Distinctive Pedagogies for iPads


Published on

Kevin Burden, from the University of Hull, presents the findings from two recent research projects in Scotland and North East Lincolnshire, along with a theoretical model for mobile learning with tablet devices

Published in: Education
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Distinctive Pedagogies for iPads

  1. 1. ‘Distinctive Pedagogies’ Kevin Burden:The University of Hull
  2. 2. http://www2.hull.ac.uk/ifl/ipadresearchinschools.aspx
  3. 3. What kind of mobile learningactivities are interesting and worthwhile?
  4. 4. What kind of mobile learningactivities are interesting and worthwhile?
  5. 5. What kind of mobile learningactivities are interesting and worthwhile?
  6. 6. xler ) g’ ( Tr a ar nin le the re d‘ Te
  7. 7. s: r ? PC ge let han ab c T e g ama
  8. 8. Collaboration A pedagogical framework for mobile learning Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012) Viewing mobile learning from a pedagogical perspective, Research in Learning Technology Vol. 20, 2012Personalisation Authenticity
  9. 9. Kingswell Primary Kilsyth Primary Cryston Primary Gavinburn Primary Sciennes Primary St. Kentigerns AcademyGreenwood Academy Bellshill Academy
  10. 10. 365
  11. 11. methodology1. Mixed methods (i.e. qualitative and quantitative)2. Online baseline and exit surveys for students and parents3. Interviews of all lead teachers towards end of pilot + senior teacher where this was possible4. Interviews with each LA and senior leaders in LA5. Pupils focus groups in each school (6 students)6. Lesson observation by researchers in most schools7. Artefacts from students and teachers 15
  12. 12. Entirely personal devices Personal in school Class sets Bellshill Academy Cryston Primary Gavinburn Primary Kingswell Primary Kilsyth Primary Sciennes Primary Greenwood AcademySt. Kentigerns Academy
  13. 13. Signhills Scartho Juniors Middlethorpe Waltham LeasEast Ravendale
  14. 14. School iPod iPad Where Staff Total East Ravendale 70 3 KS 2 3 76 (every child) Years 4, 5 18 Middlethorpe Junior 107 15 (all staff) 140 & 6 (all) Year 5 & iPad for Scartho Junior 110 28 138 6 all staff Year 3 & Signhills Junior 90 86 19 195 4 (all) Year 5 & 6 Waltham Leas 107 16 (leasing 129 6 available) Years 484 148 46 678 3,4,5,& 6Technology deployed across the alliance
  15. 15. Findings:Teaching & learningParental engagement and interestLeadership, management and changeProfessional development & support
  16. 16. Teaching & Learning
  17. 17. Parental Engagement
  18. 18. So what.....?
  19. 19. “ Teaching and learningcan be fundamentallyaltered when allstudents have personalaccess to a mobiledevice like the iPad”
  20. 20. “I mean they don’t use it for an hour at a time, they pick itup, put it down, they use it for their spelling, they put itaway then go on to their reading work, then pick it up todo something else.  But it is in consistent use during theday, not constantly but it is consistently used on and offduring the day”(Class teacher, Bellshill Academy)
  21. 21. Collaboration and new patterns of working I’ve certainly found probably changed the cla one of the big ssroom dynam gest things th it as a teachin ics is Apple TV at’s g tool and they bec aus e I c a n you’re doing p can use it to s use eer assessme hare their work because they’v nt, you’re ass ; so e got their stu essing them y them and make ff up on the s ourself sure everyone creen, you can up that’s really is on the right stop good and use it track or put a p (Teacher - Ga as a modelling iece vinburn Prima piece ry School) The iPad is a great piece of technology for basically everything. It has made me a lot more confident with showing my work on the Apple TV. (P7 student)
  22. 22. “ The relationship between teachers and studentschanges as students become knowledge producers rather than just consumers”
  23. 23. “ students are prepared to go the extra mile....”
  24. 24. Dispositions towards learning with iPad• makes lessons more fun -- 99.6%• more interested in learning -- 96.2%• learned more -- 91.6%• helps to understand difficult ideas --93.9%• prefers to iPad to a computer --93.9%• behaved better in lessons -- 87%• worked more with other people -- 88.8%• allowed to use the iPad as much as they liked -- 44.8%
  25. 25. “ The pattern of ownership is a vital factor in the success of a personal device policy ” “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) (Teacher - Bellshill School)
  26. 26. Technological, Content Pedagogical pedagogical content knowledge (TPCK) (Mishra and Koeller) Knowledge (PCK) Content KnowledgePedagogicalKnowledge Technological Knowledge
  27. 27. Collaboration ion Da sat ta sh er ari nv Co ng A pedagogical framework for mobile learning Co cy nte en x tu Ag al i se d Customisation SituatedPersonalisation Authenticity
  28. 28. LOW MEDIUM HIGH External control Negotiated outcomesPersonalization Agency ‘One size fits all’: Tailored fit: ‘Just in time’ ‘just in case’ Customization Contrived Realistic ContextualizationAuthenticity Simulated Embedded: real practice Situated Solitary: disconnected Networked: richCollaboration Conversational Content building Context sharing Data sharing
  29. 29. External control Negotiated outcomes Agency “[The children] feel more in control of their own learning. I think because they’ve got more choice about how they do things it’s allowing them to see what’s the best way for them to learn.  And it makes them more aware when you actually enter into discussions with them about their learning they seem much more aware of their learning than they did before because it’s more child-led.  They’re making more decisions about their learning.” (Teacher - Gavinburn Primary School) 39
  30. 30. ‘One size fits all’: Tailored fit: ‘Just in time’‘just in case’ Customization Changing the nature of assessment and feedback “I can upload a worksheet okay and they can … 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 40
  31. 31. ‘One size fits all’: Tailored fit: ‘Just in time’‘just in case’ Customization
  32. 32. Contrived Realistic Contextualization 42
  33. 33. My favourite activity this weekThe activity that I wouldlike to tell you about is myiBook. It was very fun andworthwhile because wedid it for the P2 and P3classes. I also like howyou could make pictureson an app called Art Rageand then export them intoyour book. Also it is a lotquicker because of thekeyboard.
  34. 34. Embedded: real practiceSimulated Situated 44
  35. 35. Solitary: disconnected Networked: rich Conversational 45
  36. 36. Content building Context sharing Data sharing Group Scribbles 46
  37. 37. What did we do this week?This week we were makingsome songs on Garage Bandfor our Eurovision topic.We were also making somescale drawings of a buildingin our country. We usedSafari to find out what theheight, length and width ofour buildings were.
  38. 38. My favourite activity this weekI thought my favourite activitythis week would be creating mygroups song on Garage Bandand learning how to do ajamming session with our groupmembers.
  39. 39. Collaboration Personalisation Authenticity 49
  40. 40. Conclusion 50
  41. 41. 52