Why 1:1? Why iPads?We want the best learning opportunities for our students
Why 1:1? Why iPads?We want the best learning opportunities for our students Advances in technology have changed the way people access and process information
Why 1:1? Why iPads?We want the best learning opportunities for our students Advances in technology have changed the way people access and process information Digital literacy skills are essential for our children to be successful in the 21st century
Why 1:1? Why iPads?We want the best learning opportunities for our students Advances in technology have changed the way people access and process information Digital literacy skills are essential for our children to be successful in the 21st century This is a part of a long and considered process designed around ensuring our students have the best possible education we can give them
The news from other schools• The Department of Education iPad trial returned enormously positive results, particularly in Primary Schools
The news from other schools• The Department of Education iPad trial returned enormously positive results, particularly in Primary Schools• Large numbers of Primary and Secondary schools are adopting 1:1 iPad programs, including many of our local schools
The news from other schools• The Department of Education iPad trial returned enormously positive results, particularly in Primary Schools• Large numbers of Primary and Secondary schools are adopting 1:1 iPad programs, including many of our local schools• Schools that had existing 1:1 programs with laptops and netbooks, such as Laurimar, are switching to iPads
The news from other schools• The Department of Education iPad trial returned enormously positive results, particularly in Primary Schools• Large numbers of Primary and Secondary schools are adopting 1:1 iPad programs, including many of our local schools• Schools that had existing 1:1 programs with laptops and netbooks, such as Laurimar, are switching to iPads• While many Primary Schools are going 1:1 in Level 4, some are going 1:1 in grades 3-6 , 1-6, or even Prep-6
The state of play at Kalinda Gd 4/5 parents 0% 25% 50% 75% 100% iPadsother iDeviceWiFi at home based on 65 returned surveys
Project RED ﬁndings - a study of 997 U.S. schools s tudent outcome h er impact on s t/computer ratio has a hig ter ratio studie dA 1:1 studen ny other comp uand financial benefits than a Schools with a 1:1 student/computer ratio outperformed non-1:1 schools in academic measures. The lower the student/computer ratio, the better the student outcomes ‘Well impleme nted’ 1:1 prog higher test sc rams led to le ores in more ss need for d than 90% of t iscipline and he schools st udied. A student-centric approach enabled by technology allows students to work at their own pace and teachers to spend more time with individual students and small groups.
Victorian Department of Education and Early Childhood Development iPads for Learning In Their Hands Trial Evaluation Report, I & J Management Services, 2011“DEECD’s iPad trial has shown that effective use of an iPadcan increase independent and self-initiated learning amongstudents, and it can increase student motivation and activeengagement in learning. It can build teacher capacity andimprove student learning outcomes...And in doing this the iPadhas shown itself to be a device that can, relative to ‘similar’ technologiessuch as netbooks and laptops, add particular value to learning...”“...the iPad is a powerful tool in the teaching andlearning toolkit that can enhance learning in just about any learning context.”
Victorian Department of Education and Early Childhood Development iPads for Learning In Their Hands Trial Evaluation Report, I & J Management Services, 2011“There is clear evidence that students in the iPad trials improvedtheir learning outcomes. - 83% of teachers in primary schools reported improved literacyskills and outcomes for their students - 69% reported improved numeracy skills and outcomes for theirstudents (to a ‘great’ or ‘large’ extent).”“The iPad trial has seen evidence of fantastic learning, studentsmotivated to learn like never before. Students taking control of howthey learn and what they do to show that they have learned. Studentswanting to learn wherever they are – in school and at home – andinvolving their family in that learning experience. There are inspiring
Vic iPad trial ﬁndings:• Through the use of different apps, students are able to choose the type of product they construct to demonstrate their understanding.• There is anywhere, anytime access to current information that contains text, sound, images and interactivity. Information is represented with rich multimedia and data visualisation techniques.• Light and portable, easily carried in the school bag and to and from class.• Documents, tasks, and interactive ‘e-books’ can be created and uploaded to iBooks by the teacher and downloaded onto the iPad by the student and vice versa.• The iPad is seen to be an intuitive device and minimal technical support is required.• A 10 hour battery life means the iPad can be used throughout the entire school day.• The instant startup of the iPad means greater use of class time for learning.
