Good Practice at Upton:
Progress at Upton
There is extensive evidence that using modern technology helps them make greater progress:
Our Year 8 in 2014 without iPads achieved an average level of 5b, whereas our Year 8 with iPads in 2015 achieved an average level of 6c. Both Year groups started year 7 at the same point, with an average level of 4a.
They enjoy learning through technology, and so are more motivated and find it easier to concentrate, collaborate and communicate. It has had a positive impact on attendance.
See the iPad bumper edition posted on 19/1/15
iPad launch to Year 6 Parents
We launched the iPad scheme to Year 6 parents on Wednesday 18th March 2015. Please have a look at the video produced by the student E-learning Facilitators (ELFs) and click on the PDF version of the PowerPoint used below.
Tablets allow for freedom and flexible learning, study finds. Students become more creative and independent when given their own tablet computer, according to a study on the use of mobile technology in Edinburgh schools. The research appears to bolster the case for moving away from fixed computers and dedicated information communications technology rooms towards providing all students with a tablet or mini-laptop for use throughout school and at home, known as “1:1 mobile learning”.
Students showed more enthusiasm for school after mobile digital devices were introduced – mostly in 2012-13 – in two primaries and two secondaries in Edinburgh, according to University of Hull researchers Kevin Burden and Trevor Male. Students had already been more likely to use mobile technology than school ICT even before it was sanctioned: more students regularly used mobile devices such as smartphones in school (35 per cent) than school computers (25 per cent). But their use of technology in school “increased significantly” during the 1:1 projects at Sciennes and Broomhouse primary schools and Forrester and Gracemount high schools, the research states.The allocation of personal tablets or mini-laptops “alleviates many of the problems and complaints which teachers have traditionally made about using fixed technologies in the standard IT laboratory”, Dr Burden and Dr Male write.
“There is evidence that teachers are shifting their practices in ways which might prove to be very significant,” the report states. “Personal access to the internet enables teachers to set more authentic and realistic tasks for students,” it adds.
Student autonomy was “an immediate benefit”, particularly at Sciennes Primary, where children were given considerable freedom to personalise iPads. Parents were also enthusiastic, with many buying tablets for their children on the strength of the study. One Sciennes parent said: “It has definitely helped him to be more independent; his creative writing is now that of a child way beyond his years as he is not held back by the slowness of pencil and paper.” But problems were identified: teachers found it difficult to support simultaneous use of different types of devices, so the report recommends that schools choose only one. Questions were also raised about the ability of Glow, the digital network for Scottish schools, to support the technology. And there is growing concern among parents – although less so among teachers – about internet addiction and overuse of games. Edinburgh already has about 6,500 iPads in its schools to share among the city’s 44,000 students. The council has promised to match-fund any money that secondary schools put towards providing entire year groups with iPads over the next two years. “We are quite convinced that it’s the way forward,” said senior education manager Karen Prophet. “What’s been fascinating is that this technology has not been stolen or damaged, because young people value it.”Ken Cunningham, general secretary of School Leaders Scotland said that, given that tablets were expensive and required a reliable broadband connection, it would be a long time before each student in Scotland could be equipped with one. However, he said the fact that “not everybody can get (one)” was not an excuse to delay their introduction: it was simply a case of being “sensible” in targeting the initiative. He suggested that tablets might be used to help narrow the attainment gap in Scotland, with struggling students given them first. (See the full report by clicking on the link below).
iPad changes the way teachers teach and students learn. Students, educators, and institutions are using iPad for countless educational purposes and finding both anticipated and surprising benefits. Examples in this document highlight the following areas across K–12 and higher education: • Improvements in academic performance • Increases in engagement and motivation • Added instructional flexibility and resource efficiency • Integrated focus on content quality and design (See the full report by clicking on the link below)
Study Finds Benefits in Use of iPad as an Educational Tool. The study looks at the use of iPads at the Longfield Academy, where a large scale 1 to 1 iPad program was implemented last year. A brief overview of this groundbreaking study is provided below.
