Parramatta Learning Centre: iPad Research

iPad Research in Scotland

iPad Research in Scotland

Kevin Burden: The University of

Hull

Kevin Burden: The University of

Hull

methodology

3

1. Mixed methods (i.e. qualitative and quantitative)

2. Online baseline and exit surveys for students and parents

3. Interviews of all lead teachers towards end of pilot + senior teacher where this was possible

4. Interviews with each LA and senior leaders in LA

5. Pupils focus groups in each school (6 students)

6. Lesson observation by researchers in most schools

7. Artefacts from students and teachers

Kilsyth PrimaryCryston Primary

Gavinburn Primary

Kingswell Primary

Sciennes Primary

St. Kentigerns Academy

Bellshill Academy

Greenwood Academy

365

Kingswell Primary

St. Kentigerns Academy

Bellshill Academy Cryston Primary

Sciennes Primary

Greenwood Academy

Kilsyth Primary

Gavinburn Primary

Entirely personal devices Personal in school Class sets

Waltham Leas

East Ravendale

Scartho Juniors

Signhills

Middlethorpe

School iPod iPad Where Staff Total

East Ravendale 70 3 KS 2(every child)

3 76

Middlethorpe Junior 107 15Years 4,

5 & 6 (all)

18

(all staff) 140

Scartho Junior 110 28Year 5 & 6

iPad for all staff 138

Signhills Junior 90 86Year 3

& 4 (all)19 195

Waltham Leas 107 16Year 5 & 6

6(leasing

available)129

484 148Years

3,4,5,& 6 46 678

Technology deployed across the alliance

Contextual

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Findings:Teaching & Learning

Leadership, management and change

Parental engagement and interest

Professional development & support

Teaching & Learning

Parental Engagement

So what.....?

“ Teaching and learning is fundamentally altered when all students have personal access to a mobile device like the iPad”

“I mean they don’t use it for an hour at a time, they pick it up, put it down, they use it for their spelling, they put it away then go on to their reading work, then pick it up to do something else.  But it is in consistent use during the day, is in consistent use during the day, not constantly but it is consistentlynot constantly but it is consistently used on and off during the day” (Class teacher, Bellshill Academy)

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Independent Learning

Collaboration and new patterns of working

I’ve certainly found probably one of the biggest things that’s changed the classroom dynamics is Apple TV because I can use it as a teaching tool and they can use it to share their work; so you’re doing peer assessment, you ’re assessing them yourself because they’ve got their stuff up on the screen, you can stop them and make sure everyone is on the right track or put a piece up that’s really good and use it as a modelling piece(Teacher - Gavinburn Primary School)

The iPad is a great piece of technology for basically everything. It has made me a lot more confident with showing my work on the Apple TV. (P7 student)

“ The relationship between teachers and students changes as students become knowledge

producers rather than just consumers”

“ students are prepared to go the extra mile....”

Dispositions towards learning with iPad

•makes lessons more fun -- 99.6%

•more interested in learning -- 96.2%

•learned more -- 91.6%

•helps to understand difficult ideas --93.9%

•prefers to iPad to a computer --93.9%

•behaved better in lessons -- 87%

•worked more with other people -- 88.8%

•allowed to use the iPad as much as they liked -- 44.8%

School leaders

“ Robust, ubiquitous wi-fi is essential”

School leaders

“ The pattern of ownership is a vital factor in the success of a personal device policy ”

“It doesn’t work if it’s shared because all the good things that happen, happen because it’s yours and you’re taking it home and you’re using it and then you’re adapting and you’re taking the different things. And you’re getting so used to using it that you can use them across the different apps and you can have that bit of personal choice” (Teacher, Bellshill Academy)(Teacher - Bellshill School)

• One of the things that I realised this week was just how much easier and less stressful having one to one devices that the children have personal ownership of is, than having a set that stay in school.  Some of the things that used to cause us problems such as charging (which used to be difficult to manage), storing personal work (the i-pads were often borrowed and it was really difficult to manage getting back the same one to finish off work on), expectations of people who wanted to borrow could sometimes become quite disruptive (yet I wanted other teachers and classes to use them to see the benefits) and having to finish things in class time - have gone