ParentsWhen asked about the impact of the iPad on learning 90% of parents said that the iPad had made their child’s learning more fun, more interesting and more exciting.90% of Primary students and more than 81%of parents described iPads as either ‘helpful’ or ‘very helpful’ for student learning ‘My child has access to more information and can create and display her thinking and creativity in a way that is impossible with the use of traditional methods.’ (Parent) ‘Immediate interactive engagement and response to the many what ifs and how tos.’ (Parent) ‘Writing on social media improved her writing.’ (Parent) ‘I think it has helped my child learn because the educational games are fun and addictive.’ (Parent)
Students and Teachers• 90% of students surveyed said that using the iPad made learning more fun, and 88% said it made learning more interesting.• 85% of teachers in primary schools and 90% of teachers from special schools thought that to a ‘great’ or ‘large’ extent that iPads had increased student motivation.• As reported in the ﬁnal evaluation survey, to a ‘great’ or ‘large’ extent the use of the iPad in teaching had enabled: ★ 70% of teachers to better present content information in multiple ways ★ 68% of teachers to better cater for students’ personalised learning needs ★ 68% of teachers to better develop high level engagement tasks ★ 66% of teachers to adopt different approaches to classroom organisation. “Greater engagement and ﬂexibility, some inspiring student outcomes in terms of work produced, vital skill acquisition for 21st century learners.” (Teacher) “Huge successes with individual learning goals, students are engaged and motivated to learn.” (Teacher) ‘I can make books. I can practise spelling and maths. My spelling is getting better because I write a lot.’ (Student)
“When asked about future iPad use the responsefrom teachers, students and parents was universallypositive.”• 92% of teachers thought that the iPad represents value for money as a learning tool.• 98% of teachers thought that iPads would be a feature of classrooms of the future.• 86% of Primary students would like to keep using the iPad at school next year.• 85% of parents would like their child to keep using the iPad at school next year, including 95% of parents of students in special schools.
conclusions...“Yes – it worksDEECD’s 2011 iPads for Learning – In Their Hands trial placedaround 650 iPads in ten primary, secondary and special schools.The trial has investigated the capacity of iPads to …- increase independent and self-initiated learning among students- increase student motivation and active engagement in learning- improve teachers’ capacity to plan for and meet individual student needs- improve student learning outcomes- extend students’ learning beyond the classroom- improve parental engagement in learning and strengthen home- school links… and found that effective use of iPads can lead to all of theseoutcomes.”
Blue Pen Red Pen iPad“The iPad is a powerful and highly valuable tool in the toolkit if the teacher allows it:It was not having an iPad lesson.It was doing a curriculum-based learning activity using the iPad as atool.It was not saying ‘today we will use the iPads’.It was saying to students that they could complete their learningtask using the tools they preferred.It was not going to the computer lab for a class.It was having information at students’ and teachers’ ﬁngertipswhenever there was learning to be had.It was deliberate and purposeful and creative and disciplinedteaching, teaching that embraced the possibilities offered by theiPad and the thousands of apps that might be used to enhance
Longﬁeld Accademy ‘The iPad as a Tool for Education”, 1:1 iPad study in Kent, U.K. This study was undertaken on behalf of Naace (The ICT Association) and supported by 9ine Consulting LtdThis study, one of the most extensive yet regarding the use of tablet devices, ﬁnds that with themajority of pupils at the school now having iPads,“there has been a signiﬁcant and very positive impact on learning.”In particular it was found that: • Students are more motivated when using iPads • The quality and standard of pupil work and progress is rising • Both staff and student feel they can work more effectively with iPads • Levels of collaborative working have improved • Appropriate use of Apps aids learning • All ﬁnd the iPad easy to use • Minor technical issues have arisen, often due to user error, but are readily dealt with“The outcomes at Longﬁeld clearly demonstrate the value of the iPad as an educationaltool and the role that it can play in learning and teaching.”
The Westlake Initiative for Innovation 1:1 iPad project trial involving 862 Junior and Senior students in Eanes, TexasSt udents - 90% of students reported some level of greater motivation to learn - 85% of students felt some level of increased engagement in the learning process. - 89% reported having the iPad gave them a desire to dig deeper into certain subjects - 93% replied that having the iPad in the classroom increased the likely hood of submitting an assignment online rather than paper. - 89% Agreed or strongly agreed that overall, having the iPad has enhanced their learning experience.Te achers - 95% reported a high to extremely significant impact on how the iPad has helped them as a teacher - 100% reported that communication has improved between teacher to student because of the iPad - 93% reported that it had improved their assessment abilities to some level, with 34% reporting a significant increase in ease of assessment and data gathering. - 96% reported that the iPad helped them accomplish what they need to do each day as a teacher. 30% of that group gave it the highest rating and claimed “I love it and think its the greatest thing since the chalkboard.”
