2. If you would like to contact me, drop me an email to:
matt@realiselearning.com
Visit my website:
www.realiselearning.com
Read my blog:
www.mattbritland.com
Follow me on Twitter:
@mattbritland
3. ..............................................................................................Aims
4
.......................................................................................Planning
5
............................................................................Implementation
6
.........................................................................................Projects
7
..............................................................Analysis of Evaluations
10
............................................................................................Teacher Evaluations
10
..............................................................................Positive Comments - Teacher
14
.....................................................................Constructive Comments - Teacher
15
............................................................................................Student Evaluations
16
..............................................................................Positive Comments - Student
19
......................................................................Constructive Comments - Student
20
..................................................................................Conclusion
21
........................................................................................Did we meet the aims?
21
.................................................................................ICT Support and Logistics
23
......................................................................Recommendations
24
.........................................................Integrating iPads into T/L
25
4. Aims
• To explore and evaluate the role of mobile technology in the teaching and
learning process
• To create exciting and innovative lessons/projects in order to:
• Engage students
• Find new ways to deliver lessons
• Foster creativity
• Encourage us to think about how we view and use the classroom
• Give students the experience of using mobile devices in a productive way /
prepare them for the future and to keep them engaged in the learning process
• To develop skills of research and collaborative learning in order to help raise
achievement
• Free the teacher from the desk
• Improve accessibility for students with SEN
5. Planning
Once the iPads had been purchased and tested we ran a whole school INSET on using iPads
to support teaching and learning. This gave departments an idea about what Apps they could use
and how they can be used in the classroom. Each department then nominated ‘iPad Champions’
who would take responsibility for running a project. They were then given an iPad to experiment
with and £15 App Store credit to trial different Apps.
Alongside this I ran training sessions on how to use the iPads, as well as training on individual
Apps. I also worked alongside departments to help create and develop projects. To stimulate
ideas, I sent around regular emails with new and noteworthy Apps as well as training videos.
Once the ‘iPad Champions’ had formulated their projects they submitted them via an online
form created in Google Forms.
Myself and Graham then decided when the projects would run, taking into account the
teachers’ requests.
When this was decided, I emailed the teachers to let them know their projects were running
and explained what the next step was.
6. Implementation
The iPads were stored in IT1 and IT Support were responsible for administrating them.
When a project was ready, the teacher responsible emailed IT Support to book the iPads.
They included in their email the following details:
• Date and time the iPads were required
• How many iPads were required
• Which iPads were required i.e. iPad 1 - iPad 16
• Which Apps were required for the projects
On the day of the project, IT Support ensured the iPads were ready and placed in a padded
bag. Either the teacher or IT Support transported the iPads to the classroom.
The teacher would distributed the iPads to their students and recorded which students had
which iPad. If the project ran over several lessons, the student would then know which iPad they
should use. It also meant, we knew who was responsible for the iPad if it was damaged.
Students saved their work on the iPad they were using and either, email it to the teacher,
upload to DropBox or plug the iPad into the computer and save the files (only video or photos)
on the school network.
When the project was finished, the students and teacher completed an online evaluation using
Google Forms.
The questions asked in the evaluations can be viewed using the links below:
Student Evaluation
Teacher Evaluation
Once the evaluations were complete, I used Google Forms to generate an analysis of the
results.
7. Projects
Department/Teacher App Project Outline
Biology
Psychology
History
PSHE - Mr Britland
Economics
R/S
Keynote Pupils will use the iPad as a
internet research tool and to
produce collaborative
presentations.
Keynote Safari- to research
Keynote - for presentation
Keynote Safari- to research
Keynote - for presentation
NearPod Using NearPod the teacher will
guide students through a
presentation (on their own iPads)
about the death penalty. They
will be also be shown a video
though NearPod and answer
questions using the interactive
elements for AFL.
Numbers Pupils will enter the data
obtained from the ONS website
into spreadsheets and will
calculate statistics such as year-
on-year percentage changes and
moving averages. They will graph
the raw and derived statistics.
iMovie Students will put together a
movie/advert/trailer of their
philosophical argument for God.
They will then do the same for
the challenge to that argument.
8. Department/Teacher App Project Outline
English
D/T
Biology
Comic Life
Camera
2BE will study Henry V after half
term. Once they have read the
play they will divide into five
groups, each producing a comic
version of one of the five acts of
the play. They will photograph
key moments and use excerpts of
Shakespeare's dialogue which
they will have to select.
Home Design 3D Fourth Year Graphic Product
students already do an interior
design project to prepare them
for their GCSE Coursework.
