Facilitating 'expert' teachers: developing technological capability

This paper reports the key findings from a research project in five secondary schools (pupils aged 11–18 years) in the United Kingdom (UK). The project set out to identify whether Web 2.0 collaborative technologies can help to develop the literacy skills of learners with special educational needs and disabilities (SEND), and engage disaffected learners. It involved trainee teachers at Nottingham Trent University (NTU) working with ‘expert’ teachers in schools. The project was intended to enhance trainee teachers’ experience of successful technology-based practice within core subjects (English, maths and science), while exposing them to excellent teaching, and encouraging reflective and collaborative practice.