• (Class teacher, Sciennes Primary)  

School leaders

“ Fixed IT solutions and spaces are

likely to be less in demand”

School leaders

“ Traditional curriculum arrangements are unlikely to maximise the opportunities provided by personalised technologies”

School leaders“ Personal devices transcend traditional boundaries between school learning and

home learning, necessitating a reconceptualisation of the two”

School leaders“ There is an urgent need to reconsider

traditional approaches to training teachers in the use of IT - formal training misses the

mark”

ContentKnowledge

PedagogicalKnowledge

Pedagogical ContentKnowledge (PCK)

TechnologicalKnowledge

Technological, pedagogicalcontent knowledge (TPCK)

Parents

“ The home is already a technology rich and connected environment for many

students”

Parents

“ Parents did not see the mobile device as a learning device at the start of the initiative but they changed their views by the end”

Parents

“ Schools and parents need to consider how they can mutually benefit from the use of

personal learning devices”

Parents“Game playing may need regulating for

younger children and parents need to be educated as to the academic and social

benefits of these practices”

Parents

“Parents may be more inclined to support the purchase of a personal device if these benefits are articulated more persuasively”

Parental Engagement

Allie Majer talking about parents getting excited (video)

Allie Majer: headteacher,

East Ravendale

Creative skills for life

Final remarks from teachers

“[The children] feel more in control of their own learning. I think because they’ve got more choice about how they do things it’s allowing them to see what’s the best way for them to learn.  And it makes them more aware when you actually enter into discussions with them about their learning they seem much more aware of their learning than they did before because it’s more child-led.  They’re making more decisions about their learning.”

(Teacher - Gavinburn Primary School)

Changing the nature of assessment and

feedback

“I can upload a worksheet okay and they can … before I

would have maybe sent a worksheet home and they

would just complete it and send it back to me.  But if I put

the worksheet on ‘Screen Chomp’, then they can do the

worksheet on ‘Screen Chomp’ but record themselves while

they do it, and explain what they are doing to me, so I can

see where their understanding is, and I can see any points

that they are not understanding.  And I can also, when I

am marking it when I am talking to the children after, I

will be able to give them more direct and targeted

feedback because I will know exactly where they have

gone wrong with things.  I think that has been a big

change in being able to do that”

Teacher - Chryston Primary School

CfE

A pedagogical frameworkfor mobile learning

Collaboration

Data

sharing

Conv

ersa

tion

Authenticity

Contextualis

ed

Situated

Personalisation

Agen

cy

Customisation

Agency

LOW MEDIUM HIGH

Customization

Contextualization

Situated

Conversational

Data sharing

External control Negotiated outcomes

‘One size fits all’:‘just in case’

Tailored fit: ‘Just in time’Personalization

Contrived Realistic

Simulated Embedded: real practice

Authenticity

Collaboration

Solitary: disconnected Networked: rich

Content building Context sharing

Agency

LOW MEDIUM HIGH

Customization

Contextualization

Situated

Conversational

Data sharing

External control Negotiated outcomes

‘One size fits all’:‘just in case’

Tailored fit: ‘Just in time’Personalization

Contrived Realistic

Simulated Embedded: real practice

Authenticity

Collaboration

Solitary: disconnected Networked: rich

Content building Context sharing

Agency

LOW MEDIUM HIGH

Customization

Contextualization

Situated

Conversational

Data sharing

External control Negotiated outcomes

‘One size fits all’:‘just in case’

Tailored fit: ‘Just in time’Personalization

Contrived Realistic

Simulated Embedded: real practice

Authenticity

Collaboration

Solitary: disconnected Networked: rich

Content building Context sharing

Agency

LOW MEDIUM HIGH

Customization

Contextualization

Situated

Conversational

Data sharing

External control Negotiated outcomes

‘One size fits all’:‘just in case’

Tailored fit: ‘Just in time’Personalization

Contrived Realistic

Simulated Embedded: real practice

Authenticity

Collaboration

Solitary: disconnected Networked: rich

Content building Context sharing

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