TPEA/ITTE Committee


Jon Audain – Chair

Jon Audain
Jon Audain

Jon is currently a Senior Lecturer in Primary ICT and Music at the University of Winchester. His area of expertise is working with and mentoring teaching students with a focus on ICT, Educational Technology and music. He has worked as a VLE/Learning Platform Consultant within Hampshire and is a former county-based Advanced Skills Teacher (AST) specialising in Primary ICT, where he supported primary schools across Hampshire.

As an experienced primary teacher Jon and regularly spends time in schools, teaching and supporting staff and children. He frequently works as an ICT consultant, freelance writer and Promethean trainer across the UK.

Within music, Jon works as a freelance musician and conductor. He performs in a range of different ensembles from saxophone ensembles, rocks bands through to a flute, oboe and piano trio. Jon previously worked for Hampshire Music Service as a Listen2Me instrumental teacher and still teaches for Portsmouth Music Service as a woodwind teacher.


Christina Preston – Outgoing Chair

Christina Preston
Christina Preston

Professor Christina Preston is Founder of MirandaNet, Associate Professor, DMU.

Christina Preston has been at the forefront of education, technology and innovation for over 25 years. The MirandaNet Fellowship she founded in 1992 has become a global thought leader in edtech with over 1,200 members in 80 countries. Christina has won 5 international awards for education innovation and for building communities of practice. A senior researcher at the Institute of Education, UCL, from 1992, and now an associate professor at De Montfort, Christina has led several high-profile research projects and evaluations for UK government agencies and a range of organisations in Argentina, Chile, China, the Czech Republic, India, Mexico and South Africa as well as edtech companies.

Example projects:

The iCatalyst approach
MirandaNet has a unique reputation in the market for independence, credibility and market leading research into technology and innovation. Fellows offers an innovative qualitative research programme, iCatalyst, working with teachers as co-researchers to define, measure and report on the impact of innovation on learning. Working with key stakeholders internationally, the MirandaNet Fellows identify what they want to gain from their investment in digital technologies in terms of evidence of learning. Crucial to success is the practice-based methodology of collecting of evidence of learning in the classroom and the ability to measure the impact of implementation.
https://mirandanet.ac.uk/professional-development-approach/

The HandsOn ICT EU-funded project was EU-funded Massive Open Online course (MOOC) that won an EU prize. It was designed to give teachers the skills and knowledge to build their own online courses and modules. The MirandaNet Fellowship was one of the developing team with Catalonia, Greece, Slovenia and Holland. In this context, the teachers who become co-researchers gained valuable ICT professional development in the uses and pedagogies associated with digital tools. https://mirandanet.ac.uk/handsonict/

Research into web-based video in Professional Development
This qualitative UK study begins to set a European standard by outlining contexts in which in-ear coaching is effective. The qualities mentioned in this research as paramount in facilitating human interaction are manifest. These include trust, sensitivity, reflection, empathy and ownership, as well as humour, and, sometimes, chocolate can help too. One can only admire those teachers who have the courage to invite others to critique their classroom practice and to learn how to enhance their practice. The sheer volume of the sharing of video clips on the platform is witness to teachers’ keenness to learn with and for each other. They deserve rewards for enduring the positive stress that accompanies such adventure. These committed experts felt that the use of videos and synchronous coaching in authentic situations should be standard practice in teacher training. Indeed, it appears that, at its best, in-ear coaching in the classroom has the potential to be transformational for teachers and pupils alike. It is hoped that larger scale studies will endorse these professional observations.
https://mirandanet.ac.uk/about-associates/associates-research/iris-connect-research-into-web-based-video-in-professional-development/

