6. Two English Schools
• Both schools are 11-16 state-funded
schools.
• Both schools give iPads to all of their
students in September 2011.
• Both schools observe significant changes
to teaching and learning.
• Both schools report IDENTICAL effects.
7. What do the schools observe?
• Improvements in student interest,
independence, engagement, motivation,
developing increased concentration,
determination and resilience.
• They are developing engaged, creative,
innovative learners.
8. Why is this happening?
• What is emerging is a new kind of learning
community:
• consisting of students, teachers, parents
and others,
• collaborating and supporting each other in
the task of working independently.
9. What is taught How it is learned
Time: ICT Place:
directed/ school/
non-directed: home/
synchronous/a virtual
synchronous Code
Learning
Transmitters community, Acquirers
friends,
family
The pedagogic assemblage
11. weakens classification of what is taught
• Promote interdisciplinary work
by weakening the tight boundaries between subjects
• Encourage students to explore their own learning contexts
often real-world problems
• Encourage group activities
with shared outcomes and competences
12. weakens framing of teaching and learning
• Encourage collaboration in virtual spaces
and asynchronous times
• Flatten the hierarchical relationships
between teachers and students
• Challenge the single voice of authority of the teacher,
encouraging a range of viewpoints
• Encourage students to control their learning:
sequence, pace, resources and modes of presentation
13. Anywhere, any time
“Like, everyone will say, if lots of people say „oh, I am stuck on
that‟ then you email the teachers and say, look, I have asked my
friends and they are really stuck on it and I don‟t know what it is
they will almost reply to you instantly.” (Year 7 students, school
A).
14. new types of practice
“For our homework tonight in Science, we are creating the
ultimate predator, so it‟s got to be this and that and the other,
and also the prey. And we are going to make a movie about it
tomorrow.” (Year 7 student, school A).
15. The nature of homework tasks across the two schools may be
changing towards open-ended tasks that favour collaborative
working. Groups of students are being asked to collaborate to
research ideas that they will present jointly to the class in a
subsequent lesson. This is moving towards a „flipping‟ of the
traditional classroom practice.
16. A versatile pedagogy
“Independent learning is
good, I like that a lot,
but sometimes it is nice
I have got a teacher and…it is to be led by the teacher.
kind of half and half, [we] use (from Year 9 student
the iPads because we need to interview, school B).
research most of the time, like
things like, globalisation and
Gandhi, we do know anything
about, but we researched on
the iPad. But we still use books
as well. This kind of an even
mix isn‟t there?” (Year 9
student interview.)
17. Honywood skills
Communicate in writing, orally, physically, graphically and by using ICT
Learn independently
Solve Problems
Cooperate and Collaborate with others
Analyse information and draw conclusions from it
Synthesise information, evaluate and form judgements
Empathise
Be Creative
Gain the knowledge and skills to be healthy
in body and mind
Persist when times are hard
18. Maxi: Honywood learner
“I find it quite fun because,
because we've got our own
chance to choose
what we want to do,
and we can do it on our own,
but we still get things done.
So it's quite a fun way of learning.”
19. Miss Styles: English teacher
“We have conversations with them in the
learning sessions and over e-mail.
Thinking about what they've done
currently reviewing that at a midpoint in a
conversation. [Talking] about what's gone
well and what could be improved and
bringing them together for the final kind of
outcome.
I think the more you talk to them about it,
the more they get it. I think the more they
have the ability to talk about what they're
doing the better they are at putting things
into place on their learning journey.”
20. Challenges and potential
“We don't use them enough. We hardly
ever use them.”
“I like that if there is cyber bullying it shows
so you have evidence.”
“I don't like iPads very much at school, because
they are very distracting especially in group work
when I am trying to get team mates to do work
and they just play games on their iPads whilst
I'm stuck doing the majority of the work.
(Responses from student online survey.)
21. Developing versatile pedagogy
work is produced by individual learners under conditions in which conscientious,
F+
attentive, industrious, careful, receptive behaviour is rewarded; hierarchical or
formal relationships between the teacher and learners are established and
maintained; collaborative work outside of the assigned space and time is
discouraged;.
collaborative work outside of the assigned space and time is integral to the
F- activity; extensive opportunities for individual and collaborative groups to direct
and take responsibility for their learning; learners choose their collaborative
partners; creative, interactive, ability to contribute to the group are acknowledged
behaviours;
