Snapshot of learning for iPod Touches and iPads (iOS)
Implementing the use of mobile devices to support learning
Contributed by Cameron Lockie, Kaipara Flats School, Kaipara Flats
Focusing Inquiry
Kaipara Flats School is a small rural primary school with a roll of 80 children. Teachers participated as part of an Information Communication Technology (ICT) Professional Development Cluster from 2008-2010. This has contributed to an increased confidence by teachers to select and use digital technologies to to open up new and different ways of learning for students (The New Zealand Curriculum).
The school’s curriculum design also includes a focus on inquiry learning. Teachers recognised early on that increased access to technology can be valuable in assisting students to develop their information-processing and analysis skills. Also teaching and learning can be designed in response to the particular needs and interests of students so learning is more meaningful.
Following further research in the use of mobile devices in other schools, feedback from personal use by staff and considerations around funding in relation to the size of the school, the decision was made to purchase iPods and iPads.
Why teach with iPods and iPads? These devices offer:
- opportunities for the students to contribute to and participate in an increasingly connected world
- relevance to existing learning experiences of the students
- unique learning opportunities for students, who respond to the visual and audio capabilities of the devices
- ease of use and increased opportunities for diverse learners.
“The vision for our children is to be confident and connected. Access to technologies such as mobile devices to support learning can provide increased opportunities for our children to be actively involved in their learning” Cameron Lockie
Teaching and Learning
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Getting started
Each teacher received an iPod Touch six weeks prior to the devices being made available to students. During this time professional learning and development (PLD) included becoming familiar with the device’s functions and exploring possible strategies to support student learning.
Providing time for teachers to explore and consider the possibilities for learning was valuable. As a result teachers were more confident to plan for classroom implementation.
In the initial stages devices were used to support existing programmes of learning in maths and literacy. This included considering both managing access and planning and designing learning opportunities in response to student interests and needs.
Important considerations when selecting iOS applications for learning also included:
• opportunities for students to collaborate
• the use of other relevant digital content and learning experiences. -
Making Connections
Providing opportunities for students to make connections between reading and writing helps them understand and notice how their learning in reading and writing is linked.
In this example students used the Comic Strip application to write and retell stories. Photos were taken using the device and selected in Comic Strip.
Students add their content using templates and captions. Comic Strips can be shared and responded to online through a wiki, student blog or ePortfolio.
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Enhanced Opportunities to Learn
In the early stages of implementation teachers and students quickly responded to having access to a digital camera. The mobile devices have also enhanced opportunities for students to experience language activities that are motivating and lead into meaningful writing.
In this example students researched All Blacks participating in the Rugby World Cup. The information was used to develop interview questions.
Students then filmed a roll play interview using their iPod Touch and editing in iMovie.
Students have also taken advantage of the increased access and mobility to record digital images both in and beyond the school environment, for example special events, practical activities, objects.
When combined with an instructional purpose, digitally recorded experiences are providing increased opportunities for teachers and students to develop a shared language as ideas and thinking are transformed into writing.
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A Professional Learning Community
While the devices are very easy to use, a key focus for teachers was to identify how they would add value to teaching and learning.
This was lead at a principal level, however, with a small staff there have been a lot of opportunities to share, mentor and collaborate with others. An inquiry approach into what is happening, what might need to change and next steps for learning supports teachers and students to be active participants.
PLD at Kaipara Flats School is supplemented by actively participating and contributing to professional learning networks in and beyond the school.
There is a growing online community of educators using iPods and iPads.
“We recommend connecting and growing your professional learning community. Twitter or Facebook is a great way to keep up to date with recommended resources, examples of effective use and trouble shooting” (Cameron Lockie)
Useful links for getting started includes guides, recommendations and support from schools and educators recommended by Kaipara Flats School.
“We meet every second week so staff can share and reflect on classroom learning...very important to plan time for staff to share their new learning. Got to celebrate the success and hear the concerns!” Cameron Lockie
Learning Inquiry
What has happened as a result of integrating mobile technologies at Kaipara Flats School? We have noted:
- enhanced opportunities to learn
- increased motivation and engagement in learning
- increased access to technology and web based resources
- mobility is taking the learning beyond the classroom.
The students are becoming more actively involved in their learning. Opportunities to use the devices at their own pace and experiencing success with their learning has contributed to this. Students are demonstrating greater ownership of the learning process including varying the selection and use of applications to meet their needs. Increased confidence to lead conversations with their teachers has also provided valuable insights for teachers as they inquire into the impact of using mobile technologies.
Teaching as inquiry has provided a useful framework for teachers to consider the impact of teaching with mobile devices. Importantly it has ensured that key messages about effective use are helping to inform decision making at all stages.
After the initial novelty teachers also noticed that students have begun to select technology in response to their immediate need. While the devices have provided increased access students may also choose to use laptops or desktops in classrooms.
To ensure that learning needs are supported a sustainable and flexible infrastructure must be managed and maintained. Kaipara Flats School has a robust and dependable infrastructure, a reliable network and a wireless system that works.
“The beauty of iPod Touches and iPads is their mobility. Each classroom has between 3-4 desktop computers and 2-3 laptops. Initially each class received between 2-3 iPads and 4-6 iPod Touches. Staff and students can move around the school and share in the staffroom, classroom, playground, wherever there is wireless” Cameron Lockie
Visit Software for Learning in the Virtual Learning Network
- Recommend your favourite apps and share examples of how you are integrating mobile technologies to support learning.
- View online communities that have been recommended by educators, ask questions, join discussions and share resources and ideas.