Example publications:
Leask, M. and C. Preston (2011) ICT Tools for Future Teachers: Becta, Coventry. Published http://webarchive.nationalarchives.gov.uk/20110125093509/http://research.becta.org.uk/
Pachler, N, C. Preston, J. Cuthell, A. Allen and Pinheiro Torres (2011) The ICT CPD Landscape in England. Becta,
http://www.wlecentre.ac.uk/cms/index.php?option=com_content&task=view&id=363&Itemid=87
Younie S., and Preston, C (2017) ‘Don’t lose the essence of what it means to teach’ TES 17th March 2017. https://mirandanet.ac.uk/blog/2017/03/23/dont-lose-essence-means-teach/
Younie S. and Preston C. (2019 in press) Chapter: Creating resilience: professional communities for teachers to improve recruitment and retention: in Exploring Teacher Recruitment and Retention: Regional disparities and key challenges Eds T. Ovenden-Hope and R. Passy Routledge


Helen Caldwell

Helen Caldwell
Helen Caldwell

Senior Lecturer in Education, University of Northampton, Curriculum Leader for Primary Computing and Programme Leader for the Postgraduate Certificate in Digital Leadership

Helen is a specialist in educational technology, teacher education and eLearning at the University of Northampton. She is an Apple Distinguished Educator, a National Executive Committee Officer for the Technology and Pedagogy in Education Association (TPEA) and was a member of the Computing in ITT Expert Advisory Group for the Department for Education, 2014-16. Her role at the University of Northampton involves working with pre-service and in-service teachers, and leading the Postgraduate Certificates in Digital Leadership and Primary Computing. Helen has considerable experience of international work and has been the research lead on nine funded projects, the most recent of which are two 3-year Erasmus+ projects on the theme of Digital Learning across Boundaries.
https://www.northampton.ac.uk/directories/people/helen-caldwell/

Research lead and bid writer:
2019-22: Digital Learning across Boundaries 2: Developing Changemakers (DLaB2) 3 year Erasmus+ funded project http://dlaberasmus.eu: (Erasmus+, £320,000)
2016-19: Digital Learning across Boundaries (DLaB) 3 year Erasmus+ funded project http://dlaberasmus.eu: (Erasmus+, £270,000)
2015-16: Teaching with Tablets MOOC (University of Northampton Innovation Fund, £12,000)
2014-15: Let’s Teach Primary Computing MOOC (Department for Education, £30,000)

Recent publications:
Caldwell, H. and Pope, S (2019). STEM in the Primary Classroom. London: Sage.
Caldwell H. and Cullingford-Agnew, S. (2017). Technology for SEND in Primary Schools: A good practice guide. London: Sage.
Bird, J., Caldwell, H. and Mayne, P. (1st ed. 2014, revised 2nd ed. 2017). Lessons in Teaching Computing in Primary Schools. London: Sage.
Caldwell, H. and Smith, N (2016). Computing Unplugged: Exploring primary computing through practical activities away from the computer. London: Sage.
Caldwell, H. and Bird, J. (2015). Teaching with Tablets. London: Sage.


Andrew Connell

Andrew Connell
Andrew Connell

Andrew Connell is Head of Group (Education) at the University Centre, Shrewsbury (UCS). Until recently he was Head of Initial Teacher Education at the University of Chester. In these roles, he lead on the development, quality assurance and enhancement of teacher training and other education courses at the University of Chester. The programmes include three year undergraduate routes for Primary (5-11) and Early Years-Primary (3-8); PGCE Primary (5-11) and Early Years-Primary (3-8); PGCE Secondary in a range of subjects; Post 16 Teacher Training and Early Years Teacher Status (EYTS). This is part of a very strong Partnership of school, colleges, nurseries and Teaching Alliances across the region. In the last Ofsted inspection, the Partnership gained ‘outstanding’ for its primary and secondary provision and ‘good’ for post 16 and EYTS. It remains the only Partnership in the North West to have grade 1 for both primary and secondary, which reflects the excellent training out students receive from the whole Partnership.

