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Associate Professors Grace Oakley, Robert Faulkner & Mark Pegrum

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Presentation on theme: "Associate Professors Grace Oakley, Robert Faulkner & Mark Pegrum"— Presentation transcript:

1 Using mobile technologies in the Early Years to improve classroom practice
Associate Professors Grace Oakley, Robert Faulkner & Mark Pegrum The Catholic Education Office of Western Australia Primary Curriculum Conference 2012

2 In this session … the use of mobile technologies such as iPads to teach literacy to children in the Early Years will be discussed. How can teachers keep abreast of new developments in this area and engage in classroom research to find out what works in their teaching context? What do we know? Context, definitions and our research Models, apps and their applications Having a go! Practice and experimentation (yours!) Grace I am thinking 20 mins for context and definitions i.e slides 1 – 15 – including our research Then, depending on numbers and iPads c. 30 mins for models, apps and applications and “Having a go” 5 mins for wind up!

3 Key concepts Mobile technologies Literacy Improving practice

4 Technology use in the Early Childhood classroom, especially as a tool for developing multiliteracies: is strongly advocated in the small body of current research; is more radically under-researched than other age groups (Lankshear & Knobel, 2003; Hirisch & Blanchard, 2009); is emphasised in: Australian curriculum documents (general capability); National Professional Standards for Teachers; and Digital Education Revolution initiative outlined by DEEWR (2011). Literacy is now defined as the ability to make meaning in multiple modes of expression using graphics, music, dance, drama and other media. New skills are required for students to decode and make meaning from contemporary multimodal texts in electronic and digital forms.

5 The National Curriculum and Early Years Learning Framework advocate for the use of digital technologies and multimodal stories in classrooms. Creating and engaging with multimodal stories using mobile technologies target multiple modes of meaning making; written text, oral language, music, visual art, dance and movement. Multimodal stories facilitate reading, writing, speaking, comprehension and the breaking of symbolic codes; as well as collaboration, engagement and creativity. Multi-modal stories have important and unique roles to play in students’ Being, Belonging and Becoming (EYLF)

6 “poised to change the learning landscape”
“game changer” 2011 Horizon Report iPads Apple “poised to change the learning landscape” Mobile Education Landscape Report (GSMA, 2011)

7 Study of Mobile Tech in WA Schools – Phase I
Funded by AISWA Key staff at 10 schools (8 metro Perth, 1 outer suburbs, 1 regional) Mobile technologies: iPad (10), iPod Touch (4) Key questions: How do you use mobile handheld technologies, particularly for teaching literacy? Why do you use them this way? What benefits to the students’ learning have you observed? What problems, if any, have you encountered? What professional development do you think is needed by the teachers at your school? Would you be interested in helping develop/deliver some professional development? Graduate School of Education, University of Western Australia

8 Study of Mobile Tech in WA Schools – Phase 2
Funded by AISWA Key staff and students at 10? schools (8 metro Perth, 1 outer suburbs, 1 regional) Observing the use of mobile technologies in the classroom (with a special emphasis on literacy) Developing effective teaching strategies and theoretical models (i.e. SAMR) Graduate School of Education, University of Western Australia

9 mobile devices as learning tools
not an end in themselves must support teaching & learning not babysitting devices seamless learning spaces experiment: how to best support learning? assessment: what are we measuring?

10 iPads engaging & motivating suited to early primary (tactile & apps)
consumption vs production creative & “generic” apps personal vs collaborative devices + laptops organis-ational uses & textbook replace-ments need less student support / ready to use special needs

11 PD need targeted & contextual-ised PD mixed reactions
need pedagogical focus need time for PD / play need targeted & contextual-ised PD need time to identify apps need to map apps to Aus Curriculum need educators’ network Ethis management

12 Consumption Creation Mobile learning Mobile devices Autonomy
Heteronomy Personalisation Collaboration Integration Specialisation Graduate School of Education, University of Western Australia

13 The TPACK Framework (Koehler, n.d.).

14 The SAMR Model - Puentedura, 2011

15

16 Having a go! With an eye on the Australian Curriculum – English
Early Years Learning Framework SAMRs model of ICT use

17 Which strand/s - language, literacy, literature? Which knowledge/understanding/skill area - listening, reading, viewing, speaking, writing, creating? What content description? What achievement standard? Receptive - listening, reading, viewing Productive - speaking, writing, creating What app? What strategy? What level of IT use? (SAMR) What improvement in student learning? What evidence?

18 QR Codes Rebekah Garwood, (UWA - Master of Teaching, Second Year Student, Early Childhood Education) has won the runner-up prize ($500) in the Oxford Education Innovation Awards.  This competition invited pre-service teachers from across the country to creatively fill a space in a classroom, and to emphasise how it can assist young children’s learning. Rebekah’s project was titled ‘Exploring our World: Through an indoor learning Environment’.

19 QR generator

20 Substitution and Augmentation
Out and About Phonics Apps Alphabet Apps

21 Modification and Redefinition
Creating e-books using iBooks Author and ipad apps Adding QRs to traditional printed books Comic Strip

22 Professional Networking
Twitter @goakley1 @OzMark17 MLearnWA Apps Fair 8th November UWA Club See Graduate School of Education website for ore details

23 E-learning resource – Mark Pegrum


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