There are correlations between in school and out of school use for learning, suggesting that teacher modeling of effective practice for learning important
High users have family and friendship groups that help them learn to use their device.
For teachers to support frequent use of devices in class, the teacher needs to have a device, to have learned exactly what a device can do and how it might contribute to learning
The positive impact of device use is limited where learners have devices but teachers do not
In the secondary phase, teachers’ responses to autonomous use of devices by learners in lessons are varied. Whether this is encouraged or forbidden has an impact on levels of use and attitudes.
little evidence of user-friendly and reliable systems for moving work between teachers and learners
Device use decreases as key assessment points in KS2 and KS4 approach.
research so far suggests that the learning value of the devices (apart from motivation) has been associated with opportunities it provides for iteration, and transformation
The 1:1 aspect of device ownership has been exploited by teachers more than device mobility out of the classroom.
Developing effective learning practice with the device takes time
Teacher intervention is key its just a tool .
Teachers listen to teachers
The A word
Current assessment data (including level achieved) is unlikely to capture (fully) the skills and more subtle learning that takes place.
Learning-related gains may focus more on longer-term orientation towards and skills for learning rather than shorter-term KS outcomes.
Looking back and looking forward http://www.becta.org.uk/etseminarsarchive 2003-2005 http://www.becta.org.uk/etseminarsarchive/2005-08-12/6/slides/slides.pdf You might of heard of this http://www.becta.org.uk/etseminarsarchive/2005-08-12/5/slides/slides.pdf You havent seen this