Discussions with Dr Phil Lambert – how could iPads be used to support student learning? iPad1 distributed to selected regional consultants for use and evaluation. Discussions on should we have a trial with schools? Pros/Cons? Research conducted – other states, other schools – what are they doing? How are they doing it? Why are they doing it?Discussion with Parramtta Catholic Education consultants re their trial iPad program.
$50000 was allocated to implement a Sydney Region iPad trial. Focus was to be on the educational uses of the iPad and how it could impact on the learning outcomes for students. Regional Director wanted more than just the ‘wow’ factor.
Schools were able to decide the structure of the implementation of iPads in the school – some chose 1:1 others chose 1:2 model.
$50000dolaars for the purchase of 75 iPads, covers, VGA connectors, 3 wireless access points and $50 iTunes cards for each iPad
30 iPads to 2 schools (including one iPad for class teacher)15 iPads to 1 school
Kristy used the SAMR model to determine how technology was integrated into teaching practice.
Page 47 – EvaluationStudents considered the iPad as a helpful learning tool and enjoyed using it.All teachers reported that students’ engaged and motivation had increased exponentiallyQuality of task design
Sydney Region iPad Trial inspire2013
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)
Students had 1:1 access to the iPads Group work in HSIE, PD/H/PE Open-ended questions in Maths Talking and listening activities in English Further involvement with technology
Work Samples- Comic StripStudents were able to write procedures then publish them in a creative way.
Strip DesignStudents personality and creativeness was given a real opportunity to bloom.
Students took charge of their own learning Interest level towards learning improved Engagement of students was amazing Differentiation- for all students Immediate success in learning/quick access Open- ended questions Talking and listening opportunities increased Creative learning opportunities across all KLA
Disappointment of giving back the iPads All students had a great sense of pride and connection to the iPads. Especially in relation to how they helped them learn.
No longer teacher centred Students teaching student/teacher Style of assessments changed Students took control of their own learning