Dawn Hallybone


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Dawn Hallybone, Oakdale Junior School, Essex presents her work using Nintendo game consoles in class with school children. Presented at Handheld Learning 2008, London

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Dawn Hallybone

  1. 1. Our Oakdale Experience 345 children 34 Nintendo Ds consoles 1 experience
  2. 2. <ul><ul><li>Borough ICT Co-ordinator heard Derek speak at BETT </li></ul></ul><ul><ul><li>Class set of DS consoles were bought for the Borough, using the Dr Kawashima brain training game. </li></ul></ul><ul><ul><li>All schools were invited to bid. </li></ul></ul><ul><ul><li>Bids had to be children led and outcome focused. </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul>Where it started  
  3. 3. Our Bid <ul><ul><li>Inclusive - all children using the game </li></ul></ul><ul><ul><li>Testing - paper and pencil, brain ages </li></ul></ul><ul><ul><li>Speaking - children talking about their experiences </li></ul></ul><ul><ul><li>Writing - Using the blog to share their ideas </li></ul></ul><ul><ul><li>Gaming - Children writing their own games </li></ul></ul>
  4. 4. In School <ul><ul><li>INSET for staff - out of 15 only 3 had consoles already - Prensky digital immigrant/native theory - turned on its head. </li></ul></ul><ul><ul><li>Program - play and testing </li></ul></ul><ul><ul><li>Low tech threshold consoles </li></ul></ul><ul><ul><li>Supportive, engaged, excited </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  5. 5. <ul><ul><li>Data files - generic for each year group </li></ul></ul><ul><ul><li>Pencil and paper to support </li></ul></ul><ul><ul><li>Named each console Oakdale - limit pictochat </li></ul></ul>
  6. 6. In class <ul><ul><li>Each child completed a pencil and paper mental maths test </li></ul></ul><ul><ul><li>Each child, teacher and Ta completed first Brain age 'check' - we used the brain age check selection menu and the same 3 games. </li></ul></ul><ul><ul><li>Year groups were timetabled to have the consoles for one day - to organize, each child was given a numbered console </li></ul></ul><ul><li>     -  to explore the training programs - Year groups were given    specific training programs to use, that I felt would best suit ages. </li></ul><ul><li>      - to look at any difficulties that we may encounter. </li></ul><ul><li>  </li></ul><ul><li>     </li></ul>
  7. 7. Weekly <ul><ul><li>Each year group was timetabled to have the consoles for a 'session' a day. </li></ul></ul><ul><ul><li>Asked to use them to 'train' their brains at least 3 times a week and do a brain age check once a week. </li></ul></ul><ul><ul><li>After two weeks - children were using them for only 20 minutes a day. </li></ul></ul><ul><ul><li>Found that already children were learning tables at home </li></ul></ul><ul><ul><li>Children in lower age groups were benefitting from syllable count, and enjoying the reading aloud program. </li></ul></ul><ul><ul><li>Quotes: </li></ul></ul><ul><ul><li>We done brain age check and I was 80, then I got to 70 but now I am 37 </li></ul></ul><ul><ul><li>I think Nintendo is very good because now I am getting a smaller brain age </li></ul></ul><ul><ul><li>The brain age thing is helping me learn </li></ul></ul>
  8. 8. Visits - Outcome focused <ul><ul><li>Borough visit - to see what was happening in practice </li></ul></ul><ul><ul><li>Buzz </li></ul></ul><ul><li>  </li></ul>
  9. 9. Visitors - children talking! <ul><ul><li>Local press, parents, Governors - anyone! </li></ul></ul><ul><ul><li>Borough conference </li></ul></ul><ul><ul><li>  Miss, its really interesting, coz some of the adults are asking if its just a way of playing and if we are really learning, but when we show them and let them have a go, they don’t want to give the consoles back!’ </li></ul></ul>
  10. 10. Writing and Gaming
  11. 12. Results  
  12. 13. Results   <ul><ul><li>Increase in times tables knowledge - particularly in year group 5 </li></ul></ul><ul><ul><li>Syllable count and reading aloud - encouraging lower age groups to read </li></ul></ul><ul><ul><li>Those children that felt they were under achieving in maths - felt they could achieve using the consoles </li></ul></ul><ul><ul><li>Children were engaged and excited </li></ul></ul><ul><ul><li>Speaking, presenting and writing skills in the children increased </li></ul></ul><ul><ul><li>No gender difference, SEN and EAL children were engaged </li></ul></ul><ul><ul><li>SATs results in mental maths were the highest we had had in 4 years </li></ul></ul><ul><ul><li>Mental maths skills across all year groups had improved </li></ul></ul><ul><li>  </li></ul>
  13. 14. Problems <ul><ul><li>Data files - would be great if they could be extended - to use the graphing options with a large range of children </li></ul></ul><ul><ul><li>'Witterings' of Dr K sometimes put the children off - they just wanted to 'game' </li></ul></ul><ul><ul><li>Organization - key to success  </li></ul></ul>Where now? <ul><ul><li>Borough set has moved to another school - involved in INSET there </li></ul></ul><ul><ul><li>Looking at funding our own set - sponsorship, borough and PTA </li></ul></ul><ul><ul><li>Using make 10 and using games for MFL - like the Mind your language learn Spanish due for release in December.  </li></ul></ul>
  14. 15. Final thoughts <ul><li>It has been an amazing experience to have the consoles in school and to see the real and huge benefit that they can ‘play’ in the class room. </li></ul><ul><li>I believe that even those who have doubts when they see them in use then they too will see their benefit. </li></ul><ul><li>I do not believe that in any way should they replace teaching methods but rather be used in conjunction with. They also do not need to be used for extensive periods of time, we have found that 20 minutes is enough to both train and check brain ages. </li></ul><ul><li>The children are natural users of hand held devices and this natural ability and their innate sense of wanting to learn makes the console, I feel a valuable learning tool. </li></ul><ul><li>www.oakdalejuniorschool.blogspot.com </li></ul>