They design and plan a room
layout for a bedroom, living room
or kitchen. The students struggle
to understand size, scale and
room planning. Using a room
planning App on the iPad will
allow the students to drag and
drop furniture of the correct size
into a chosen floor plan. This will
reinforce the important of size,
scale and anthropometric data.
Layouts can be used within their
design development work. If the
project is successful the students
can also use the App for their
GCSE Coursework after Easter.
Safari Using Safari, students will use a
website to test reaction time. This
will mean that they do not have
to move to a computer room
when we are not using computers
for the whole lesson.
9. Department/Teacher App Project Outline
Music
Psychics
Library
FL Studio For this project, a particular
section of the app called a step-
sequencer will be used. This
contains a track for each
instrument you decide to use, in
this case a basic set of percussion
instruments. The students will be
given tasks. In groups they must
listen to an existing rhythm and
then reproduce it using the step
sequencer. Another task will see
them composing a rhythm of
their own and will even require
them to choose appropriate
instrumentation. This project will
run with the First Year.
Explain Everything Exam questions will be uploaded
via Dropbox onto iPads. Students
will then model an exam answer
to be converted to video.
iMovie
Camera
Aurasma
First Year pupils will create short
book trailers for their favourite
books on the iPads in their library
lessons which will be entered into
a competition. Using Aurasma,
the augmented reality App, pupils
will be able to watch the trailers
on their smartphones and school
iPads via the special interactive
posters around the school.
10. Analysis of Evaluations
TEACHER EVALUATIONS
How effective have iPads been in enhancing pupils learning?
How effective have iPads been in supporting your teaching?
Very Effective Effective Somewhat Effective Not Effective
28%
36%
36%
Very Effective Effective Somewhat Effective Not Effective
37%
27%
36%
11. Please rate the enhanced impact you feel that using iPads had on the pupils
learning?
Would you like to use iPads for teaching and learning again?
Alot Some A Little None
27%
55%
18%
Yes No Maybe
91%
9%
12. How engaged were students during your iPad projects?
Were the students more engaged that usual?
Very Engaged Engaged Somewhat Engaged Not Engaged
64%
36%
Yes No
82%
18%
13. Did you enjoy using the iPads with your students?
Results are from 11 teachers, running 11 different projects.
These projects ran from 20th November 2012 - 28th February 2013
Yes No
100%
14. POSITIVE COMMENTS - TEACHER
Music - FL Studio
“Pupils were able to understand the concept of semi-breves, minims, crotchets and quavers
very quickly. They understood all of their time values and how they all fit into the bar. In one
double lesson, they learnt what would ordinarily take approximately three of four.”
D/T - Home Design 3D
“Students found the project fun and engaging - even saying is this really work? This is like
playing on Sims. The outcome of the project has been quicker and more effective than previous
methods - by hand or Google Sketch up are both slower.”
Economics - Numbers
“Pupils accessed a range of data (specified in worksheets) and answered questions involving
simple calculation. Enhanced pupil’s awareness and appreciation of data and data sources, as
(obviously) required in Economics.”
R/S - iMovie
“The iPad project definitely enhanced pupil learning. It was a good activity for pupils of all
abilities/learning styles: by watching six videos after the two week activity, each with a different
take on the subject matter, pupils were able to re-cap key content through enhanced engagement
and attention to detail, and it was also fun!”
Psychology - Explain Everything
“Being able to use the iPads for this task made it very quick and efficient. There was no
waiting to log on and I didn't have to book up an IT room for a double period for only 10
minutes use at the start and the end of the double lesson.”
Library - iMovie, Aurasma
"By removing the constraints of needing to work in a fixed location e.g. IT room or at a
desktop PC, pupils could focus purely on the project and were able to film, edit and finalise their
trailers wherever and whenever they wanted enabling their creativity to shine through! Similarly,
being able to research, film and create the trailers all on the same device greatly simplified the
process and meant that the technology facilitated rather than took over the project. Also the
interactive posters have enticed pupils in who are rarely seen in the library, keen to use the
Library iPad to watch the trailers."
15. CONSTRUCTIVE COMMENTS - TEACHER
Physics - Explain Everything
“The practicalities somewhat hampered the learning experience. It took a little while for the
students to get used to the quirks and features of the program. However, when they had mastered
this, there were some excellent learning experiences, with students taking pride in clear
explanations and getting a kick out of seeing the finished product.”
Biology - Keynote
“Pupils were very engaged when doing their own research but less so when the presentation
was being put together. This had to be done on one iPad which meant that most of the group
weren't involved at that stage.”
Biology - Reaction Time
“Pupils become very distracted by the camera on the iPad. Receiving iPads with pupil
pictures for wallpaper makes them feel like they can go ahead and take whatever pictures they
wish. This acts as a minor distraction.”
