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How do you handle variations between schools in terms of how well they support the development of progression in trainees’ use of ICT in history? It is generally acknowledged that history departments vary in the extent to which they make use of ICT and schools vary in terms of access to ICT for subject teaching. How can we take these variations into account when we plan for trainee progression in the use of ICT in subject teaching? Try to develop good ‘intelligence’ about which departments and schools offer a propitious environment for developing trainees’ use of ICT so you can offer trainees one good school-based experience of ICT. Stress to trainees that they have to be proactive about ICT; they have to use their own initiative sometimes, work on their own on ICT whilst on school placement, even if the mentoring is not focusing sufficiently on this facet of becoming a history teacher. A list of suggested tasks to work on over the course of the placement can help focus the trainees (see resource 10.6.1). Attitudes of mentors towards ICT are as important as access to ICT facilities. Encourage mentors to talk to the trainee about the potential of ICT within history teaching. If necessary, provide mentors with suggestions and articles about the use of ICT in history and model the use of ICT in mentor meetings and mentor training. Give them some examples which they can share with trainees. This should help them engage with trainees in a professional dialogue about ICT. You could also suggest that mentors make use of colleagues within the department or other curriculum areas if they are not confident in their own use of ICT.
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