East Lothian, Google Chrome OS, Pilot overview

East Lothian Council: Chromebook pilot overview

May 13, 2013 User deactivated 1 Comment

Preston Lodge HS: Chromebooks embedded in learning

Preston Lodge High School strives to develop skills for learning, life and work. Twenty Chromebooks, on an unfiltered network, were introduced to the science department at Preston Lodge High School in December 2011. An unfiltered network was installed as it was not possible to use a device which was not on a Windows operating system on the school’s existing wireless network.

The Chromebook looks like a notebook but works instantly, going straight to the internet for everything, creating a ‘window’ in. Practitioners shared instances of waiting 25 minutes, or longer, for laptops to load up, after which learners were still not logged in. This frustration and ‘dead time’ coupled with limited reliability meant that technology was not embedded in learning. The Chromebooks are ensuring reliable access to technology and this has increased confidence. They are shared devices which automatically update and improve. They have an unusually long battery life of eight hours continuous use, made possile by absence of a traditional motorised disk drive. They can be closed and opened during classes without causing undue delays restarting. This also helps save battery life. The devices are in continuous use, and do not need to be ‘topped up’ with charge during the day. This has allowed a simple trolley to be used, without power supplies. Practitioners noted that the devices had improved considerably during the 11 months in which they had been in the school.

Chromebooks are available for use as and when required in the science department. This reliable availability has enabled practitioners to plan to use Google Apps for Education and general Internet tools for purposeful learning. Practitioners have learned through experience that learning activities should not be ‘Chromebook centric’, learners do not always respond well to being directed to use the devices but instead prefer the opportunity to access them as and when required.

Preston Lodge HS: Chromebook overview David Gilmour of East Lothian Council gives an overview of the Chromebook pilot

Through eduBuzz.org, East Lothian’s on-line learning community, every learner has an eduBuzz Google Apps account and increasing numbers are familiar with logging into Google Apps. This made the introduction of the Chromebook a sensible and quite seamless process as learners log in using their edubuzz.org Google Apps account, their instance of the Chrome browser appears, their Google Apps and Chrome Web Apps appear, and workflow continues.

Impact on learning, Learner, Sharing devices, Strategic vision, Teacher, Trusting learners, West Lothian

Balbardie PS: Learning with any device

May 13, 2013 User deactivated Leave a comment

Balbardie PS in West Lothian has been working closely with their Local Authority development team in order to develop a learning strategy to ensure that their Anytime Anywhere Learning channel can have real impact on the life of learning in the school. Greg Welsh (headteacher) took time to explain that after consultation with staff and pupils it was decided that a focus on numeracy and literacy would be a main target for their learning strategy. This curricular focus was complemented by the determination to establish a learning culture in the school that would enable learners to be comfortable with any connected device that they could access and use to support their learning.

…a huge focus on not teaching around a device. The device is there to support the learning that is taking place.

Mr Welsh pointed out that he and his staff did not feel that there was any real need for the children at the school to be trained in the use of any of the devices that were available.

Balbardie PS: Impact and vision Mr Welsh discusses the vision for the AAL channel and the impact that he is seeing

The school has a range of devices for use to support learning and teaching including netbooks, laptops, iPads and Nintendo DS. These devices can be seen to be in the same class at the same time in a mixed economy style. Mr Welsh took us to visit to a P7 class to see this policy in action and during this time he again explained the rationale for encouraging the use of a range of devices to be used across the fabric of learning in his school.

Balbardie PS: Mixed economy of devices Mr Welsh discusses the rationale for having a mixed economy of devices

We visited a number of other classes at Balbardie PS to see the school’s policy on using a range of devices being put into practice. In one of the classrooms we visited we saw the children in groups where there were netbooks and iPads available for use. This discussion with them shows how at ease they are in using any device to assist them with their learning and it helps to show how the school’s aims are becoming realised by the way learners are confidently using any device to help support their learning.

Balbardie PS: Learners and a mixed economy of devices Learners discuss their experience of a mixed economy of devices at their school

Similarly, this short interview with a P7 learner who is using the Pictochat facility on a Nintendo DS gives us an insight into this confident attitude and ‘at ease’ nature of learners with devices that appeared to permeate the classrooms that we saw during out visit to this school.

Balbardie PS: Learner with DS in a mixed economy device classroom Discussion with P.7 learner using Nintendo DS in a spelling lesson

Some food for thought on how such an approach to using a variety of learning devices in your school and helping to develop the associated learning culture can be planned for and nurtured.