Andy is Chair of the Council for Subject Associations, Treasurer for the Technology and Pedagogy and Education Association (TPEA) and a long-standing executive committee member of the Association for Information Technology in Teacher Education (ITTE). He has been on a number of national subject expert groups for Computing and ICT, including groups drafting the Computing curriculum, Subject Knowledge Enhancement content and ITE content and on several advisory groups on Teacher Standards. He was previously at Keele University and Liverpool Hope University. Prior to moving into Higher Education, he was a teacher and Head of Computing and Business in secondary schools and taught in primary schools. He has jointly edited and written several chapters in the latest edition of ‘A Practical Guide to Teaching Computing and IT in Secondary Schools’. He has contributed to other books on teaching Computing and ICT and written guides to support teachers and teacher trainers of computing on behalf of Government Agencies. He regularly presents at conferences on the Pedagogy of Computing and on Managing Teacher Training. Andy is passionate about educating beginning and experienced teachers to help them provide the best possible learning experience for young people.


Andrew Csizmadia

Andrew Csizmadia
Andrew Csizmadia

Andrew is Senior Lecturer in Computer Science Education at Newman University Birmingham, where he teaches new computing teachers. He is also Subject Lead PGCE Secondary Computing and Subject Lead BSc Computer Science.

Andrew has a regional, national and international reputation as a computing education researcher. He has served as a member of both national and international working groups implementing computing, digital technologies, such as learning management systems, formative assessment digital repositories, eportfolios and educational robotics. Andrew has actively evaluating the impact of these technologies using both quantitative and qualitative research instruments and disseminating research findings through collaborative publications and conference presentations. Currently, Andrew is the Secretary of TPEA and serves on two academic journal and several international conference program committees reviewing the adoption and impact of digital technologies within educational establishments.
https://www.newman.ac.uk/staff/andrew-paul-csizmadia/

Example projects:
2016-20: British Computer Society Certificate in Computer Science Teaching
2008-09: Digital Literacy and Creativity – JISC/HEA Open Educational Resources project
2003-05: Birmingham & Solihull New Technology Institute
2001-03: Super Cisco Academic Training Centre for Europe, Middle East and Africa

Example publications:
Catlin, D., Kandlhofer, M., Cabibihan, J.J., Angel-Fernandez, J., Holmquist, S. and Csizmadia, A.P., 2019. EduRobot Taxonomy. In Smart Learning with Educational Robotics (pp. 333-338). London: Springer.
Sentance, S. and Csizmadia, A., 2017. Computing in the curriculum: Challenges and strategies from a teacher’s perspective. Education and Information Technologies, 22(2), pp.469-495.
Csizmadia, A., Curzon, P., Dorling, M., Humphreys, S., Ng, T., Selby, C. and Woollard, J., 2015. Computational thinking-A guide for teachers. Swindon: British Computer Society.
Giordano, D., Maiorana, F., Csizmadia, A.P., Marsden, S., Riedesel, C., Mishra, S. and Vinikienė, L., 2015, July. New horizons in the assessment of computer science at school and beyond: Leveraging on the viva platform. In Proceedings of the 2015 ITiCSE on Working Group Reports (pp. 117-147). ACM.


Terry Freedman

Terry Freedman
Terry Freedman

Terry Freedman is a freelance edtech consultant for schools as well as having worked for the Department of Education and Science, Becta and the Teacher Training Agency. He is a freelance writer and trainer on edtech and related matters and a keynote speaker on edtech related topics. He is the author of over twelve published and self-published books.

Fellowships and memberships include: Fellow of the Royal Society of Arts, Mirandanet Fellow, Committee Member of Association of Information Technology in Education, Committee Member of the Technology, Pedagogy and Education Association, Associate Member of National Conference of University Professors and Committee Member of the Society of Authors’ Educational Writers Group.


