There are correlations between in-school and out-of-school mobile device use for learning. Frequent users tend to have support networks that help them learn to use their devices. For teachers to effectively integrate devices in the classroom, they need training on the devices' capabilities and how they can enhance learning. The educational impact of student device use is limited if teachers do not also use devices. Teacher approval of autonomous device use in lessons affects student use and attitudes. Developing effective mobile learning practices takes time as teachers learn to use devices to support learning rather than as just tools.

1. M-Posium Mobile Learning learner mobility

2. http://partners.becta.org.uk/index.php?catcode=_re_rp_02&rid=14204&section=rh http://is.gd/tQJe

3. There are correlations between in school and out of school use for learning, suggesting that teacher modeling of effective practice for learning important High users have family and friendship groups that help them learn to use their device. For teachers to support frequent use of devices in class, the teacher needs to have a device, to have learned exactly what a device can do and how it might contribute to learning Learners

4. Teacher practice The positive impact of device use is limited where learners have devices but teachers do not In the secondary phase, teachers’ responses to autonomous use of devices by learners in lessons are varied. Whether this is encouraged or forbidden has an impact on levels of use and attitudes. little evidence of user-friendly and reliable systems for moving work between teachers and learners Device use decreases as key assessment points in KS2 and KS4 approach. research so far suggests that the learning value of the devices (apart from motivation) has been associated with opportunities it provides for iteration, and transformation The 1:1 aspect of device ownership has been exploited by teachers more than device mobility out of the classroom.

5. Workforce skill Developing effective learning practice with the device takes time Teacher intervention is key its just a tool . Teachers listen to teachers

6. The A word Current assessment data (including level achieved) is unlikely to capture (fully) the skills and more subtle learning that takes place. Learning-related gains may focus more on longer-term orientation towards and skills for learning rather than shorter-term KS outcomes.

7. Looking back and looking forward http://www.becta.org.uk/etseminarsarchive 2003-2005 http://www.becta.org.uk/etseminarsarchive/2005-08-12/6/slides/slides.pdf You might of heard of this http://www.becta.org.uk/etseminarsarchive/2005-08-12/5/slides/slides.pdf You havent seen this

8. Emerging tech website http://emergingtechnologies.becta.org.uk/

9. Don’t beat yourself up http://www.youtube.com/watch?v=L0uLE6Eepi0 The author May your god go with you http://www.youtube.com/watch?v=pQHX-SjgQvQ

10. Contact… Andy Black Becta Millburn Hill Road Science Park Coventry CV4 7JJ E [email_address] www.becta.org.uk