Category Archives: Teacher

Impact on learning, Learner, Teacher, Trusting learners, West Dunbartonshire

Linnvale PS: Learning outside of school with Minecraft

June 27, 2013 User deactivated Leave a comment

portraitimage — Discussing animation and Minecraft

At one point during our visit to Linnvale PS in Clydebank we stopped and chatted to three children who were out in the corridor editing a movie they were making for a presentation about the planet Jupiter. The chat was very interesting but there was one pupil in this group, Laurie, who it turned out had her own iPad at home and who was a rather expert Minecraft player. We chatted with her about this and then asked her if she would be kind enough to chat again so that we could record it.You can hear that discussion below:

lvale_minecraftgirl Discussion with P.7 pupil Laurie and Mrs Thomas (HT) about Minecraft

At a number of the schools we have visited in recent months one of the main areas of discussions and excitement with learners has been around the game Minecraft. Some schools have managed to enable collaborative working by hooking up their iPads via their wif-fi networks whilst others have been using it as a stand alone resource. Laurie from Linnvale PS was able to talk to us about a number of complexities of Minecraft including what a Mod is. She was also able to articulate what she does when she builds world and where she goes online to develop her skills as a Minecraft player.

In the audio file above you will hear us discussing with Mrs Thomas the nature of digital contexts that have cultural appeal and that resonate with learners – ones that they generally use outwith school. Much of the work that has been carried out with computer games and learning by Education Scotland is very much linked to this approach and thinking and is one that we think has great merit and potential in exploring further. It is an aspiration to explore the possibility of being able to offer a Minecraft type environment to Scottish learners via Glow but in the meantime and while we envisage such an opportunity we have a Minecraft related learning Experience on offer for learners this Autumn.

Contexts for learning such as Minecraft are becoming more accessible as a result of their ability to be installed on tablet devices. Opportunities to use tools as this are becoming greater as devices become more common in schools. If you are using Minecraft in your school on any platform we’d love to hear from you.

Apple, Impact on learning, Sharing devices, Teacher, West Dunbartonshire

Linnvale PS: Sharing Devices and Impact on Learning

June 27, 2013 User deactivated Leave a comment

LVpost1large — Sharing devices at Linnvale PS

Linnvale PS in Clydebank, West Dunbartonshire has been using sets of iPads and iPod Touches to support and enhance learning across the school. Their experience has been similar to the one at Dalreoch PS in that they have a limited number of devices and as a result these are shared by the learners. We spoke with Linsey Thomas (HT) about her school’s experience in using the devices and we asked her to discuss the methodology that she wanted to see employed when the devices were used in her school.

Mrs Thomas didn’t feel that her school was in any way disadvantaged by not having what may be seen as the gold standard of having enough devices to deliver 1:1 provision. On the contrary, Mrs Thomas saw the limited numbers of devices that she had access to as an advantage because she believes that devices such as the iPad are great tools to help facilitate collaboration. She describes seeing groups of 4 children sharing an iPad and there being a genuine sense of sharing and participation around a device that is so portable and flexible. Mrs Thomas expressed some concerns about what might happen to the collaborative nature of group work should all her pupils have their own device.

lvale_devicemethodology Mrs Thomas discusses the methodology for sharing devices at Linnvale PS.

The issue around shared devices in school be it due to lack of resource or a preferred methodology as opposed to 1:1 provision is very much one that is open to debate. The perspective from Linnvale PS is one that contrasts with the setting and perspective from colleagues at Sciennes PS. What is your take on this? Is sharing devices or 1:1 provision a preferable option? What do we collectively know about the benefits of either? Can both work equally well? Comments and thoughts welcome.

lvale_impactlearning Mrs Thomas discusses the impact on learning that the devices are having at Linnvale PS.

Following on from her thoughts on the advantages of sharing devices Mrs Thomas went on to discuss what she thought she was seeing in terms of impact on learning on the children at her school now that the devices were in use. She again emphasised the enhanced collaboration between learners in her classrooms and corridors but she also remarked on what she was seeing as real learner discussions about learning as a result of having shared access to devices such as iPads and iPod Touches. The freedom to respond to tasks in a manner of the learners choosing due to the range of apps that were accessible on the devices was also seen as something to help address the personalisation and choice agenda and all of these benefits, she believed, appeared to have a motivational impact on the learners at her school.

Aberdeenshire, Apple, Pilot overview, Sharing devices, Teacher

Mackie Academy: iPad pilot overview

May 15, 2013 User deactivated Leave a comment

Mackiepost1HL — iPads shared across the Faculty of Expressive Arts

Aberdeenshire Council has a long history of commitment to and use of digital technologies to help deliver better outcomes for learners. This past year has seen them continue this as they have begun to explore the use of a range of devices in their schools with pilots trialling iPads, Android tablets and iPod Touches.

One of these pilots saw 30 iPads being made available to Mackie Academy in the beautiful coastal town of Stonehaven. We visited the school and met with Fiona Robertson (DHT) who gave us an overview of how the school planned to use the devices in their pilot.

