1. Expectations and reality:
the implementation of
mobile devices in schools
Sarah Cornelius and Rachel Shanks
Nottingham, Sept 2013

2. MODIS
Designed by IT Media Services, University of Aberdeen
• Learning lessons from current projects to
support future implementations
• Collaborative project
– 2 Scottish Local Authorities
– Primary and secondary schools
– Range of drivers and devices
– Different implementation models

3. Project design
Designed by IT Media Services, University of Aberdeen
LA1
Primary
1:1 ipod touch
Whole school
LA2
Primary
1:1 ipad
P6/7
LA2
Primary
1:1 android tablet
Whole school
LA1
Primary-Secondary
eReader
P6 (retain until S4)
CS
1 CS
2
CS
4
P1= age 5-6, UK Yr1
P7 = age 11-12, UK Yr7
CS
3

4. Expectations and realities
Designed by IT Media Services, University of Aberdeen
• Identifying successes and challenges during
implementation – teachers’ perspective
• Focus on Case Study 1
– 1:1 iPod Touches across whole primary school
– Redeployment of devices (not new)
– P1-3 in school, P4-7 school/home use
– built late 1980s
• Preliminary findings

5. Data Collection
Designed by IT Media Services, University of Aberdeen
Pre/early implementation
questionnaire – teachers’
expectations
Relevant LA staffTeachers
Second observation of
device use in situ + pupils’
experiences
Discussions/interviews
First observation of device
use in situ + pupils’
experiences
Head Teacher
Final Case Study report
Interim report

6. Expectations
Designed by IT Media Services, University of Aberdeen
• Identified at beginning of 2012/3 using a
questionnaire survey with teachers from
two schools (N=29)
• Revisited by teachers from Case Study 1
in May 2013 (N=11)
Expected
benefits
Continuing
challenges
Resolved
challenges

7. Access to resources
Interactive learning
Extending learning
Sharing work with peers and parents
Instant internet research
Cutting paper use
Pupil contributions to lessons
Providing resources to pupils
Individualised activities
Assessment
Showcasing pupil work
Development of teacher skills
Getting lessons started
Practice activities
Class management
Supporting pupil autonomy
Realised by all
Realised by most
Realised by some
Not realised
Expected
benefits

8. Access to resources:
pupil choice

9. Resources/Interactive learningResources: interactive learning

11. - Games?
- Quick finishers
- ‘choosing’ time
(some prefer lego)
Extending learning

12. • Sharing & showcasing
- impacted by restricted Internet access?
• Assessment
– literature suggests traditional assessment
approaches do not lend themselves easily to m-
learning
Not Realised

13. Continuing
challenges
Finding meaningful ways to use the devices
Pressure to keep apps up to date
Technical issues (synching, installing apps)
Connecting to the Internet
Getting to grips with the technology
Lack of knowledge
Pupil demands for apps/resources
Using the devices to their potential
Still a challenge for all
Still a challenge for most
Still a challenge for some

14. Technical challenges

15. • Finding meaningful uses
• Using resources to potential
• Getting to grips with technology
• Lack of knowledge
Literature shows TIME
Is a big issue for teachers
Professional development challenges

16. Need for additional resources
Helping pupils get started
Behaviour issues
Devices distracting pupils in class
Pupils know more than teachers
Monitoring web browsing
Responsibility placed on pupils
Rushing work to get time on device
Being out of my comfort zone
Resolved by all
Resolved by some
Resolved by most
Resolved
challenges

17. Management strategies

18. Designed by IT Media Services, University of Aberdeen
+ devices provide resources for learning, and
support interactive and extended learning
activities
+ challenges such as devices distracting
pupils/behaviour issues can be easily overcome
- technical issues impact on teachers’
experiences - need sustained support
- teachers need opportunities to explore
potential and meaningful use (e.g. assessment)
Lessons Learned

19. Designed by IT Media Services, University of Aberdeen
More research needed:
• Additional case studies to identify generic issues
• Culture of PD and support (context specific, whole
school, mentoring, CoP…)
• Pupil experiences – cultural changes in school/home
computing environment, transition to secondary,
expectations
Next steps
Sarah Cornelius s.cornelius@abdn.ac.uk @sarahcornelius
Dr Rachel Shanks r.k.shanks@abdn.ac.uk @rshanks