Chromebook, East Lothian, Impact on learning, Learner, Trusting learners

Preston Lodge HS: The learner perspective

May 10, 2013 User deactivated Leave a comment

Preston Lodge HS: The Learner's Perspective — Preston Lodge HS: The learner's perspective

Hugely motivated and empowered by the learning, teaching and assessment approaches used at Preston Lodge HS Higher biology learners have collaborated to create a website ‘Neil takes on science‘ to support others in attaining this qualification. They then purchased a domain and created additional content during the summer holidays. They felt that creating videos about biology concepts was a great way to learn and to help others learn. East Lothian has allowed access to YouTube for practitioners and learners since November 2008. S5/S6 learners use YouTube to access learning content, publish content and post events. It is a fundamental tool and they felt that there would be a ‘massive’ barrier to learning if it was blocked. They rely on online resources during study leave and made reference to Khan Academy and accessing their teachers’ PowerPoint presentations online.

Learners spoke sensibly about the choices and decisions they face as individuals. They respect the view that with ‘great power comes great responsibility’. They compared behaving irresponsibly online with swearing in class. You could swear in class but you don’t, it isn’t appropriate. Individuals have to make a choice not to behave inappropriately or access to devices and tools is removed. Practitioners commented that ‘we are in the business of educating people to use web resources responsibly and it shouldn’t be the case that resources are blocked or filtered so that we don’t have to’.

With support and experience learners are using tools effectively and responsibly for successful learning but also to make a very effective contribution to their learning communities and beyond. There have been instances of inappropriate use of tools and resources but these occasions have been used as learning opportunities and are rarely repeated.

Tools from the Chrome Web Store are also used to add fun to lessons and the webcam toy has been used to great effect with customised login icons appearing for each learner on devices they have used.

Listen to our interviews with the team behind Neil takes on Science:

The Neil Takes on Science team discuss how the idea for their site started to grow and how the Chromebook and the learning infrastructure they experienced helped them enhance their learning by writing for the web. They also discuss the importance of YouTube to their learning.

Preston Lodge HS: Neil Takes on Science team no.1 Interview 1 with the Neil Takes on Science team

The Neil Takes on Science team discuss other ways in which digital learning is happening at Preston Lodge HS. They also talk about the nature of learning and how the process of building their site has not only helped them get to know the subject material but, more importantly, develop as learners.

Preston Lodge HS: Neil Takes on Science team no.2 Interview 2 with the Neil Takes on Science team

BYOD/BYOT, Impact on learning, infrastructure, Pilot overview, Sharing devices, Strategic vision, Teacher, West Lothian

Balbardie PS: Engaging with the local authority strategic approach

May 9, 2013 User deactivated Leave a comment

Strategic plan to help enable devices to impact on learning

Balbardie PS is in Bathgate in West Lothian. The school has recently engaged with the central team at West Lothian Council to get their anywhere, anytime learning (AAL) channel switched on for learners.

Greg Welsh (headteacher) gives an overview of the supported network for school-provided devices and the AAL channel that pupil-owned devices can access in West Lothian schools. He talks about how he is managing a range of devices in school and how they are preparing the ground that will allow learners to bring their own devices in to school.

Balbardie PS: Greg Welsh HT – overview Mr Welsh (HT) gives an overview of pilot as Balbardie PS

Mr Welsh shared his experience of engaging with the central West Lothian team to prepare for his school’s AAL channel to be activated. This involved preparing a plan that indicated key timescales, key stakeholders, staff capability and support, parental engagement and, most importantly, how the introduction of the technology would impact on learning across the school. He described this process as a rigorous one but one that was fundamental to the school’s strategic approach to planning for better outcomes for learners.

Balbardie PS: Engaging with the Local Authority strategy Mr Welsh (HT) discusses the process for engaging with the Local Authority strategy at West Lothian

As a result of working with the central West Lothian team to prepare their learning strategy for their AAL channel Balbardie PS decided that there would be a focus on literacy and numeracy as well as encouraging a culture of independent learning with devices. Mr Welsh wanted to ensure that the learners at his school would be capable of making informed choices about what to use and when to use it to support their learning.

Balbardie PS: Vision for the AAL channel Mr Welsh (HT) discusses his vision for the AAL Channel at Balbardie PS

BYOD/BYOT, Professional Learning, Strategic vision, West Lothian

West Lothian Council: Aspiring to and empowering transformational change

April 24, 2013 User deactivated Leave a comment

West Lothian Council: Aspirational change and impact on learning — Embedding technology in the learner's space

In our discussions about West Lothian Council’s anywhere, anytime learning (AAL) channel for schools the ICT Development team detailed their aspirations for transformational change in schools. They had observed much of the recent hype and promotion about a series of platforms and devices and had some concerns that school leaders would be persuaded by the pervasive message that the device route was the way to go. Having been involved in so many ICT initiatives and developments over the years both John Low and Laura Compton were adamant that engagement with and support offered to schools in their authority should not be based on jumping on the next new wave without a clear strategy for managing change. They were of the opinion that without such thinking (and once the effect of the new shiny, shiny tech in school had worn off) any new initiative would more than likely end in schools continuing to do what they have always done.

we need to focus on what we think good learning looks like.

