Alt2013 Expectations and reality: experiences of implementing mobile devices in schools

Expectations and reality: the implementation of mobile devices in schoolsSarah Cornelius and Rachel Shanks

Nottingham, Sept 2013

MODIS

Designed by IT Media Services, University of Aberdeen

• Learning lessons from current projects to support future implementations

• Collaborative project – 2 Scottish Local Authorities– Primary and secondary schools– Range of drivers and devices– Different implementation models

Project design

Designed by IT Media Services, University of Aberdeen

LA1Primary

1:1 ipod touchWhole school

LA2Primary1:1 ipad

P6/7

LA2Primary

1:1 android tabletWhole school

LA1Primary-Secondary

eReaderP6 (retain until S4)

CS1 CS

2

CS4

P1= age 5-6, UK Yr1 P7 = age 11-12, UK Yr7

CS3

Expectations and realities

Designed by IT Media Services, University of Aberdeen

• Identifying successes and challenges during implementation – teachers’ perspective

• Focus on Case Study 1 – 1:1 iPod Touches across whole primary school– Redeployment of devices (not new)– P1-3 in school, P4-7 school/home use – built late 1980s

• Preliminary findings

Data Collection

Designed by IT Media Services, University of Aberdeen

Pre/early implementation questionnaire – teachers’

expectations

Relevant LA staffTeachers

Second observation of device use in situ + pupils’

experiences

Discussions/interviews

First observation of device use in situ + pupils’

experiences

Head Teacher

Final Case Study report

Interim report

Expectations

Designed by IT Media Services, University of Aberdeen

• Identified at beginning of 2012/3 using a questionnaire survey with teachers from two schools (N=29)

• Revisited by teachers from Case Study 1 in May 2013 (N=11)

Expectedbenefits

Continuingchallenges

Resolved challenges

Access to resources Interactive learningExtending learning

Sharing work with peers and parents

Instant internet researchCutting paper use

Pupil contributions to lessonsProviding resources to pupils

Individualised activitiesAssessment

Showcasing pupil work

Development of teacher skillsGetting lessons started

Practice activitiesClass management

Supporting pupil autonomy

Realised by all

Realised by most

Realised by some

Not realised

Expected benefits

Access to resources:pupil choice

Resources/Interactive learningResources: interactive learning

- Games?- Quick finishers- ‘choosing’ time(some prefer lego)

Extending learning

• Sharing & showcasing - impacted by restricted Internet access?

• Assessment – literature suggests traditional assessment

approaches do not lend themselves easily to m-learning

Not Realised

Continuingchallenges

Finding meaningful ways to use the devicesPressure to keep apps up to date

Technical issues (synching, installing apps)Connecting to the Internet

Getting to grips with the technologyLack of knowledge

Pupil demands for apps/resourcesUsing the devices to their potential

Still a challenge for all

Still a challenge for most

Still a challenge for some

Technical challenges

• Finding meaningful uses• Using resources to potential• Getting to grips with technology• Lack of knowledge

Literature shows TIMEIs a big issue for teachers

Professional development challenges

Need for additional resourcesHelping pupils get started

Behaviour issues

Devices distracting pupils in class

Pupils know more than teachersMonitoring web browsing

Responsibility placed on pupilsRushing work to get time on device

Being out of my comfort zone

Resolved by all

Resolved by some

Resolved by mostResolved challenges

Management strategies

Designed by IT Media Services, University of Aberdeen

+ devices provide resources for learning, and support interactive and extended learning activities

+ challenges such as devices distracting pupils/behaviour issues can be easily overcome

- technical issues impact on teachers’ experiences - need sustained support

- teachers need opportunities to explore potential and meaningful use (e.g. assessment)

Lessons Learned

Designed by IT Media Services, University of Aberdeen

More research needed:• Additional case studies to identify generic issues• Culture of PD and support (context specific, whole

school, mentoring, CoP…)• Pupil experiences – cultural changes in school/home

computing environment, transition to secondary, expectations

Next steps

Sarah Cornelius s.cornelius@abdn.ac.uk @sarahcorneliusDr Rachel Shanks r.k.shanks@abdn.ac.uk @rshanks