English - Comic Life
“Like anything new, this takes a little getting used to. It is worth persisting; this kind of group
work is different to what could be achieved in an IT room.”
16. STUDENT EVALUATIONS
Which of the following statements best describes your learning experience?
Very beneficial to the learning process Some assistance to the learning process
Gimmick/No impact Other
47%
35%
15%
3%
17. Did the iPad help with your understanding?
What would you rather use to support your learning?
Helped a great deal Assisted a little Little or not impact
38%
39%
23%
iPad Normal Computer Pen, Paper, Books
51%
24%
25%
18. How would you rate your engagement whilst using the iPads?
Would you like to use them again?
Results are from 116 students, working on 11 different projects.
These projects ran from 20th November 2012 - 28th February 2013
I was Very Engaged I Was Engaged I was not Engaged
45%
47%
8%
Yes No
88%
12%
19. POSITIVE COMMENTS - STUDENT
Biology - Keynote
“The easy access to helpful information, meaning that I could learn and understand new
topics far faster than in a normal computer room lesson. The iPads also gave us the ability to turn
this new found knowledge into a keynote presentation with ease. In all, the iPads were highly
beneficial in the learning process.”
R/S - iMovie
“A different and engaging way of understanding the subject. Everyone was involved and
engaged in the process.”
English - Comic Life
“It was essential to the task. It made it easier to understand Shakespeare. It also made us
think about what pictures we would take.”
“Using the iPads made learning about Shakespeare a lot easier, and helped me understand
what was going on. The iPads made my first Shakespeare experience more enjoyable than it
normally would be.”
PSHE - NearPod
“Its great, you can express personal opinions if you don't want to say it out loud. Teachers
can make sure everyone is doing the right things”
Music - FL Studio
“It really helped having the iPads because you could do loads of things and learn different
notes. I also found it better having the iPads because I’m not very good at music so I don't know
many notes so this was a good way to help us learn.”
D/T - Home Design 3D
“We were able to get a lot of work done easily in a short period of time. If we did not have
the iPads the same process would have taken a very very long time.”
20. CONSTRUCTIVE COMMENTS - STUDENT
Biology - Keynote
“Computers are fine I don't think iPads are necessary, despite them being fun to use and play
with.”
Economics - Numbers
“The lesson could easily have been completed on a computer. The use of iPads was
distracting and pointless.”
History - Keynote
“The iPads were harder to type on than normal computers and they were more distracting
than helpful.”
English - Comic Life
“I thought that they made the learning experience fun although it made it cramped as when
in groups we had five people around 1 iPad and everyone trying to get control which made it
query hectic.”
Physics - Explain Everything
“Desktop computers have access to the internet, hence they have more information than
books, I see no advantage in having the iPads (unless they were used to provide access in lessons
to scientific papers (or Wikipedia) or harder problems).”
N.B. The positive comments far outweighed the constructive comments.
21. Conclusion
DID WE MEET THE AIMS?
• To explore and evaluate the role of mobile technology in the teaching and
learning process
Eleven project were completed by eleven different teachers. Each project has been evaluated
by both students and teachers. The results can be found in the Analysis chapter.
• To create exciting and innovative lessons/projects in order to:
• Engage students
It is clear by the analysis that students were engaged throughout the evaluation process. 92%
of students said they were either very engaged or engaged. Teachers noted that 100% of students
were either very engaged or engaged.
• Find new ways to deliver lessons
Teachers were able to find news ways to deliver lessons by utilising the iPad. In PSHE the
App NearPod was used to present to the individual iPads the students were using. This also
combined AFL as students were able to answer questions via their iPads which would then give
instant feedback to the teacher.
There is still work to be done on this. NearPod needs to be explored further. We could also
produce video resources that are on the iPads that students can use to complete a project
independently.
Apple TV can also be utilised more in lessons to provide wireless connection to the
whiteboard from anywhere in the class. This was done in the D/T project, but would be good to
expand to other projects.
• Encourage creativity
The majority of projects ran by teachers were highly creative. This ranges from creating
movie trailers in iMovie to creating comic books about Shakespeare in Comic Life to using the
iPad to produce music in FL Studio and creating 3D room plans in Home Design 3D. Many of
these projects are unique to the iPad and would involve multiple devices as well as a computer
room if done without iPads.
The iPad has many creative Apps that can be utilised to support teaching and learning. For
instance Apps like Book Creator can be used to create multimedia eBooks and Brushes could be
used to create Art compositions.
22. • Encourage us to think about how we view and use the classroom
All the projects would have needed a computer room at some point if done without iPads.
Using iPads has turned every classroom into a computer room. Classrooms are now being seen as
a place where a variety of learning activities can take place and not just a place for pens, paper
and books.