As part of this change there was a determination to ensure that the principles of Curriculum for Excellence would inform and influence their developing models and that an effort to ensure a dialogue around learning with tools such as connected devices was focused on challenging what we think good learning looks like. They wanted to challenge mindsets and approaches such as timetabling devices – mindsets that they felt served and perpetuated old models of learning. They were also keen to stress that even though there is great emphasis on there being apps to suit everything, they wanted to help develop a culture in schools that had a broader vision of embedding technology in the learners’ space rather than it being something that is imposed on them.

West Lothian Council: Aspiring to transformational change John Low discusses transformational change

Laura Compton expanded further on what she thought needed to be done to help empower the transformational change that her team aspired to. She believed that the right climate for discussion and dialogue with new technology had to be in place so that any fears and concerns that teachers had in regards to their use of technologies and their impact on learning and teaching could be discussed openly and honestly. The importance of involving learners in conversations about their learning was of great importance as was presenting contexts in schools that not only help develop their practical digital skills but also their critical digital literacy skills.

Finally Mrs Compton argued that their BYOD (bring your own device) infrastructure and learning culture is one that they believe to be sustainable and scalable and that empowering change in their schools means creating conditions where this can happen not for one class, or for one year group but for everyone in their schools.

West Lothian Council: empowering change Laura Compton discusses the need to create the right conditions for change to happen

BYOD/BYOT, Impact on learning, Strategic vision, West Lothian

West Lothian Council: Developing a strategy for learning

April 23, 2013 User deactivated Leave a comment

West Lothian Council: Focus on the learning and not on the devcie — Devices embedded in learning opportunities

West Lothian Council has a dedicated anywhere, anytime learning (AAL) channel that is designed to enable a BYOD (bring your own device) model across their school estate. Although this resource/service is available to all schools across West Lothian a process has been put in place by the central team and this must be engaged with by any school who wishes to have their AAL channel switched on. Laura Compton from the central team at West Lothian explained that the focus of their work was all about impact on learning and ensuring better outcomes for learners. To achieve this objective any school which wished to access their AAL channel would need to work in partnership with them to develop a strategy for learning that would make best use of any web-enabled devices that came into the school.

West Lothian Council: The Learning Strategy Laura Compton discusses the need for strategic planning by a school to take place prior to the AAL channel being switched on.

Integral to the jointly authored learning strategy is a shared understanding that the focus is not on the device or the apps that may be available but rather on the rich learning opportunities that can be enabled by access to such technology. There is also an emphasis on ensuring that these learning opportunities are not straight-jacketed by a school that wants to be overly controlling in the management of the resource, a control that may lead to everyone having the same resources and apps on their device. They were adamant that a focus on controlling the device and subsequently the learning in this way would not lead to any sense of culture or transformational change within the school.

We need to talk about learning and not about devices.

In order to create the conditions for any positive change to begin to happen Laura Compton argued that the energy needed to be moved away from ideas of managing devices and wholly channeled into ensuring that the focus was on providing quality learning at every opportunity.

Impact on learning, infrastructure, Strategic vision, West Lothian

West Lothian Council: The AAL channel

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John Low explained to us that AAL (anywhere, anytime learning) is the definition that they use for the channel on their wireless networks that enables authority non-supported and pupil-owned devices to access the internet. The team at West Lothian Council had wrestled with the fact that learners were journeying on their learning by accessing the internet via the wi-fi on the local bus or in fast-food burger shops but not, alas, in school. The AAL channel was seen as a solution that would enable learning to happen anytime and anywhere – including in school!

West Lothian Council: The AAL channel John Low discusses the AAL Channel in West Lothian

The team at West Lothian were conscious that a situation was developing where the access to technology was restricted by their capacity to provide devices within schools. They were concerned that learners would only gain access to technology in Secondary, for example, when they chose a subject that required access to a set of desktop computers, and that the use of such tools would not permeate through to pupils. Although the central team are confident that progress has been made in helping to develop staff capacity to project online content, they were aware that this was teacher driven and not the individualised process of exploration and enquiry for learners that access to digital technology can enable. These factors came together and were the basis on which they determined to create a sustainable and scalable infrastructure that would enable a ‘bring your own device’ (BYOB) system to work across their school estate.

The central team stressed that the their AAL acronym was the same concept that one may associate with BYOD and that it was just that the AAL vision was well in place before terms such as BYOD, BTOT (bring your own technology) or even BYOB (bring your own browser) were commonly known and used.

All primary and secondary schools have the capacity to have a channel on West Lothian’s enterprise wireless network that allows Authority supported devices to access the web. The AAL channel allows non-supported authority devices provided by the school and learner-owned devices to connect to the internet, and with this connection comes authentication, filtering and the recording of user activity.

