Sydney Region iPad Trial: A Case Study

Lena ArenaICT Consultant K-12, Sydney Region

Amanda MillerCarlton Public School

Sydney Region Public Schools

2010 – Discussions with Regional Director◦ iPads provided to selected regional staff◦ How could iPads impact on the learning outcomes

of students?◦ Beyond the ‘wow’ factor!

2010 – Research◦ Discussion with Catholic Education Diocese of

Parramatta Project implementation strategies Project outcomes

◦ What were other states/schools doing? How? Why?

The Background

Explore the use of iPads in the classroom Explore the use of educational apps in the

classroom Collect evidence of how the iPad has impacted

on:◦ Student engagement◦ Student learning outcomes◦ Student learning behaviours◦ Teacher practice

Inform Sydney Region on the best strategies to effectively implement learning with mobile technologies.

The Background - Project Focus

Document strategies adopted in the use of the iPad in the classroom:◦ 1 to 1 implementation◦ 1 to many implementation

Identify and document the limitations, workarounds and compromises for using iPads within the NSW DEC network infrastructure

The Background - Project Focus

Equipment◦ 75 Wi-Fi only iPad2 purchased (with covers)◦ 3 Wireless Access Points purchased◦ 3 VGA connectors purchased◦ $50 iTunes card purchased for each iPad◦ Teacher relief for professional learning

Set-up◦ 75 iTunes accounts created using generic email

addresses (SRipad50@stuhasic.com)◦ No personal account details used◦ Out-going email only

The Background - Project Details

Training◦ 2 day workshops – led by IT Support Team

Setting up the iPad for first use Creating libraries, downloading and synching apps Apple Education Consultant Macquarie ICT Innovations Centre – using mobile

technologies◦ 1 day visit to Apple Sandpit

Suitable apps iTunesU

The Background – Project Details

Schools◦ 3 primary schools (including 1 low socio-economic)◦ 31 iPads each to 2 schools◦ 13 iPads to 1 school◦ Each class teacher received an iPad◦ Trial length – approx 18 weeks

Cohorts◦ 2 x Year 3 classes◦ 1 x Year 6 class◦ 1 x Composite Year 4/5/6 class

School implementation◦ 2 schools implemented 1:1◦ 1 school implemented 1:2

The Background – Project Details

Dr Kristy Goodwin◦ Director - Every Chance to Learn◦ Lecturer, Macquarie University◦ Full evaluation report◦ Executive Summary

Methodology◦ Lesson observations◦ Teacher and student on-line surveys◦ Teacher, student, principal and parent interviews◦ Digital work samples◦ Teacher and student blogs◦ App matrix

The Evaluation - Background

Puentedura (2006) developed a Substitution, Augmentation, Modification, Redefinition (SAMR) model.

Designed to help educators identify different ways in which they can integrate technology into teaching and learning practices.

Puentedura’s model can be considered as a continuum from novice level (substitution) to an advanced, ideal level of technology integration (redefinition) to encourage teachers to seek optimal ways to include technology in learning experiences.

The SAMR Model

The SAMR Model

Technological Pedagogical Content Knowledge (TPACK) is a framework that identifies the knowledge teachers need to teach effectively with technology.

Developed by Koehler (2011) it advances Shulman’s (1986) model of Pedagogical Content Knowledge,

The TPACK Model

The TPACK Model

The Evaluation - Overview

•Learning Content•Teacher Planning & Preparation•Student Learning•Pedagogy•Parent Questions & Concerns

Teaching and

Learning Implications

•Device Set-Up•School Infrastructure Considerations•Management of devices•Technical Issues Encountered

Technical & Logistical

Considerations

Key Findings – Student Learning

Increased engagement and motivation Improved student knowledge and skills Enhanced communication and

communication between students Learning for students easy to personalise Ease of differentiation

Key Findings

Students enabled to easily produce a professional finished product

Instant access to provide just-in-time learning

Preference for content-creation apps Transformative models of technology

integration provided by teacher’s use of the iPad

Key Findings

Key Findings – Pedagogy

Student-centred pedagogies supported with the iPad – students learn with not from technology

Synchronous use of a range of peripheral digital technologies

Multimodal nature of the device afforded new opportunities for learning

Sharing work and just-in time feedback

Key Findings

“Using Puentedura’s SAMR model (2006) …in the lessons observed….many of the lessons using the iPads could be categorised at a ‘modification’ or ‘redefinition’ stage. The teachers devised tasks with the iPads that were completely novel (redefinition) or significantly redesigned tasks (modification).”

Dr Kristy Goodwin :Use of Tablet Technology in the Classroom, Page 62

Key Findings

“In the trial, the participating teachers showed high levels of awareness of how technology, pedagogy, and content knowledge (TPACK) intersected. …A teacher capable of negotiating these relationships represents a form of expertise which is different from subject matter experts or pedagogy specialists.”

Dr Kristy Goodwin :Use of Tablet Technology in the Classroom, Page 68

Key Findings

Technical and Logistical

Considerations

Deployment strategies◦ Apple Configurator

App licensing and deployment◦ Apple Volume Purchase program

Wireless access◦ School wide vs targeted spaces

iPad storage and charging◦ Synching stations

Sharing and saving of work◦ Email, Dropbox, Edmodo, wikis

Ongoing maintenance

Technical and Logistical Considerations

Technical Considerations

Resources

NSWCLIC YouTube Channel 26 videos http://bit.ly/SRiPadVideos

CLIC Video Resources

Implications

“Teachers and school decision makers need to think carefully about the technical and logistical implications of using iPads in the classroom before purchasing the devices.”

“…this trail has made it clear that the teacher and the pedagogical approaches and tasks they implement are critical to the success of the device.”

“The iPad must be embedded into authentic student-centred tasks that allow the students to utilise many of the iPads features.”

Implications

Conclusion

“The iPad encouraged a shift towards a student-centred, personalised learning environment. ….As with any technological innovation ….it is the role of the teacher that is central to its success. As this study has exemplified, teachers play a critical role in aligning curriculum, pedagogy and technology through the design and implementation of authentic and engaging learning experiences.”

Dr Kristy Goodwin

Evaluation Conclusion

Dr Kristy Goodwin , Lecturer Institute of Early Childhood Macquarie University

Sydney Region IT Support Teachers from the trial schools (Carleton

Public school, Banksmeadow Public School, Plunkett Street Public School)

Curriculum and Learning Innovation Centre (CLIC)

Acknowledgments

Questions?

Carmelina.arena@det.nsw.edu.au9582 2851