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.