Emma Goto

Emma Goto
Emma Goto

Senior Lecturer in Education, University of Winchester

As a teacher Emma’s real interest revolved around how children learn. As her career in schools progressed she developed a passion for supporting other practitioners to develop their skills to enhance children’s learning. This led to her becoming an Advanced Skills Teacher supporting schools across Hampshire with the development of teaching and learning in primary ICT. Building on this experience, Emma moved in to academia in 2013 and now teaches on the primary initial teacher education programmes at the University of Winchester. Emma has a real interest in exploring ways in which we can support teachers, at all stages of their careers, to develop their practice, based on current research about best practice in education.
https://www.winchester.ac.uk/about-us/leadership-and-governance/staff-directory/staff-profiles/goto.php

Example projects:
2019-2020: VSO Numeracy For All Project: Project aims to create a MESHGuide and Parent Guidance leaflet to support active learning of mathematics

Example publications:
Audain, J., Goto, E. & Dalton, T. (2018) Debates in the Use of Tablets in Secondary Classrooms. In: Younie, S. & Bradshaw, P. (eds.) Debates in Computing and ICT Education. Abingdon: Routledge, 181-194.
Opie, M., Ansell, K. & Goto, E. (2017) Technology and its Role Outside the Classroom. In: Waite, S. (ed.) Children Learning Outside the Classroom: From Birth to Eleven. 2nd Edn. London: Sage, 106-117.
Goto, E. (2017) Playful Computing. Hello World, 1, 58-59.
CASTV (2017) Emma Goto, Computing in the EYFS. Available at: https://youtu.be/f6jmmpqiUZ4 [Accessed 15 March 2017].
Goto, E. & Berry, M. (2015) Laying the Foundations for Computing in the Early Years, Switched On, Computing at School (CAS), 6-7.
Goto, E. & Walker, M. (2014) It’s a Little Bit of Magic, Special, Nasen, 45-47.
Goto, E. (2014) Get With the Program, Teach Primary, 8 (3), 99-100.
Goto, E. (2014) Developing the Curriculum in the Key Stage One Classroom, Switched On, Computing at School (CAS), 6.


Elizabeth Hidson

Elizabeth Hidson
Elizabeth Hidson

Dr Elizabeth Hidson is a Senior Lecturer in Education at the University of Sunderland. She is Programme Leader for the Postgraduate Certificate in Education (SCITT) and Assistant Programme Leader for the PGCE Education Independent Distance Learning (IDL)

Elizabeth started her career in education as an IT teacher, progressing to ICT Advanced Skills Teacher, Lead Practitioner in ICT and later to assistant and deputy headteacher senior leadership roles. She was the chair of the Westminster Borough ICT sub-group for wave 3 of the Building Schools of the Future programme, responsible for the vision, procurement and implementation of a coherent ICT strategy across the borough’s eight secondary schools and a special school. Moving into academia, Elizabeth has been an educational technology researcher as well as teaching on PGCE, MA and doctoral courses at Durham University, Newcastle University and the University of Sunderland.

Elizabeth brings a wealth of school-level, regional, national and international experience of innovation in educational technology research and practice in schools, colleges and universities. Elizabeth started her career in education as a secondary-school IT teacher, progressing to ICT Advanced Skills Teacher, SSAT Lead Practitioner in ICT for the London region and later to assistant and deputy headteacher senior leadership roles. She was the chair of the Westminster Borough ICT sub-group for Wave 3 of the Building Schools of the Future programme, responsible for the vision, procurement and implementation of a coherent multi-million pound ICT strategy across the borough’s eight secondary schools and one special school. Moving into academia, Elizabeth has been an educational technology researcher as well as teaching on PGCE, MA and doctoral courses at Durham University, Newcastle University and the University of Sunderland. She has worked on five funded computing and educational technology projects across eleven countries. She is a committee member of the Technology, Pedagogy and Education Association. She is the programme leader for the University of Sunderland UK-based blemded learning PGCert Education and the assistant programme leader for the PGCE (IDL) course, delivered via distance learning to over 400 students around the world each year.
https://www.sunderland.ac.uk/about/staff/teacher-training-and-education/elizabethhidson/