There have been many challenges for John Low and his team in setting up the AAL network, and none more significant than working with authority corporate colleagues who have responsibility for issues such as information security, data protection and code of connection. They have, however, managed to resolve many of the issues so that the AAL channel can be used by schools to help prepare the digital environment that can enhance learning and help facilitate better outcomes for learners.

BYOD/BYOT, Pilot overview, West Lothian

West Lothian Council: Anytime, Anywhere Learning overview

April 23, 2013 User deactivated Leave a comment

West Lothian Council: Overview of AAL programme — Strategic focus on transforming learning

With a clear strategic focus on increasing attainment and achievement and transforming learning, teaching and assessment approaches West Lothian Council has been implementing a substantial programme and investment to improve infrastructure to realise their vision of having ‘Anywhere, Anytime Learning’ (AAL) available across the school estate.

AAL is intended to support a transformation in learning and teaching by enabling a school and classroom environment where every pupil and teacher can use personal mobile devices to communicate, collaborate, research, share and expand knowledge. In parallel with a curriculum and pedagogy which promotes: active learning, independent learning, collaborative learning, learning how to learn, investigating, exploring, purposeful play, personalisation and choice in contexts that are relevant to life and work; AAL can help us engage learners in the highest quality learning activities.

To enable a change in culture, pedagogy and behaviours and to ensure social inclusion and sustainable approaches the Learning and Teaching (ICT) Development Team planned with Corporate IT Services to design an infrastructure which would allow West Lothian funded devices and personal-owned devices to access the network.

John Low and Laura Compton from the Learning and Teaching (ICT) Development Team shared West Lothian’s vision for their AAL programme.

West Lothian Council: Overview John Low and Laura Compton discuss the vision for West Lothian Council’s AAL Channel

1:1 deployment, Android, Edinburgh, Impact on learning, Learner, Trusting learners

Forrester HS: The learner perspective

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Forrester HS: Learners with Android devices — What do learners think about the learning with devices?

We spoke with some of the S1 pupils about their experiences of the Android device pilot at Forrester HS. They were generally excited and positive about having access to a tablet device all the time in school and at home. They talked about how everything was now much easier with the device! When asked to elaborate on this they talked about how it had enhanced the way they now edited their writing and how good it was to access tools that enabled them to respond differently to tasks rather than solely using pencil and paper. They talked about how some teachers are using Edmodo to help support homework and WordPress for blogging and about how they were able to access and download resources such as worksheets. The fact that there was instant access to their device and to the information they were seeking was much much better than having to wait to get their booked slot at the ICT suite. Finally, some of the learners talked about the fact that they come from a world where technology is part of their everyday experience and to have it in school was very appealing. They agreed that these initiatives, such as the Android device pilot, were about helping to develop an appropriate learning culture that met their needs.

First interview with learners from Forrester HS:

Forrester HS: pupil interview 1 Interview 1 with learners from Forrester HS

Second interview with learners from Forrester HS:

Forrester HS: pupil interview 2 Interview 2 with learners from Forrester HS

1:1 deployment, Android, App purchase and management, Device management, Edinburgh, Impact on learning, Teacher

Forrester HS: Managing the Android devices and Google Marketplace

April 23, 2013 User deactivated Leave a comment

Forrester HS: Managing Android and Google Marketplace — Forrester HS is using free Android apps

The management of the Android devices and the apps that could be installed on them are fundamental to the success of any device pilot. The team at Forrester HS gave this great consideration in view of how it could be done as effectively as possible but in such a way that it would enhance the learning culture of the school. Mark Cunningham (class teacher) explained that, rather than put in place a controlled environment that the school managed, they left it much more open so that learners were able to download apps that they were requested to by their teachers as well as ones that the learners themselves felt were useful for their learning. The school has found this approach to be reasonably successful up to now and the fact that they have good bandwidth means that if 20 pupils are asked to download an app for a lesson at the same time then they can.

Mr Cunningham explained that all apps that they were using were free from the Google and that there had been no need for them to access any of the paid-for apps. He did however point out that at this stage of the pilot there was as yet still no volume purchasing option for Android.

Forrester HS: Apps management Mr Cunnigham (Class Teacher) discusses managing Android apps

In relation to the management of the devices, Mr Cunningham explained that the school had insurance in place as well as a two-year warranty. There had been a small number of instances where devices had been damaged and also where issues with devices had led to them being returned under warranty to be repaired. It was stressed that any necessary repairs were carried out satisfactorily by the manufacturer but when a device was away being repaired it led to challenges for the learning and teaching in a classroom that required access to a personal device. Mr Cunningham suggested that, if budget allowed, a small bank of school-owned machines could be used to temporarily replace any device that was out of commission due to damage or warranty repair.

Forrester HS: Managing the devices Mr Cunningham (Class Teacher) discusses how the school has managed the Android devices