It is not just at Upton: Article of the week
The Positive Impact of Launching a 1-1 iPad Project – The Data from Hove Park School Park
In April 2013 Hove Park School launched a 1-1 iPad deployment for 1600 students. What has been the impact on progress, behaviour and attitudes to learning?
Evidence based on the tracking of achievement data shows that the introduction of Hove Park’s 1-1 iPad Learning Transformation Project has made a positive contribution to the school’s work to eliminate the gap between the progress of economically disadvantaged students and their peers. Since the introduction of iPads 1-1 the progress of students eligible for pupil premium funding has accelerated compared to the progress of the cohort as a whole.
Analysis of behaviour data at Hove Park has shown that the use of iPads has resulted in a significant decrease in sanctions across the school for the first two terms working 1-1 compared with the same period in 2012. Most tellingly, the sanctions received by the pupil premium cohort of economically disadvantaged students has decreased at a faster rate over the same period.
Hove Park used pupil premium funding to provide eligible students with iPads and a suite of educational apps. These early results show that working 1-1 with iPads has had a clear and positive impact on these students who are now engaging with learning better and achieving at a faster rate.
Student Perceptions Of Learning
In order to gauge the initial feedback from students, the school asked 500 students at Hove Park to evaluate the quality of different aspects of their work before the introduction of iPads and again after 10 weeks of working with an iPad in lessons. In measuring the proportion grading the quality of work good or outstanding in a 4-point response scale, the results were extremely encouraging.
Enjoyment of lessons
Before students had an iPad only 4.7% of students rated the enjoyment of lessons as excellent. Now students have an iPad 47.8% of students rate their lesson enjoyment as excellent. 86.9% of students rate the enjoyment of lessons as good or excellent compared to 31% of students before they had an iPad.
Learning in Groups
Before students were using iPads 61.2% rated learning in groups as good or excellent, compared to 79.6% now.
Support from Peers
There were 58.1% of students who rated the support from friends as good or excellent before they had an iPad, compared to 67.3% now they are working with an iPad.
Sharing Work With Other Students
Before students used iPads 23.9% were sharing work with other students on a regular basis. This has increased to 62.7% of students sharing their work on a regular basis with other students.
It is clear that the use of iPads in lessons very quickly has a positive influence on students’ collaboration and sharing of their work.
66.6% of students rated independent learning in lessons as good or better before using an iPad. This rose to 79.6% of students rating it as good or excellent with the introduction of iPads at school.
Time in Lessons to Explore and Develop Your Ideas
This saw a shift from only 15.8% of students saying they were given time in lessons on a regular basis to 94% of students saying they now are given time to explore and research their own ideas on a regular basis in lessons.
The range of tools in the iPad and the speed with which they can be accessed during a sequence of learning activities means that teachers can plan to hand more responsibility to students for aspects of their learning during lessons.
Completion of Homework
64.5% of students rated the completion of homework as good or better before they used an iPad, compared to 74.7% of students since having an iPad.
Feedback from Teachers
Feedback from teachers was rated as good or excellent by 52.9% of students before they had an iPad. Since students have an iPad, 66.9% of students now rate the feedback from teachers a good or better.
In the first ten weeks, teachers experimented with a range of vehicles for setting and assessing homework. These increases in student responses mark the first steps in the journey to dramatically improve and personalise feedback to students in order to accelerate their achievement.
Sharing Work With Parents
Only 15% of students were sharing their work on a regular basis with parents. Since the introduction of iPads 55.6% of students are now sharing their work with parents on a regular basis.
One of the key aims of the Hove Park iPad learning Transformation Project is to bring parents into closer contact with their children’s learning. This early gain in the frequency of sharing work at home gives us a good platform to build on as we begin to share our lesson materials on iTunes U in the coming months.
1) iPads Improve Classroom Learning, Study Finds
2) Improving feedback in a 1:1 environment.
3) Explain Everything for superb student feedback
4) Establishing A Twitter Routine In Your Classroom
5) Why Innovate?