Funded research experience
2018-2019 Positive Pedagogy HE: an AdvanceHE funded computer programming intervention project in collaboration with the Biomedical Sciences Research Institute at Ulster University.
2017-2018 Linguacuisine: an Erasmus+ funded project developing digital competence through authoring mobile apps for language learning in the UK, Greece and Italy.
ProPIC Europa: an Erasmus+ funded project researching the creative use of multiple mobile technologies for teacher education in the UK, Spain, Germany and Sweden.
EuroSOLE, an Erasmus+ funded project researching self-organised learning to support schools and colleges tackling early school leaving in the UK, Ireland, Belgium and Finland.
2016-2017 VEO Europa: an Erasmus+ funded project using a video-enhanced observation mobile app and platform to support initial teacher training and continuing professional development in schools across the UK, Germany, Finland, Turkey and Bulgaria.

Recent outputs
Hidson, E., (forthcoming). Video-enhanced lesson observation: moving from performance management to continuous teacher development. In Seedhouse, P. (Ed.), Video Enhanced Observation for Language Teaching: Reflection and Professional Development.
Hidson, E., (2019) Video-enhanced observation: a case study of lesson feedback in a PGCE school placement. Impact: Journal of the Chartered College of Teaching.
Hidson, E., (2018) Video-enhanced lesson observation as a source of multiple modes of data for school leadership: A videographic approach. Management in Education, 32 (1). pp. 26-31. ISSN 0892-0206


Alison Hramiak

Alison Hramiak
Alison Hramiak

Alison Hramiak is the Post 16 Course Team Leader at Sheffield Hallam University. She has also taught on a number of PGCE courses and the MEd and teaches on the EdD at Hallam too.

Alison’s research is focused on impact and pedagogy in learning and teaching, assessment and feedback, and also on cultural adaptations in beginning teachers. She has also done much research on the use of technology in teacher training. Alison has co-authored several books focusing on learning and teaching, and writes reviews for a variety of international journals and conferences, and the HEA. Alison’s work is published nationally and internationally, in peer reviewed educational journals, and she also writes for the Guardian and THES regularly. Alison is a Fellow of the HEA.

Example projects:
Hramiak, A. (2018) A Discussion on the use of technology for historical research. Video produced by Sage publications at:
Preston, C. et al (2019) Responses to government via various reports and consultations at:
https://mirandanet.ac.uk/knowledge-hub/white-papers/
Hramiak, A. (2019) The SHU Post 16 ITE ‘Approach’ Paper presented at the Resilience in Post 16 Teacher Education UCET meeting, London, February 2019.
Preston, C and Hramiak, A. Exploring E-mentoring (2018) Paper presented at Information Technology in Teacher Education (ITTE) Annual Conference, Winchester University, Winchester, July 2018.
Hramiak, A. (2017) Time Travel for Beginners: …or How Technology Can be used For Historical Research Paper presented at the Information Technology in Teacher Education (ITTE) 31stInternational Conference, 20-22nd June 2017, Hull University
Hramiak, A. (2017) A Step-by-Step Approach to Using Grounded Theory: From Data to Articles Using a Study of the Cultural Adaptations of Trainee Teachers at: http://methods.sagepub.com/case/grounded-theory-data-articles-study-cultural-adaptations-trainee-teachers
Hramiak, A. (2014) Using a mixed methods approach in classroom research to investigate challenges and issues of culture with beginning teachers in schools; SAGE Cases in Methodology, accessed at: http://srmo.sagepub.com/view/methods-case-studies-2014/n50.xml.

Example papers – available on google scholar
Hramiak, A. (2017) Using the Dynamic Model of Educational Effectiveness to Explore Impact on Practice by Teach First Beginning Teachers. Journal for Educational Research Online Volume 9 (2017), No. 1, 190–209
Hramiak, A. (2017) The Impact of Doctoral Studies on Personal and Professional Lives, Work Based Learning e-Journal International, 7 (1), 20-39.
Hramiak, A. (2015) Applying the Framework for Culturally Responsive Teaching to Explore the Adaptations that Teach First Beginning Teachers Use to Meet the Needs of their Pupils in School, accepted for publication in Teacher Education and Development (COGENT) October 13th 2015. Available on line at: http://dx.doi.org/10.1080/2331186X.2015.1108950
Hramiak, A. (2014) Using a cultural lens to explore challenges and issues in culturally diverse schools for Teach First beginning teachers: implications for future teacher training, Professional Development in Education, Vol 40, Number 1, February 2014, 147-163.

