• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Mobile devices for learning

Mobile devices for learning



This was a presentation prepared for the Tai Tokerau Principals' Association Conference 2012 on the use of iPads and iPods at Kaipara Flats School.

This was a presentation prepared for the Tai Tokerau Principals' Association Conference 2012 on the use of iPads and iPods at Kaipara Flats School.



Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Apple Keynote

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment
  • Intro - myself, Kaipara Flats\nMobile learning (or m-learning) is defined by Clark Quinn [Quinn 2000] as\n… the intersection of mobile computing and e-learning: accessible resources\nwherever you are, strong search capabilities, rich interaction, powerful\nsupport for effective learning, and performance-based assessment. eLearning\nindependent of location in time or space.\nEven though fundamental issues (including the control of distribution channels and content)\nremain unresolved, now is the time for the e-learning and educational technology\ncommunity to pay serious attention to mobile learning and handheld devices.\n
  • 4 classes, Shirley Cope Red Beach School, fortnightly visits, time in each class, right person at the right time, personalised learning, whole staff attending Spectrum Conference, followed by 3 years of ICT PD contract.\n
  • PD focused on pedagogy, while learning the tools\n
  • Cameron’s story on return from USA\nMy use of iPod touch as a personal tool\nvery accessible tool for children and adults, pretty much as powerful as a computer, search tool, interactive, support for personal learning needs\nmobile devices becoming ubiquitous; I tend to carry some type of device wherever I go and consider them to be essential learning companions, both online and offline; developing an expectation that I will be able to access the internet wherever I am, in the absence of an iPhone that tends to mean a laptop with a mobile modem, wireless much more available now and when it is, the iPod or iPad is my tool of choice\nI find it so satisfying to be able to find the answers to my questions quickly with or without the internet. Such powerful, multi-purpose tools\n\n
  • In this video, the group are using boom whackers in a rhythmic improvisation. Taking it back to show other teachers at school following a music PD day, was a quick and easy way to communicate about the potential of the boom whackers for our music programme.\n
  • October 2010 in the hands of teachers\n
  • iPods and iPads given different names of NZ sports identities and movie characters. They are identified easily with photos used as wallpaper in the background of each page and on the lock screen.\n
  • \n
  • \n
  • \n
  • \n
  • \n
  • set up accounts on iTunes without the use of a credit card, and we redeem vouchers to purchase apps. Students don’t purchase apps as they don’t have access to the passwords for the iTunes accounts\n
  • Information evening held early in the year. Children attend and parents have time in the classes working with the children on the devices.\nCommunity workshop for people wanting help with using their own devices.\n
  • Use email to communicate with parents, also a weekly letter, drafted with the children to share their thoughts on the week’s highlights. School has a facebook account that parents are able to follow to keep informed about school events.\n
  • Not teaching to the devices, nor teaching apps. Teaching skills and assessing student learning in a more dynamic way. While apps that provide opportunities to practice skills are useful, rich, open ended learning tasks and assessments are our preference, with children engaged in relevant, purposeful learning experiences.\nIn this photo the children are using a visual timer app to time a short task.\n
  • Confirmed: iPads Extend a Teacher’s Impact on Kindergarten Literacy\nEasy to see that student engagement and motivation is up when using the iPads\nTo extrapolate: High engagement leads students to practicing for longer periods. Immediate feedback means they are practicing better. Careful selection of apps to meet learning needs means they are practicing the right stuff.\nHigh engagement means teachers are more able to work one on one with students.\n
  • Children at work Reflection, review (PE lessons, music) Use in apps such as Comic Strip\n Memory aid, Instant note taker, Chart maker, multiple uses, video and still images, integrated with device\n photos easy to share\n
  • Issue of the vast number of apps available - bamboozling.\n
  • www.dailycafe.com\n
  • \n
  • Children need a chance to “play” with the tools and engage in exploration and problem solving.\n\n\n
  • iPads in particular lend themselves to collaborative work. The children also manage to make it work on the iPod touches too.\nThese children worked out how to slow the movie down in playback.\nNo prizes for guessing the gender of the children involved in the respective movies.\n
  • A lot of problem solving involved in setting up the devices to take the photos for the animations.\n
  • The camera again. A different take on “myself” at the beginning of the year, inspired by the book “The Best Part of Me”.\n
  • \n
  • Children in Year 5&6 use the touches to search information to answer questions and that they also have the option of making use of a range of apps for presenting work, for example using Pic Collage.\nOther uses I know are: word games, especially games that they can play against each other over the wireless network within the classroom; maths games; maths tools.\n
  • If this tool is to be used to its full potential, the children need to be able to mange commenting independently. Another example where the skills need to be built up over time and the children need a chance to ‘play’ with the app.\n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Very well grounded piece on iPads for schools, plenty of food for thought\n
  • \n

Mobile devices for learning Mobile devices for learning Presentation Transcript