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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 [email protected] @sarahcorneliusDr Rachel Shanks [email protected] @rshanks
