Transforming Learning with mobile technology Feedback from a proof of concept BSF project.

County Durham A rural county with 12 main towns and 300 small towns/villages People - 496,629 in 2006 Homes - 222,000 Schools - 306 Pupils - 72,000 Business 1-199 Employees = 12,325 200+ Employees = 99

A rural county with 12 main towns and 300 small towns/villages

People - 496,629 in 2006

Homes - 222,000

Schools - 306

Pupils - 72,000

Business

1-199 Employees = 12,325

200+ Employees = 99

70% of the County’s working age population is in employment but rates of joblessness are 154% higher than national rate Crime rates in the County are lower than the national average but have risen by 10.7% since April 2003 Educational attainment at Key Stage 4 is improving but there are challenges with adult numeracy and literacy Education is seen as the way forward County Durham

70% of the County’s working age population is in employment but rates of joblessness are 154% higher than national rate

Crime rates in the County are lower than the national average but have risen by 10.7% since April 2003

Educational attainment at Key Stage 4 is improving but there are challenges with adult numeracy and literacy

Education is seen as the way forward

A Council with High Aspirations Learning – who cares? DYNAMIC DURHAM DEGREES OF FAILURE POLARISATION LEAVING THE NEST Strong economic growth Economic stagnation Commitment to learning Ambition, Growth & Community Winners & Losers No hope – No point Education – but for what?

Aims of the m-learning project Improve literacy & numeracy skills, working within and beyond the school environment Encourage independent and collaborative learning at school and at home Identify areas where pupils need assistance and support Remove some of the formality from the learning experience and cater for different learning styles. Engage reluctant learners Raise pupils self esteem and self confidence

Improve literacy & numeracy skills, working within and beyond the school environment

Encourage independent and collaborative learning at school and at home

Identify areas where pupils need assistance and support

Remove some of the formality from the learning experience and cater for different learning styles.

Engage reluctant learners

Raise pupils self esteem and self confidence

What have we found out ? 17 Schools 700 devices involved Different Approaches Different amounts of use

17 Schools 700 devices involved

Different Approaches

Different amounts of use

All School issues Technical Support – especially initial setup Sharing Ideas – support from colleagues Training and time to experiment 1:1 access to devices at all times

Technical Support – especially initial setup

Sharing Ideas – support from colleagues

Training and time to experiment

1:1 access to devices at all times

Schools that are making good use of the device In regular use “ Institutionally Ready” Teachers accept that pupils can probably use the device “better” (more imaginatively) than they can. Incredibly enthusiastic about the project

In regular use

“ Institutionally Ready”

Teachers accept that pupils can probably use the device “better” (more imaginatively) than they can.

Incredibly enthusiastic about the project

Video

Successful Schools Learning transformed NOT automated Change in Pedagogy

Learning transformed NOT automated

Change in Pedagogy

Impact Pupil attitudes and engagement with learning Home school links Better exam results may be partly due to the project

Pupil attitudes and engagement with learning

Home school links

Better exam results may be partly due to the project

Raw SAT data 0 10 20 30 40 50 60 70 80 90 100 English 4+ English 5+ Maths 4+ Maths 5+ Science 4+ Science 5+ Project Schools LA Average

CVA

Critical Mass There seems to be a critical usage point within school that triggers additional use at home and an effective home school partnership.

There seems to be a critical usage point within school that triggers additional use at home and an effective home school partnership.

Unexpected Findings Year 2 Pupils Special Educational Needs

Year 2 Pupils

Special Educational Needs

Teacher Quote M y less able pupils produce more, better quality, work in general, when using PDA. My more able pupils tend to produce more, better quality, work when writing on paper. I think the PDAs have helped less able, less confident children to write without fear of failure.

M y less able pupils produce more, better quality, work in general, when using PDA. My more able pupils tend to produce more, better quality, work when writing on paper. I think the PDAs have helped less able, less confident children to write without fear of failure.

Less progress was made where… Adults decided that the screen size was inappropriate and used alternative technology Technical problems were not overcome quickly Too many initiatives were taking place The class moved from Y5 to Y6 and the teacher changed.

Adults decided that the screen size was inappropriate and used alternative technology

Technical problems were not overcome quickly

Too many initiatives were taking place

The class moved from Y5 to Y6 and the teacher changed.

Teachers… Teachers that prefer to teach using the device also think that their pupils make better progress… Better Progress Prefer to teach with the PDA

Pupils spend more time on task Neutral Agree Disagree Schools

OfSTED Comments “ For example, the introduction of Personal Digital Assistants (PDA) is generating great enthusiasm for learning… Year 6 pupils use PDAs in all aspects of their learning which is a major factor in a high proportion of pupils completing homework. This fits seamlessly into their class work and helps pupils make good progress…” Dean Bank Primary School, Durham 2006

“ For example, the introduction of Personal Digital Assistants (PDA) is generating great enthusiasm for learning… Year 6 pupils use PDAs in all aspects of their learning which is a major factor in a high proportion of pupils completing homework. This fits seamlessly into their class work and helps pupils make good progress…”

Dean Bank Primary School, Durham 2006

Headteacher Comment MAT children use them in innovative ways in class and around school. They record using voice and camera many events, and instantly upload onto network. These are often used as part of plasma screen information. Some less able children use them to be one step ahead of the teacher in researching history/RE topics. This is great for self esteem. They know something the teacher doesn’t.

MAT children use them in innovative ways in class and around school. They record using voice and camera many events, and instantly upload onto network. These are often used as part of plasma screen information. Some less able children use them to be one step ahead of the teacher in researching history/RE topics. This is great for self esteem. They know something the teacher doesn’t.