Conference papers
Preston, C. et al (2019) Responses to government via various reports and consultations at:
https://mirandanet.ac.uk/knowledge-hub/white-papers/
Hramiak, A. (2019) The SHU Post 16 ITE ‘Approach’ Paper presented at the Resilience in Post 16 Teacher Education UCET meeting, London, February 2019.
Preston, C and Hramiak, A. Exploring E-mentoring (2018) Paper presented at Information Technology in Teacher Education (ITTE) Annual Conference, Winchester University, Winchester, July 2018.
Hramiak, A. (2017) Time Travel for Beginners: …or How Technology Can be used For Historical Research Paper presented at the Information Technology in Teacher Education (ITTE) 31stInternational Conference, 20-22nd June 2017, Hull University


Chris Shelton

Chris Shelton
Chris Shelton

Dr Chris Shelton is Head of the Primary Postgraduate Certificate of Education (PGCE) at the University of Chichester and jointly coordinates the undergraduate and postgraduate ICT and Computing modules. He teaches on BA, PGCE and MA programmes on modules related to ICT, Computing and Professional Studies and has been an External Examiner for a number of undergraduate and postgraduate teacher education programmes. Chris is a member of the National Executive Committee of ITTE (the Association for IT in Teacher Education) and was a member of the Primary National Curriculum for Computing in ITT Expert Group supporting tutors and trainees in ITT in preparing for the new curriculum. He is a Fellow of the Higher Education Academy and a member of NAACE and BERA. Previously he worked in primary schools across Key Stages One and Two and was a school ICT Co-ordinator. Chris is a school governor and regularly runs in-service training events for primary school teachers at the University and in local schools.

Chris has a range of research interests relating to technology, computing and digital literacy in schools and universities. His PhD focused on teacher’s thinking about technology in Higher Education and his recent work has explored the pedagogy of teaching computing and teacher beliefs and knowledge about technology.

Chris was UK project director for the CIRT (Consortium for Intercultural Reflective Teachers) project – an EU funded project (€200,000) in collaboration with Pennsylvania State University in the USA and Jönköping University in Sweden. The project aimed to encourage international collaboration through a five year programme of staff and student exchanges between the three partner universities (2008-2012). He was awarded a £5,000 grant from the Teaching Agency as part of the Leading Partners Programme: ICT. This was used to explore and develop links with partnership schools to improve teacher training in ICT (2012).


Sarah Younie

Sarah Younie
Sarah Younie

Professor Younie has been involved in international and national teaching and research on educational technologies for over twenty-five years. She has been involved in the use of digital technologies in educational settings for UNESCO, EU and UK government agencies, including the Training and Development Agency (TDA, DfE), Becta, BBC, HEA and JISC. She has worked as a teacher and researcher in secondary schools, universities and as the UK Chair of the National Subject Association of IT in Teacher Education (ITTE) and she has conducted national research, including evidence for the Parliamentary Select Committee Inquiry into Education.

Dr Younie is a Professor in Education, Innovation and Technology at De Montfort University and is Editor-in-Chief for the Journal of Technology, Pedagogy and Education and sits on the journal’s Editorial Board. Professor Younie is a founder member of ‘Education Futures Collaboration’ (EFC) charity, she is a Trustee and sits on the Strategic Leadership Steering group for EFC. Professor Younie has collaborated with Prof Leask from the beginning to set up MESHGuides and has helped to drive this vision forward, through establishing its structures and processes; she sits on the MESH Chief Editorial Board & is Editor-in-Chief of MESH ICT Editorial Board.