Sciennes Primary was part of the City of Edinburgh 1:1 pilot scheme which began in March 2012. Then in P5, one of the current P7 classes has experienced the use of iPads for the entire period, with all pupils in P7 now experiencing 1:1 at school and home. Before moving on to high school some pupils from each of the P7 classes have had the opportunity to reflect on the use of the iPad and the impact on their learning.
Fiona Barker, Wendy French and Forrest Howie, P7 teachers, have normalised the use of iPads in teaching and learning and the children view them as indispensable to their learning. The P7 pupils talk positively of the impact on their ability to be creative and use apps that best support their learning. Online sharing space allows the class to receive work and files that flip traditional learning. This space is used to store work and receive feedback in an online environment. The children enjoy the ability to edit work instantly, create high quality pieces and share these with their families at home.
The pupils view technology as “the key to the future” and realise how innovative their teachers, and they as learners, have been able to be in a 1:1 learning environment. Take a look at the following video which captures a snapshot of the pupils’ learning journey with iPads.
XMA worked with us recently to film a case study looking at our progress with 1:1 digital learning across Edinburgh schools, featuring Sciennes Primary in particular. The video outlines the many advantages of 1:1, describing how it can improve and extend creative learning both within and beyond the classroom, how it increases collaboration and reflection, and how it is actually easier to manage than ‘class in a box’.
In August 2012, the City of Edinburgh Council commissioned Hull University to evaluate the impact and potential of mobile technologies for learning across our four 1:1 pilot schools. These schools were Broomhouse Primary School, Sciennes Primary School, Forrester High School and Gracemount High School. The evaluation took place over academic session 2012-2013 and was conducted by Dr Kevin Burden and Dr Trevor Male from the Faculty of Education at Hull University. The evaluation focused on the impact of mobile technologies on teaching and learning, challenges to traditional patterns of teaching and learning and leadership, logistics and infrastructure.
The evaluation is now complete and is available from our website by clicking here.
Some of the key findings of the evaluation:
- Levels of engagement and motivation amongst students rose across each of the pilot schools
- Student autonomy was considered to be an immediate benefit arising from the allocation of mobile devices
- Leadership and visible support from the senior management team was identified as a critical factor in the success and sustainability of the project
- The use of personal mobile technologies engaged staff in wider CPD opportunities and activities which changed their attitudes to the use of technology in learning
- There is evidence that teachers are shifting their practices in ways which might prove to be very significant. These include different patterns and means of communicating with students to support their learning beyond school; changing relationships between students particularly in regard to the traditional knowledge giver role of the teacher; and new models for organising learning such as the ‘flipped classroom’
- All four schools in this project remain positive and optimistic about the benefits and opportunities to be gained from using mobile devices on a personal basis
This evaluation will be incredibly useful for any school or establishment interested in, or already implementing, 1:1 mobile learning.
The London Knowledge Lab, in collaboration with the Institute of Education at the University of London, recently published its ‘What the research says’ report ‘iPads in the Classroom’ by Wilma Clark and Rosemary Luckin.
The report is based on global research, including the ‘iPad Scotland Evaluation Study‘ that Sciennes Primary School took part in, and seeks to explore 1) if we know enough to demonstrate if, how and when iPads support learning 2) the key ideas from the literature on the effective use of iPads and other post-PC tablet devices and 3) the implications of tablet technologies for school leaders, network managers, teachers, learners and their parents.
Click here to read the full report
As the report states: “No technology has an impact on learning in its own right; rather, its impact depends on how it is used… The question that should be asked is not ‘Can iPads support learning?’ but rather ‘How can iPads be used to support collaborative learning, or exploratory learning’, or whatever…”
The report takes an in-depth look at how the iPad can enhance the learning experience and transform teaching practice. From the executive summary (p2) “Research suggest that the adoption and use of iPads in and beyond the classroom allows students to augment and enhance their learning in ways that were previously not possible or not easy to do so.”
The report also states that “Successful implementation of tablet technologies in schools requires careful, long-term planning before, during and after the event.” Please see our 1:1 Toolkit for help with this!
Throughout the report the authors also highlight other tablet devices and their place in the educational tablet landscape. If you are thinking about, or already have, iPads or other tablet technology to enhance the learning experience then this report is well worth a read.
Gracemount High School have published interviews that were conducted with some of the S3 pupils involved in the netbook pilot. You can find out more by clicking here.
A beginner’s guide to Android can be accessed by clicking here.
The staff at Forrester High School have been blogging about their experiences of the 1 to 1 pilot using Android Tablets.
Click here to read further