1) The document discusses research on the use of iPads in education, finding that iPads can dramatically increase personal access to technology in the classroom and that personalization may increase when mobile devices are deployed effectively. 2) It also finds that levels of collaboration and cooperation tend to increase with iPad use, and that the focus of learning shifts from content consumption to content production. 3) The document suggests that educators should view teaching as a design-based science in order to leverage the unique capabilities of mobile technologies and translate them into effective learning scenarios.

1. Dr. Kevin Burden:
Senior Lecturer,
The Faculty of Education
The University of Hull

2. About 200,000 academic
journals are published in
English every year.
The average number of
readers per article is 5!

3. 4000+
downloads
35 countries

4. Personalisation
Collaboration
Authenticity

5. Is the iPad a ‘disruptive innovation’?
Clayton Christensen:
‘Disruptive Innovations’

6. • What?
• So what?
What do we currently know about the
use of mobile technologies in education?
What does this mean?
What difference is it making?
• What next?
What does the research suggest we sh
be looking to in the future with mobile
learning?

7. iPad Scotland Evaluation: 2012

8. Edinburgh 1:1 Mobile project: 2012-2013

10. What does the
research tell us?

11. increase personal
access to technology in
the classroom
iPads dramatically
increase personal
access to technology in
the classroom
iPads dramatically

12. Regular use of technology in school
iPad Scotland Evaluation (2012)
iPad Scotland Evaluation (2012)

13. W

14. Finding 2:
‘Ownership’ models may
be a significant variable
significant variable
significant variable

16. “It doesn’t work if it’s shared because all the good things
that happen, happen because it’s yours and you’re taking
it home and you’re using it and then you’re adapting and
you’re taking the different things. And you’re getting so
used to using it that you can use them across the
different apps and you can have that bit of personal
choice” (Student, Bellshill Academy)

17. increase when mobile
devices are deployed
effectively
Personalisation may
increase when mobile
devices are deployed
effectively
Personalisation may

18. “Staff directly involved in the initiative consider
it has fostered greater personalisation of
learning by offering students a greater degree of
choice and freedom in how they access
information (e.g. through apps or the Internet),
how they process information and how they
present and offer it up for assessment”
Headteacher, Bellshill Academy

19. Personalisation
• Students exercise more
agency over their own
learning
• The device is able to
customise learning to the
individual

20. Finding 4:
Levels of collaboration
and cooperation increase
Levels of collaboration
and cooperation increase
Levels of collaboration
and cooperation increase

21. Conversations mediated by mobile devices, not
replaced by them

23. The focus of learning shifts
from consumption (content
delivery) to production
(content creation)

24. Learner Generated Content

25. So what.....?

26. Augmented
Cognition

28. New patterns of
teaching and learning
are emerging

29. Independence:
where and how to learn

30. Narrow definitions of
‘literacy’ need expanding

31. How we ‘read’ a book changes

32. Students as authors
(knowledge constructors)

33. eBooks that understand your
‘reading’ habits

34. Greater authenticity is
possible
1. using the iPad to replicate professional tools
2. using the iPad to access real time data in the classroom
3. using the iPad in outdoor contexts

35. Heritage learning situated

36. What Next...?

37. “… before I would have maybe sent a worksheet
home and they would just complete it and send it
back to me. But if I put the worksheet on ‘Screen
Chomp’, then they can do the worksheet on ‘Screen
Chomp’ but record themselves while they do it, and
explain what they are doing to me, so I can see
where their understanding is, and I can see any
points that they are not understanding. And I can
also, when I am marking it when I am talking to the
children after, I will be able to give them more direct
and targeted feedback because I will know exactly
where they have gone wrong with things. I think that
has been a big change in being able to do that”
Teacher - Chryston Primary School

39. Design Based Research
Stage 1:
V:
1I:
Stage 1V:
III:
Iterativeathe initial to
Identify cycles of
Identification of design
Build on an shoulders
Develop product
testing and
design or improve it
principles
of giants and test
prototype
improvement

40. Can we use DBR to design more effective
mobile learning scenarios?

41. QuickTime™ and a
decompressor
are needed to see this picture.

42. Using DBR to improve the effectiveness of
feedback

44. ‘Making Thinking Visible’
•Use scenarios which encourage two-way feedback
•Design problems which force students to articulate their
thinking processes
•Facilitate student
feedback with peers
•Focus on ‘threshold concepts’ and ‘troublesome
knowledge’

45. Your take-away
• Mobile devices can be ‘disruptive
innovations’
• Educators need to understand the unique
‘affordances’ of mobile technologies in
order to leverage powerful learning
opportunities
• Thinking of teaching as a design based
science may help to identify how these
affordances are translated into learning
scenarios

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