Distinctive Pedagogies for iPads

Kevin Burden: The University of

Hull

Kevin Burden: The University of

Hull

‘Distinctive Pedagogies’ ‘Distinctive

Pedagogies’

http://www2.hull.ac.uk/ifl/ipadresearchinschools.aspx

What kind of mobile learning activities are

interesting and worthwhile?

What kind of mobile learning activities are

interesting and worthwhile?

What kind of mobile learning activities are

interesting and worthwhile?

‘Tethered learning’ (Traxler)

Tablet PCs:

a game changer?

A pedagogical frameworkfor mobile learning

Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012) Viewing mobile learning from a pedagogical perspective,

Research in Learning TechnologyVol. 20, 2012

Collaboration

AuthenticityPersonalisati

on

Kilsyth PrimaryCryston Primary

Gavinburn Primary

Kingswell Primary

Sciennes Primary

St. Kentigerns Academy

Bellshill Academy

Greenwood Academy

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methodology

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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

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

Findings:Teaching & learning

Leadership, management and change

Parental engagement and interest

Professional development & support

Teaching & Learning

Parental Engagement

So what.....?

“ Teaching and learning can be 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)

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%

“ 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” (Student, Bellshill Academy)(Teacher - Bellshill School)

ContentKnowledge

PedagogicalKnowledge

Pedagogical ContentKnowledge (PCK)

TechnologicalKnowledge

Technological, pedagogicalcontent knowledge (TPCK)(Mishra and Koeller)

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

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Negotiated outcomesExternal control

Agency

“[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)

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Customization

‘One size fits all’:‘just in case’

Tailored fit: ‘Just in time’

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

‘One size fits all’:‘just in case’ Tailored fit: ‘Just in time’

Customization

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Contrived Realistic

Contextualization

My favourite activity this week

The activity that I would like to tell you about is my iBook. It was very fun and worthwhile because we did it for the P2 and P3 classes. I also like how you could make pictures on an app called Art Rage and then export them into your book. Also it is a lot quicker because of the keyboard.

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Embedded: real practice

Situated

Simulated

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Networked: rich

Conversational

Solitary: disconnected

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Context sharing

Data sharing

Content building

Group Scribbles

What did we do this week?

This week we were making some songs on Garage Band for our Eurovision topic.

We were also making some scale drawings of a building in our country. We used Safari to find out what the height, length and width of our buildings were.

My favourite activity My favourite activity this weekthis week

I thought my favourite activity this week would be creating my groups song on Garage Band and learning how to do a jamming session with our group members.

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Collaboration Personalisation

Authenticity

50

Conclusion

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