• More data... Garcia and Freedman (2011) in a trial of iPads in a US school found “small but signiﬁcant” learning gains in classes that had iPads compared to those that didn’t. They also found that “use of the iPads facilitated and encouraged group collaboration that itself had a positive impact on achievement”• Ringwood North Primary School reported signiﬁcant improvement in their NAPLAN data for both Numeracy and Literacy between year 3 and 5 for the student cohort that were part of the ‘iPads for Learning’ trial.• The ‘Literacy Lab’ for the State Department of Education in Charleston, South Carolina reported 100% of Grade 1 students reading above grade level standards 2 years in a row in a trial classroom. “Systematic teaching in the Workshop Model and the ability to differentiate instruction to meet individual student needs on the iPad is the key. Student-centric technology is the answer to the One-Size Fits All approach to learning. When 100% of my students are going to First Grade reading above grade level 2 years in a row, I would say iPads are an essential part of our learning environment.”• Beacon Hills College yr 5 - 11 iPad program Middle School’s Head of Learning at the Berwick Campus, Steve McGinley, described the introduction of iPads as “a fantastic move”. “What they really do is allow student-directed, personalised learning. It allows us to break down that mode where all the information is just coming from the teacher. Students can also build up their electronic resources depending on their needs.”
Looking to the future: M-learning with the iPad. Computers in New Zealand Schools: Learning, Leading, Technology Melhuish, K. & Falloon, G. 2010Mobile devices offer ﬁve distinct affordances for education:1. Portability:Mobile devices offer portability in such a way as to change the pattern of learning or work activity (Laurillard,2007; Sharples, 2007; Klopfer, Squire, Holland & Jenkins, 2002);2. Affordable and ubiquitous access:Mobile devices put web access and ‘high-spec’ functionality in the hands of more users than any other digitaltechnology;3. Situated, ‘just-in-time’ learning opportunities:There is a social expectation that we can engage and process information whenever and wherever we want, andthe development of cloud-based computing supports the way in which mobile devices can decentralise ourlearning experiences (Johnson, Levine, Smith & Stone, 2010; van’t Hooft, 2008). M-learning affords a process ofexploring and collaborating within multiple contexts using interactive tools (Sharples, 2007);4. Connection and convergence:M-learning is often concerned with enabling social interactivity and connectivity. Mobile devices connect us toother people, other devices, other networks, and other technologies (Klopfer, et al., 2002);5. Individualised and personalised experiences:Mobile devices offer individuality, a “unique scaffolding that can be customised to the individual’s path ofinvestigation” (Peters, 2009, p.117). iPads offer an array of applications (‘apps’) that can be easily commissionedfor local use and can be selected to meet the learning topics and themes that an individual requires.
The Proposal• For every Level 4 student to have their own iPad next year• The iPad and associated iTunes account to be managed by families in conjunction with the school’s policy requirements & ongoing technical assistance• $50 iTunes card to be subsidized through school booklist payment. Family iTunes account created from this card (no credit card needed)• ANY iPad purchased in ANY way (legally!) accepted. iPad 2 will be recommended.
Private Purchase Lease iPad 2 WiFi 16Gb: $395 $70 per term for 2 years full protection cover: $40 (insurance incl. $100 excess) (purchased through school) full protection cover incl. iTunes Voucher: $20 aprox.75c A DAY or $5/wk Total: $455 *Purchasing iPad at the end of the lease will come at an extra cost optional:24 month Apple Care: $99 iTunes Voucher: $20 upfront(12 mth warranty standard)Refurbished or 2nd hand iPads could also be an option for families that might struggle with the cost
What everyone gets:• Dramatically increased access at school (guaranteed 1:1 access at school if at least 80% participation in the program)• A cheap lease option: the opportunity to own an iPad where otherwise it might not be something that could be afforded
We would like to make 3 points as part of establishing the need for this program 1. The world has changed 2. Education has changed 3. Kalinda’s values haven’t
Whats different?We now have an easy connection between anindividuals desire to create something and the tools tocreate itWe now have an easy connection between anindividuals passion to communicate and the audienceto communicate to.