Mackie Academy: iPad pilot overview Pilot overview (apologies for slight interference in this recording)

The school decided to share the devices between learners across the Faculty of Expressive Arts. This faculty was chosen because they felt that it might have been the obvious choice to put the devices into the language or maths departments, so they wanted to see how they could enrich the learning in the arts. The teachers in the Faculty of Expressive Arts worked together at the start of the year to identify the key aspects of learning they would like to cover with the aid of the iPads. From this meeting an agreed rota for learner access was established to meet these objectives.

Early thoughts on impact on learning

Mrs Robertson commented that Mackie Academy wanted to make sure that their young people would get a range of experiences with ICT provision, but that this had to be linked to effective methodologies that teachers could employ so that better learning could be achieved. She was keen to stress that a device, and the iPad in the this case, is not solely the answer to helping effect change. Although the school was in the early stages of the pilot Mrs Robertson felt that she was seeing teachers making good use of the devices to complement existing practice and that there were growing examples of the devices being used to present learning in different ways to learners.

MackieFRobertson3 Early views on impact on learning audio recording

1:1 deployment, Aberdeenshire, Apple, Teacher, Trusting learners

Fishermoss PS: Acceptable Use Policy and teacher confidence

May 14, 2013 User deactivated Leave a comment

FMpost3HL — Developing a culture of responsible use of devices

Aberdeenshire Council has a long history of commitment to and use of digital technologies to help deliver better outcomes for learners. This past year has seen them continue this as they have begun to explore the use of a range of devices in its schools with pilots trialling iPads, Android tablets and iPod Touches.

One of these pilots saw every pupil and teacher at Fishermoss PS in Portlethen being given an iPod Touch by the Local Authority ICT team. We were obviously very interested in finding out more about this ambitious pilot and visited the school late in 2012 to see how things were progressing.

We met with Charlie Barrow who teaches P7 and he shared with us his experience to date of using the iPods in his practice. Mr Barrow took some time to explain to us how the school had planned to ensure that a culture of responsible use of the devices was developed at the school, how parents were on board in terms of partnering the school and how the Acceptable Use Policy enables this agreement to be presented in a documented way.

Fishermoss PS: Acceptable Use Policy

1:1 deployment, Aberdeenshire, Apple, Teacher

Fishermoss PS: Exploring the use of the iPod in learning

May 14, 2013 User deactivated Leave a comment

FMpost2HL — Exploring potential for learning

We met with Charlie Barrow who teaches P7 to ask him about his experience so far in using the iPods in is class. He talked about the fact that he had created a set of ground rules, such as the devices all being synced and charged first thing in the morning. The school had a docking station that enabled this to happen. He also talked about the way in which he had established an iPod pot system that ensure that he would get the class’s attention when he asked for it. All iPods had to be placed in the pots when the children were instructed to do so so that they could focus fully on the teacher.

Fishermoss PS: Charlie Barrow initial thoughts Interview with Charlie Barrow about his initial thoughts on the iPod pilot

Mr Barrow explained that he was developing his understanding of what the device could do and how his clearer understanding and awareness of its functionality could be best applied to help support and enhance the learning that happens in his classroom. Although he talked about using apps as starters and extensions for certain lessons he was beginning to apply some innovative approaches in the use of the device, such as exporting Smart Notebook lessons as a series of images. He would then sync these to the devices so that the learners had their own sets of digital notes that they could refer to at any time. These notes included learning intentions, success criteria and word banks. He noted that the learners in his class appeared to readily and easily accommodate not having such material in paper form.

Fishermoss PS: Impact on learning with the iPod. Mr Barrow discusses the pilot’s impact on learning

Mr Barrow was of the opinion that devices such as the iPod Touch offered a lot in terms of enriching and extending learning and ensuring that the digital aspects of a high expectation culture could be addressed through the use of a range of apps and tools such as Augmented Reality, GPS, QR Codes and the range of tools that use still or video images. He was looking forward to bringing some of these tools in to his practice over the coming months.

1:1 deployment, Aberdeenshire, App purchase and management, Apple, Device management, Teacher

Fishermoss PS: iPod Touches in the P2/3 classroom

May 14, 2013 User deactivated Leave a comment

Fishermoss PS: iPod Touch in the P2/3 classroom

We met with Ashley Rennie who teaches P2/3 to ask her how her early experience in using the devices with her young learners had been. She explained that she was still very much finding her feet with the devices and with what they could do but at that stage she was allowing the children to have their iPod Touches at their desks all the time to use when they saw fit. A number of learning apps have been installed on the iPods and she was allowing the children to use them when they thought it would help them with their learning. Although she is allowing a degree of freedom of use of the devices she is using them in structured ways when carrying out tasks such as spelling and phonics work and she is differentiating her input at these times based on who she feels requires direct teaching and who is more capable of coping with increasing levels of independent learning.