Using mobile devices does challenge us to think about how we manage a ‘traditional’
classroom. This can take some getting used to, but the future will involve this happening more
often.
• Give students the experience of using mobile devices in a productive way /
prepare them for the future and to keep them engaged in the learning process
The students involved have experienced a variety of ways in which mobile devices can be
used productively.
This needs to be expanded further. We could incorporate eTextbooks, annotating PDF
documents and time management using a variety of Apps.
• To develop skills of research and collaborative learning in order to help raise
achievement
One of the most successful aspects of the project ran in Biology using Keynote and Safari,
was how easy students found the research process. This could be done very quickly on the iPad
without the need to move to a computer room. The collaboration aspect was not quite as
successful, however this had something to do with the limitations of Keynote. With a different
App, this may have worked better. Using iMovie in groups has proved effective and certainly
enjoyable to both students and teachers.
In future, more projects need to focus on the collaboration elements of teaching and learning.
• Free the teacher from the desk
To some extent this is beginning to happen. NearPod allows the teacher to present to students
from anywhere in the room. Apple TV means that teachers can project to the whiteboard
without being stuck at a computer at the front of the room. In fact every project using the iPads
means that teachers do not need to be ‘stuck’ to the desk.
This needs to be expanded. I would like to see more use in lessons of NearPod and iPad
mirroring using Apple TV used more in lessons. This would require purchasing more Apples
TVs or investigating other mirroring alternatives.
• Improve accessibility for students with SEN
This has yet to explored fully and will be addressed soon.
23. ICT SUPPORT AND LOGISTICS
It would have been impossible to run this trial without the help and support of IT and in-
particular NAME REMOVED.
Setup
• Setting up the iPads can be time consuming, but IT Support is looking at alternatives. They
are currently using Apple Configurator to try and make things easier.
Installing Apps
• Installing Apps using the current system (Meraki) can be done quite quickly. However,
typing the password into individual iPads can be tedious.
• An online form could be used to request Apps, which would make the authorisation process
easier.
• Members of staff can sometimes request Apps at short notice.
• Ideally there should be two weeks notice so there is time to get the Apps authorised
Booking
• A central iPad booking system is required that all members of IT Support can access. At
present all requests are emailed to IT Support. During busy periods, emails can sometimes be
missed.
• A list of Apps should be available on the booking system.
• Staff or student representatives should collect the iPads.
Issues
• Camera - Students can sometimes misuse the camera and take silly photos and set them as
wallpaper
• Because of this the camera has been disabled which means certain Apps don’t function
correctly
• The need for a camera could be added to the booking system
• Disciplinary procedures should be followed if students misuse the iPad
• Workflow - At the moment all work is saved to the iPads, this can cause a problem as they
are shared. DropBox or Edmodo can be used to solve the problem of work being lost/deleted
24. Recommendations
• Make more iPads available to staff, ideally a full class set
• Take department iPads back to make up the class set?
• Give department the option to have iPads for their reps, these could be purchased on department budgets?
• Purchase additional iPads to make up a class set?
• To keep the iPad enthusiasm alive I think it is important that departments have access to their own
iPads.
• When teachers use the iPads for a project, they should fill in a simple online form so that we
can track good practice.
• Half termly training sessions for iPad champions/departments
• Continue to produce training videos
• Introduce an electronic booking system:
• Let staff book iPads, specify how many they need, which individual iPads are required (i.e. iPad1 - 6),
which App they require, track data about bookings, arrange a pick up point, do you require the camera?,
request Apps ideally giving two weeks notice
• Establish forum for discussions on iPad projects
• Include 30 minutes every INSET showcasing an iPad project
• Begin to use a combination of Apps together
• Expand on the Apps we use
• Increase the number of projects using iPads for collaborative work
• Purchase Bluetooth keyboards to see how iPads can be used for word processing
• Integrate Apple TV/wireless streaming to projector
• Explore workflow solution - DropBox? Department Dropbox? Edmodo?
• Clarify discipline procedure for iPad use I.E. Misuse of camera
25. Integrating iPads into T/L
Tips on how to integrate iPads into teaching and learning.
1. Think about why you are using the iPad
a. What would you like your students to learn?
b. How will the iPad support teaching and learning?
c. What will the outcomes be?
d. How will they be assessed?
2. What App will you use?
a. Do your research
b. Read reviews
c. Watch videos
d. Do we already have the App or perhaps we have a better one?
e. Make sure you use the App before the lesson
3. How will students submit work?
a. Email?
b. DropBox?
c. Edmodo?
d. Other option?
4. How will you manage the classroom?
a. Seating plan?
b. iPad allocations?
c. Make notes of which student has which iPad?
d. How will the dynamic of the classroom change?
e. Sanctions if students they misuse iPads