Don’t worry...we don’t want school to look like this either!
The traditional classroom model is very linear. We need to move to a place thatbetter reﬂects how people seek/learn/create in the modern world. Knowledge deliveredfrom front of the room Passive learners
What do we want school to look like?To answer that we ﬁrst need to consider the following: What does it mean to be literate today?What are the essential skills we need to be building in our students?
What are the most important skills our children must have in the 21st Century?• The Assessment and Teaching of 21st Century Skills project (ATC21S) is being conducted by theUniversity of Melbourne and funded by Cisco; Intel; Microsoft; and the founder countries Australia, Finland,Singapore, and the USA.•The white papers were commissioned for the project in 2010 and were written by academics world-renowned in their fields. “There is a set of skills that people need to function successfully in the modern workplace and we need to get the education system to look more closely at them... “New standards for what students should be able to do must replace the basic skills and knowledge expectations of the past. To meet this challenge schools must be transformed in ways that will enable students to acquire the sophisticated thinking, ﬂexible problem solving, collaboration and communication skills they will need to be successful in work and life.” Deﬁning 21st century skills, Binkley et al 2010 http://atc21s.org/
What are the most important skills our children must have in the 21st Century?Ways of Thinking1. Creativity and innovation2. Critical thinking, problem solving, decision making3. Learning to learn, MetacognitionWays of Working4. Communication5. Collaboration (teamwork)Tools for Working6. Information literacy7. ICT literacyLiving in the World8. Citizenship – local and global9. Life and career10. Personal & social responsibility – including cultural awareness and competence
“sense-making and the ability to assess the credibility ofinformation are paramount …digital media literacy continues itsrise in importance as a key skill in every discipline and profession” (The Horizon Report, Johnson et al., 2010, p. 4)
The ethical challenge• How do we ensure our children are safe in the 21st century?• How do we ensure that our children don’t damage their reputation online?• How do we teach etiquette and healthy use of technology that is ubiquitous?
The ‘Guinea Pig Generation’ “I don’t think our really young swimmers understand it’s kind of a game you play with social media. As powerful as it is, you need to know how to handle it. It would be really good to have someone guide them through it.” Stephanie Rice
We need to take charge of theconversation around technology and social media use so our children don’t make the same mistakes that the current generation are making.These skills need to be taught, guided and modeled at school and at home
Remember when.... the only way you could demonstrate you knew something was by answering questions with pen and paper?
Students creativity and individuality is valued students can now demonstrate their knowledge in a 100 different ways....
imagine a HD ﬁlm camera, state of the art editing suit, and movie theatre that you could carry around with you... ...at a school that valued your creativity andencouraged you to use it to help you to learn
Remember when.... access to information was limited?
it is now possible forevery studentto have accessto the world’sinformation in the palms of their hands...
it is now possible forevery studentto have accessto the world’sinformation in the palms of their hands... any time they need it
Remember when....knowledge was learnt from a board on the wall?
The tools & resources to learn whatever isneeded or desired in the hands of the students
The tools & resources to learn whatever isneeded or desired in the hands of the students students transported to any street corner, any where in the world...within seconds
and then witnessing that same place at any time in its history
Students being able to access thetypes of resources that will help them learn in the best possible wayThere are 65 000 education apps on app store.72% are specifically targeted at Primary aged kids source: TEC centre at Erikson Institute
Remember when.... diaries digital video recorders calculators atlases newspapersthesauruses MAB blocks video players dictionaries music players books 100s or multiplication chartscompasses cameras audio recorders note padswere all different things?
SCHOOL IS A PLACEWHERE EVERY STUDENT CAN HAVE ALL THESE THINGS IN ONE DEVICE, ALL THE TIME
LEARNING POSSIBILITIES LIMITEDONLY BY OUR COLLECTIVE IMAGINATIONS
1:1 is about LEARNING not technology Personalized differentiated access to information, resources, toolsremoving limitations that no longer need to exist
the best learning begins whentechnology gets out of the wayand allows learning to be the focus
1. The world has changed2. Education has changed3. Kalinda’s values haven’t Kalinda has always been about:treating each student as an individual differentiating educationeducating and valuing the whole child