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Lena Arena ICT Consultant K-12, Sydney Region Amanda Miller Carlton Public SchoolSydney Region Public Schools
2010 – Discussions with Regional Director ◦ iPads provided to selected regional staff ◦ How could iPads impact on the learning outcomes of students? ◦ Beyond the „wow‟ factor! 2010 – Research ◦ Discussion with Catholic Education Diocese of Parramatta Project implementation strategies Project outcomes ◦ What were other states/schools doing? How? Why?
Explore the use of iPads in the classroom Explore the use of educational apps in the classroom Collect evidence of how the iPad has impacted on: ◦ Student engagement ◦ Student learning outcomes ◦ Student learning behaviours ◦ Teacher practice Inform Sydney Region on the best strategies to effectively implement learning with mobile technologies.
Document strategies adopted in the use of the iPad in the classroom: ◦ 1 to 1 implementation ◦ 1 to many implementation Identify and document the limitations, workarounds and compromises for using iPads within the NSW DEC network infrastructure
Equipment ◦ 75 Wi-Fi only iPad2 purchased (with covers) ◦ 3 Wireless Access Points purchased ◦ 3 VGA connectors purchased ◦ $50 iTunes card purchased for each iPad ◦ Teacher relief for professional learning Set-up ◦ 75 iTunes accounts created using generic email addresses (SRipad50@stuhasic.com) ◦ No personal account details used ◦ Out-going email only
Training ◦ 2 day workshops – led by IT Support Team Setting up the iPad for first use Creating libraries, downloading and synching apps Apple Education Consultant Macquarie ICT Innovations Centre – using mobile technologies ◦ 1 day visit to Apple Sandpit Suitable apps iTunesU
Schools ◦ 3 primary schools (including 1 low socio-economic) ◦ 31 iPads each to 2 schools ◦ 13 iPads to 1 school ◦ Each class teacher received an iPad ◦ Trial length – approx 18 weeks Cohorts ◦ 2 x Year 3 classes ◦ 1 x Year 6 class ◦ 1 x Composite Year 4/5/6 class School implementation ◦ 2 schools implemented 1:1 ◦ 1 school implemented 1:2
Dr Kristy Goodwin ◦ Director - Every Chance to Learn ◦ Lecturer, Macquarie University ◦ Full evaluation report ◦ Executive Summary Methodology ◦ Lesson observations ◦ Teacher and student on-line surveys ◦ Teacher, student, principal and parent interviews ◦ Digital work samples ◦ Teacher and student blogs ◦ App matrix
Puentedura (2006) developed a Substitution, Augmentation, Modification, Redefinition (SAMR) model. Designed to help educators identify different ways in which they can integrate technology into teaching and learning practices. Puentedura‟s model can be considered as a continuum from novice level (substitution) to an advanced, ideal level of technology integration (redefinition) to encourage teachers to seek optimal ways to include technology in learning experiences.
Technological Pedagogical Content Knowledge (TPACK) is a framework that identifies the knowledge teachers need to teach effectively with technology. Developed by Koehler (2011) it advances Shulman‟s (1986) model of Pedagogical Content Knowledge,
Increased engagement and motivation Improved student knowledge and skills Enhanced communication and communication between students Learning for students easy to personalise Ease of differentiation
Students enabled to easily produce a professional finished product Instant access to provide just-in-time learning Preference for content-creation apps Transformative models of technology integration provided by teacher‟s use of the iPad
Student-centred pedagogies supported with the iPad – students learn with not from technology Synchronous use of a range of peripheral digital technologies Multimodal nature of the device afforded new opportunities for learning Sharing work and just-in time feedback
“Using Puentedura‟s SAMR model (2006) …inthe lessons observed….many of the lessonsusing the iPads could be categorised at a„modification‟ or „redefinition‟ stage. Theteachers devised tasks with the iPads that werecompletely novel (redefinition) or significantlyredesigned tasks (modification).”Dr Kristy Goodwin :Use of Tablet Technology in the Classroom,Page 62
“In the trial, the participating teachers showedhigh levels of awareness of how technology,pedagogy, and content knowledge (TPACK)intersected. …A teacher capable of negotiatingthese relationships represents a form ofexpertise which is different from subjectmatter experts or pedagogy specialists.”Dr Kristy Goodwin :Use of Tablet Technology in the Classroom,Page 68
Deployment strategies ◦ Apple Configurator App licensing and deployment ◦ Apple Volume Purchase program Wireless access ◦ School wide vs targeted spaces iPad storage and charging ◦ Synching stations Sharing and saving of work ◦ Email, Dropbox, Edmodo, wikis Ongoing maintenance
“Teachers and school decision makers need to think carefully about the technical and logistical implications of using iPads in the classroom before purchasing the devices.” “…this trail has made it clear that the teacher and the pedagogical approaches and tasks they implement are critical to the success of the device.” “The iPad must be embedded into authentic student-centred tasks that allow the students to utilise many of the iPads features.”
“The iPad encouraged a shift towards astudent-centred, personalised learningenvironment. ….As with any technologicalinnovation ….it is the role of the teacher that iscentral to its success. As this study hasexemplified, teachers play a critical role inaligning curriculum, pedagogy and technologythrough the design and implementation ofauthentic and engaging learning experiences.” Dr Kristy Goodwin
Dr Kristy Goodwin , Lecturer Institute of Early Childhood Macquarie University Sydney Region IT Support Teachers from the trial schools (Carleton Public school, Banksmeadow Public School, Plunkett Street Public School) Curriculum and Learning Innovation Centre (CLIC)