David Major - Handheld Learning 2008

St. Mary’s Minibook Project Exploring the Potential T C I C & R

Exploration of technology in a learning context needs pioneers. Partnerships across practitioners and providers is key to this. T C I C & R

A School by day – a church by night Very few resources Re-inventing the wheel everyday Keeping learning journeys on track T C I C & R

“ So what do you miss most?” “ How did we help? T C I C & R
Smart Board
Computers
Digital Projector
Internet
Access to PC suite
RM Maths
Early morning practice on PC

Allow the staff to explore the ‘Minibook’ Meet with staff to gather feedback How did the minibook work? Operating system? What resources did the minibooks have? Could these support learning? How? ‘ Learning together’ – children, teachers, consultant, school technician Begin to identify learning possibilities Explore the ICT device Initial Exploration T C I C & R

Question whether the teachers would have the ‘readiness’ to explore this learning tool? Willing explorers of change in learning styles? Would there be any safety implications (E-safety, health) to be considered from children / teachers using this device? Identify key benefits in terms of supporting learners. Investigate whether the school’s current ICT learning resources could be accessed using this device. The minibooks would provide the children with ICT learning experiences. RM Maths? The school network – shared area, my work? Espresso? Learning Platform? Sharing ideas and discussion Individual learning device- size Sharing devices Safety and E-safety Further disruption to learning Pressure of expectations Opt out clause T C I C & R

Think about ‘additionally’ in terms of the resources the device would need to support the learner effectively. Where would we store the devices? How would we charge the devices? How would we manage use by different users? How could we save the children’s work? How/when could we connect to the Internet and cache box? Additionality in terms of software resources?
‘ Setting the project up for success’
Identify who would need to actively support the project at these stage
Introduction
Exploration
Development
Implementation
Review
Action plan produced Prepare mini-books for use Day-to day management ‘ Start simply’ Time to explore Create logs of exploration Experience , discuss, review T C I C & R

Organise work – make folders
Explore the minibook as a digital writing tool – Producing a letter
Creating a memory- taking pictures using other device and importing it into a document
Developing own ideas – creating a multi-media story
Creating digital images
Digital text
Digital sounds
Children Explore – What would they do? T C I C & R

Discoveries – children exploring
Children loved using the minibooks - enjoyed exploring, discovering and shared their learning.
They:
were highly motivated and engaged in the ‘start simply’ tasks
able to work as individuals rather than in pairs –
developing their own ideas - work immediately personalised.
explorations became ‘invisible operations’ – keyboard, mouse, scroll
solved problems – ‘children work with what is there’
developed their understanding of file structures and saving work
There was a shared and common understanding that ‘trust’ would
have to exist between children, as they were sharing a resource.
Levels of concentration by the children were very high.
T C I C & R

Teachers need their own mini-books in order to ‘realise’ the tasks when planning learning journeys.
‘ Start simply’ tasks are crucial to exploring process for learners and teachers.
It is very easy to share children’s work through a digital projector.
The practice of children ‘working’ in this way is different!
As the children move to using their 1:1 devices teachers will need to think about:
planning routes to learning
finding the stimulus
handing over learning
the guiding improving process
‘ collecting / viewing work
marking work
providing children with feedback
printing or not
Discoveries – teachers exploring T C I C & R

Screen size Being able to create ‘users’ Longer battery life – 6 hours Greater memory V network V learning platform Open- office software supported children as ‘creators’ to some degree. Learning tools alongside the technology researchers explorers educators creators producers Packages need to have some of the expected functions common tools and transferability with ease Storage of devices to be more considered Discoveries – the technology T C I C & R

Accessing web-based resources:
School subscribed resources
Teacher researched internet sites
Integrating these resources into ‘creation packages’ for specific purposes
Learning Platform accounts
My desktop
Class pages
Projects
Sharing of practice
Consider the purchase of more devices
Consider funding solutions
Next steps School T C I C & R

What have we learned? T C I C & R

How will we record our journey and measure its impact? Define your intentions and produce an action plan with stakeholders. Decide on an ‘optimum’ time for the project . What kind of training model will you need to design for teachers, children, parents? What is a feasible time-scale for the project? Legal advice on contracts? Investigate procedures for procurement? Share ideas for the project with all potential stakeholders, including next education phase. ‘ Setting the project up for success’ Who do we need to actively support the project ? Additionally to make the technology work? ‘ Readiness’ to explore this learning tool? Willing explorers of change in learning styles? Sustainability? E-safety implications? Learning possibilities ? Explore?

? T C I C & R

Handheld Learning is Hand - over Learning Teachers become guiders and facilitators of learning Learners in the 21 st century need 21 st century learning tools, environments and educators to provide them with creative challenges that give them the freedom to think about their own personal solutions. T C I C & R

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David Major - Handheld Learning 2008

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