Published on March 8, 2014
4 March 2014 Mobile 1:1 Technology Miles Berry! ! University of Roehampton
The slate-based curriculum . . . prevents idleness, and procures that great desideratum of schools, quietness, by commanding attention . . . Some Studies require a degree of mental exertion, that may or may not be made, and yet the omission remain undetected; but this is so visible, that every boy’s attention to his lesson may be seen on his slate; and detection immediately follows idleness, or indifferent performance! ! Lancaster, 1805
Personalisation a boy who is associated in a class of an hundred others, not only reads as much as if he were a solitary individual under the master’s care, but he will also spell sixty or seventy words of four syllables, in less than two hours; by writing them on the slate, when this additional number of words be taken into account, the aggregate will amount to repetitions of many thousands of words annually! Lancaster, 1808
1:1 Instead of hanging the slates to nails on the wall, every boy has a slate numbered according to his number in the class, and fastened to a nail on the desk at which he sits. By this means all going in and out for slates is avoided. But, if slates are suspended to nails on the walls, the class must go from their seats to fetch them; and the same to replace them, when they have done work. ! Lancaster, 1808
Taking the tablets
Steve Jobs, 1980 "Right now, if you buy a computer system and you want to solve one of your problems, we immediately throw a big problem right in the middle of you and your problem which is learning how to use the computer. A substantial problem to overcome. Once you overcome that, it's a phenomenal tool. But there is a barrier of having to overcome that problem.! What we're trying to do … is to remove that barrier so that someone can buy a computer system who knows nothing about it and directly attack their problem without learning how to program their computer.! Our whole company, our whole philosophical base, is founded on one principle. That principle is that there is something very special and very historically different that takes place when you have one computer and one person. Very different than if you have ten people and one computer."
Three mantras from the first two years ❖ Technology as accessible as paper! ❖ A computing platform for everyone! ❖ Technology for subjects not traditionally well-served by technology! Speirs, 2011
M-learning with the iPad, 2010 The education sector must keep its eyes open and assess the beneﬁts and challenges of any innovation through the lens of what is known to be effective teaching and learning….! A new mobile device might eventually be a catalyst for a sea-change in the way we perceive education, but the urgency and relevance of the learning need should always drive its use.
Smart Classrooms, 2010 ❖ Not constrained to one curriculum area! ❖ Best suited to personal use! ❖ Enthusiasm, maturity, respect and creativity! ❖ Ownership of learning, both independently and in collaborative situations
iPad Scotland, 2012 ❖ Supports the curriculum! ❖ Transformative tech! ❖ Personal ownership! ❖ Leads to changes in professionalism and pedagogy! ❖ Parental engagement
iPad as a tool for education, 2012 ❖ Use strong in English, Maths, Science! ❖ Homework and beyond school! ❖ Motivation! ❖ Quality! ❖ Collaboration
iPads in education, 2013 Rationales matter! Accessibility, ease of use, increased productivity, collaboration/cooperation, personalisation, seamless learning, access to content, real-time monitoring, assessment, CPD
Tablets for Schools, 2013 Results suggest that long-term use of the Tablet has a profound effect on pedagogy, and that pupils beneﬁt from having access to content both at school and at home. Pupils appear to have greater engagement with learning, collaboration with peers increases, and teachers can monitor individual progress effectively
4 reasons why tablet rollouts fail ❖ Deploy iPads, do nothing else! ❖ Theft and damage! ❖ Ignoring the network! ❖ Choosing an immature platform Lai 2012
The school that swapped its laptops for iPads... ❖ Image-conscious headmaster! ❖ Staff still cling to old documents and resources created in software such as Microsoft Word and PowerPoint! ❖ One of the biggest problems is the storage, since you can’t connect USB memory sticks to it! ❖ A classic case of the chap with the chequebook making the decision Noble, 2012
“Only boys use Android…” The school gave us all iPads, and all we ever use them for is Instagram and SnapChat and YouTube. Everyone's connected all the time. They must have thought it would help us with learning but it's completely backﬁred. They even tried to change us to a new wiﬁ signal but we knew it would block off lots of content, so we all carried on using the old one.! ! Lucy, 12! Mobile Entertainment, 22/8/13
Cuban on the LA iPad roll-out There is no body of evidence that iPads will increase math and reading scores on state standardized tests. There is no evidence that students using iPads (or laptops or desktop computers) will get decent paying jobs after graduation. … No hard data on how often the devices were used, in what situations, and under what conditions. Nor mention of data on student outcomes. 2013
So, how did that go? Los Angeles Uniﬁed School District, the second biggest school district in the US, signed a deal worth $500 million (£313 million) with Apple to supply each of its students with an iPad.! But just weeks into the new term, city ofﬁcials are holding crisis meetings after students hacked the tablets, enabling them to access restricted websites and download games. Last month, more than 300 students at Roosevelt High School managed to circumvent security on the iPads, allowing them to surf and download non-approved content.! The district has prevented students from taking their devices home because of concern among parents that they will be forced to foot the bill if the computers are lost or damaged.! TES, 18/10/13
Evidence informed education? I think there is a huge prize waiting to be claimed by teachers. By collecting better evidence about what works best, and establishing a culture where this evidence is used as a matter of routine, we can improve outcomes for children, and increase professional independence. ! ! Goldacre, 2013
Rosendale Primary Rosendale Primary, in south London, won a £253,000 grant for the research which will involve 1,400 pupils in 24 schools in London, Essex and Manchester.! Rosendale pupils use tablet computers to photograph their work and tag it with notes about how well they learned. Children at the school are encouraged to reﬂect on every piece of work or unit of learning. They are asked to think about which bits went well, what they struggled with and what they might need to do to improve when they next revisit the subject. ! The research project aims to test whether the strategy actually improves pupils' attainment. It will be tested at 24 two-form-entry schools, one form will carry on as normal, the other will record and reﬂect on their learning using digital note-taking. Children will be tested at the start and ﬁnish of the project to measure their abilities and the results evaluated at Manchester University.! BBC, 1/11/13
Apps for Good
Why schools don’t need ICT Our schools are now a desert swept with the winds of yesterday's technology; meanwhile our students can be found drinking from an oasis of smartphones, smart apps and smart interfaces. They have answers to questions we haven't even dared to ask. They outsmart us at every turn.! Teenagers upgrade their mobile phone every 12 months. Even the socially disadvantaged are one step ahead of their school's ICT. That's not a problem. That's a huge opportunity schools should grasp. It's an opportunity to save money and upgrade our thinking about ICT.! Even last year's smartphone will operate as a calculator. And a book reader. It will translate the Bible from the original Hebrew and can differentiate Sin(x). It can pinpoint both the Battle of Hastings and the Belt of Orion. It will act as a word processor, a piano and a spirit level. Not bad for a bit of kit that your school didn't purchase and doesn't maintain.! Schools don't need ICT. It's coming through our doors every day. We just need to adopt and adapt a little bit.! Yorston, 2010
BYOT “The market is a far better judge of the appropriate personal digital technology than any group of ‘ICT experts’”! ❖ Technology is chosen by the student and/or family! ❖ Personalisation of teaching and learning in and out of school! ❖ In-school technology use is an extension of students' existing technology use! ❖ Respect for student ownership of technology and information stored on it! Lee, 2012
! firstname.lastname@example.org! ! @mberry! ! milesberry.net! !
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