Fishermoss PS: iPods in P.2/3 Interview with Mrs Rennie about her involvement with the iPod pilot

Mrs Rennie remarked that simple things such as the World Clock on the iPods had created a real sense of enquiry and that it had stirred her learners curiosity about the wider world at large. As a result of a most probably overlooked facility in the iPod Touch the class have been motivated to explore areas of the world where they have visited and where they can see that the time is currently different from that in Scotland.

Technical challenges

Mrs Rennie told us that there has been some issues with the management of the iPod Touches in the early stages but that she did manage to take responsibility for ensuring that all the devices for her children had been synced and that all necessary apps had been installed. She felt that this was a challenge but that once it was done it was done and she could carry on with looking at how to use the devices in her practice. One problem that she did identify as an issue for her was the fact that the iPods could not play Flash games or resources that she felt were appropriate for her learners.

Fishermoss PS: Technical challenges with the iPod Touch Mrs Rennie discusses some of the technical challenges of the iPod pilot

Chromebook, East Lothian, Impact on learning, Sharing devices, Teacher, Trusting learners

Preston Lodge HS: Learning the skills for learning

May 13, 2013 User deactivated Leave a comment

Preston Lodge HS: Instant access to the internet and web tools

Preston Lodge HS has worked hard to implement a series of initiatives that are focused on the development and growth of a rich learning culture in the school. Calum Stewart (depute head) explained to us that there had been a focus on developing their learning to learn programme in order to help nurture learning attributes such as learner resilience, resourcefulness, responsibility, reasoning and reflection. He explained that such approaches were designed to help all learners and educators reflect on the idea that learning was not just about knowing content but equally about learning how to learn. With the advent of pupil-led learning spaces at the school, such as Neil takes on Science, Mr Stewart remarked that he was not sure what the main driver was that had led to this; whether it was the devices that were enabling access to the web and dynamic web tools, whether it was the learning culture they were looking to nurture and grow or whether the changing nature of their courses were becoming more appealing to learners. Nonetheless, he was sure that he was seeing positive change in attitudes to learning in the school and thought that all these factors were helping to effect change.

Preston Lodge HS: Learning to learn Interview with Calum Stewart (DHT)

Mr Stewart was keen to stress that the culture in relation to the use of devices was one that was not looking to fixate on a particular device. The learning culture that was being grown would thrive no matter what device was being used and the possibility of having an open network to enable a BYOD (bring your own device) option for his learners was one that he very much looks forward to.

Finally, Mr Stewart commented on the need for learning to be open to change and particularly so when digital technology is misused by learners. Although there had not been any incidents of note in relation to this he believed that if there were the school should not react in a way that might lead to the closing off or shutting down of new ideas and methodologies. He stressed that managing perceived and actual risks with effective planning and carefully considered responses to any challenges that arise is the best approach to help us take learning forward.

Chromebook, East Lothian, Impact on learning, Teacher

Preston Lodge HS: Developing a digital learning culture and its impact on learners

May 13, 2013 User deactivated Leave a comment

Chrokebooks in Action at Preston Lodge HS — Preston Lodge HS: Learning not device centric

One of the class teachers at Preston Lodge HS who has been working with the Chromebook pilot is Feargal Kelly (biology). We took time out of his busy schedule to discuss with him what he thought he was seeing in terms of the impact on learning and teaching in his classroom as a result of his involvement with the Chromebook pilot. He talked about how having access to a web-enabled device that connected to the internet very quickly has changed things for him. Initially Mr Kelly used the device to help the learners in his class plan for their own learning but he felt that this approach was becoming too device centric, so now he has developed an approach that encourages the learners to dip in and out of using the device when it is required.

Preston Lodge HS: Feargal Kelly interview 1 Mr Kelly gives an overview of the Chromebook pilot

Mr Kelly discusses how an open network enabled him to develop a culture of appropriate use and behaviour when accessing collaborative tools. He gave us some examples of minor misuse and he talked about the ways in which he addressed these and held conversations with his learners about appropriateness. He believes that these learning conversations happened because nothing was blocked on the open network that they were using. The issue of blocking sites and access to effective learning tools is detrimental to the development of successful learner and responsible citizen aspects of Curriculum for Excellence and that if we are really in the business of educating young people then we should be having conversations to educate them.

Preston Lodge HS: Feargal Kelly interview 2 Mr Kelly discusses learning conversations that can happen with open access to the web.

Mr Kelly also discussed how the learners he works with have embraced the freedom to write for the web – a freedom that appears to have been enabled by the Chromebooks, the open network and the learning culture and climate that he has established with his learners. He gave the example of the Neil takes on Science work created by some of his learners and how Biology was no longer just learning facts or passing an exam, but how it had become a much wider learning experience, one that they owned and were intrinsically motivated by. It was also felt by those learners that they knew their science better as a result of creating the Neil takes on Science site because they had to think how best to convey their learning so that others could learn from the materials they authored and published.

Preston Lodge HS: Feargal Kelly interview 3 Mr Kelly discusses the learning culture that has developed in his classroom