Mobile devices for learning

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This was a presentation prepared for the Tai Tokerau Principals' Association Conference 2012 on the use of iPads and iPods at Kaipara Flats School.

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  • Intro - myself, Kaipara Flats\nMobile learning (or m-learning) is defined by Clark Quinn [Quinn 2000] as\n… the intersection of mobile computing and e-learning: accessible resources\nwherever you are, strong search capabilities, rich interaction, powerful\nsupport for effective learning, and performance-based assessment. eLearning\nindependent of location in time or space.\nEven though fundamental issues (including the control of distribution channels and content)\nremain unresolved, now is the time for the e-learning and educational technology\ncommunity to pay serious attention to mobile learning and handheld devices.\n
  • 4 classes, Shirley Cope Red Beach School, fortnightly visits, time in each class, right person at the right time, personalised learning, whole staff attending Spectrum Conference, followed by 3 years of ICT PD contract.\n
  • PD focused on pedagogy, while learning the tools\n
  • Cameron’s story on return from USA\nMy use of iPod touch as a personal tool\nvery accessible tool for children and adults, pretty much as powerful as a computer, search tool, interactive, support for personal learning needs\nmobile devices becoming ubiquitous; I tend to carry some type of device wherever I go and consider them to be essential learning companions, both online and offline; developing an expectation that I will be able to access the internet wherever I am, in the absence of an iPhone that tends to mean a laptop with a mobile modem, wireless much more available now and when it is, the iPod or iPad is my tool of choice\nI find it so satisfying to be able to find the answers to my questions quickly with or without the internet. Such powerful, multi-purpose tools\n\n
  • In this video, the group are using boom whackers in a rhythmic improvisation. Taking it back to show other teachers at school following a music PD day, was a quick and easy way to communicate about the potential of the boom whackers for our music programme.\n
  • October 2010 in the hands of teachers\n
  • iPods and iPads given different names of NZ sports identities and movie characters. They are identified easily with photos used as wallpaper in the background of each page and on the lock screen.\n
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  • set up accounts on iTunes without the use of a credit card, and we redeem vouchers to purchase apps. Students don’t purchase apps as they don’t have access to the passwords for the iTunes accounts\n
  • Information evening held early in the year. Children attend and parents have time in the classes working with the children on the devices.\nCommunity workshop for people wanting help with using their own devices.\n
  • Use email to communicate with parents, also a weekly letter, drafted with the children to share their thoughts on the week’s highlights. School has a facebook account that parents are able to follow to keep informed about school events.\n
  • Not teaching to the devices, nor teaching apps. Teaching skills and assessing student learning in a more dynamic way. While apps that provide opportunities to practice skills are useful, rich, open ended learning tasks and assessments are our preference, with children engaged in relevant, purposeful learning experiences.\nIn this photo the children are using a visual timer app to time a short task.\n
  • Confirmed: iPads Extend a Teacher’s Impact on Kindergarten Literacy\nEasy to see that student engagement and motivation is up when using the iPads\nTo extrapolate: High engagement leads students to practicing for longer periods. Immediate feedback means they are practicing better. Careful selection of apps to meet learning needs means they are practicing the right stuff.\nHigh engagement means teachers are more able to work one on one with students.\n
  • Children at work Reflection, review (PE lessons, music) Use in apps such as Comic Strip\n Memory aid, Instant note taker, Chart maker, multiple uses, video and still images, integrated with device\n photos easy to share\n
  • Issue of the vast number of apps available - bamboozling.\n
  • www.dailycafe.com\n
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  • Children need a chance to “play” with the tools and engage in exploration and problem solving.\n\n\n
  • iPads in particular lend themselves to collaborative work. The children also manage to make it work on the iPod touches too.\nThese children worked out how to slow the movie down in playback.\nNo prizes for guessing the gender of the children involved in the respective movies.\n
  • A lot of problem solving involved in setting up the devices to take the photos for the animations.\n
  • The camera again. A different take on “myself” at the beginning of the year, inspired by the book “The Best Part of Me”.\n
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  • Children in Year 5&6 use the touches to search information to answer questions and that they also have the option of making use of a range of apps for presenting work, for example using Pic Collage.\nOther uses I know are: word games, especially games that they can play against each other over the wireless network within the classroom; maths games; maths tools.\n
  • If this tool is to be used to its full potential, the children need to be able to mange commenting independently. Another example where the skills need to be built up over time and the children need a chance to ‘play’ with the app.\n
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  • Very well grounded piece on iPads for schools, plenty of food for thought\n
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  • Mobile devices for learning

