dyslexia David Fulton.