    1. 1. Mobile Devices For Learning at Kaipara Flats School
    2. 2. Before mobile devices...
    3. 3. Professional development +Technology that is reliable
    4. 4. Vision What we want for our young people Our vision is for young people: • who will be creative, energetic, andWhy mobile enterprising; • who will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country; • who will work to create an Aotearoa New Zealand in which Māori and Pākehā recognise each other as full Treaty partners, and in which all cultures are valued for the contributions they bring; devices? • who, in their school years, will continue to develop the values, knowledge, and competencies that will enable them to live full and satisfying lives; • who will be confident, connected, actively involved, and lifelong learners. Confident confident connected Connected actively involved Actively involved lifelong learners Lifelong learners PAGE 8 THE NEW ZEALAND CURRICULUM
    5. 5. A picture paints a thousand words... a video...?
    6. 6. Beginnings - iPod Touches and iPads at KFS
    7. 7. 20 iPod touches and 10 iPads in classes November 2010
    8. 8. Moving on...• 5 iPad2s May 2011• 8 iPad2s March 2012
    9. 9. Still to come...• 4 LCD TVs• 4 Apple TVs• 1 to 1 programme over 2-3 years depending on funding
    10. 10. Current situation• Room 1 - Y0/1 5 iPod touches, 3 iPads, 3 iPad2s• Room 2 - Y2/3 4 iPod touches, 3 iPads, 3 iPad2s• Room 3 - Y3/4 7 iPod touches, 3 iPads, 3 iPad2s• Room 4 - Y5/6 6 iPod touches, 2 iPads, 3 iPad2s
    11. 11. In addition...• Teachers laptops• Desktop computers• Laptops for students• Ceiling mounted data projectors in all classes and in library• Activ board in Y5/6 class• Mimio in Y2/3 class
    12. 12. Underpinned by...a reliable network, cable and wireless three wireless base stationsup to date operating systems
    13. 13. Management at KFSClass account - teacher manageddevices synced to one computer per class iTunes cards Cases for devices Wireless updatesCharging during day & at end of day Devices stay at school Low security - high trust
    14. 14. CommunityParent information evening Community workshop
    15. 15. Communication email facebook? twitter?
    16. 16. The Learner’s Toolboxjust one of a range of tools available... but so versatile
    17. 17. What impact dothe devices have on learning? Auburn School in Baltimore
    18. 18. The camera is number one... memory aid reflection tool prompt encouraging connectionswww.room2kaiparaflats.blogspot.com
    19. 19. App highlights... Comic Strip
    20. 20. Listen toReading Apps “Daily 5” activity fostering independenceproviding opportunities for personalised teaching and learning
    21. 21. Menu of activity choicesApps are clearly identified in this way alongside traditional tools for learning and practice
    22. 22. Stop Go Animation
    23. 23. More Stop Go Animation
    24. 24. M-learning inYear 5 and 6
    25. 25. Possible next steps... Voice Thread
    26. 26. Voice to text?dyslexic children with strong oral skills
    27. 27. m-learning...Access, engage,interact, assess- anywhere, anytime!
    28. 28. Wiki on mobile devices in education
    29. 29. Websiteswww.ipadeducators.ning.comwww.slidetolearn.ning.comwww.ipad.redlands.qld.edu.auwww.ipodsiphonesineducation.wikispaces.comwww.ipadsforeducation.vic.edu.auwww.ipodsibilities.com/iPodsibilities/Home.htmlwww.IEAR.orgwww.web.me.com/macash/iPod_Touches/iPods_@_KBS.htmlhttps://sites.google.com/site/initialipadsetup/home
    30. 30. Twitter• @SmarTots • @deonscanlan• @slide2learn • @SamGliksman• @adambrice • @jjash• @appsined • @jnxyz• @iPadeducators • @iPodsibilities• @Allanahk • @camlockie• @SNewco • @tinado• @ipadSammy
    31. 31. Mobile Learning and Handheld Devices in the ClassroomRobby Robson, Eduworks Corporation, Corvallis, Oregon, USA. rrobson@eduworks.com
    32. 32. http://www.kerryjturner.com/?p=857 Will schools go for iPads?
    33. 33. Six Examples of iPad Integration in the 1:1ClassroomBy Andrew Marcinek http://www.edutopia.org/blog/ipad-integration- classroom-andrew-marcinek

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