Presentation on theme: "Associate Professors Grace Oakley, Robert Faulkner & Mark Pegrum"— Presentation transcript:
1Using mobile technologies in the Early Years to improve classroom practice Associate Professors Grace Oakley, Robert Faulkner & Mark PegrumThe Catholic Education Office of Western Australia Primary Curriculum Conference 2012
2In 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 researchModels, apps and their applicationsHaving a go!Practice and experimentation (yours!)GraceI am thinking 20 mins for context and definitions i.e slides 1 – 15 – including our researchThen, depending on numbers and iPads c. 30 mins for models, apps and applications and “Having a go”5 mins for wind up!
3Key conceptsMobile technologiesLiteracyImproving practice
4Technology 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; andDigital 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.
5The 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 ReportiPadsApple“poised to change the learning landscape”Mobile Education Landscape Report (GSMA, 2011)
7Study of Mobile Tech in WA Schools – Phase I Funded by AISWAKey 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
8Study of Mobile Tech in WA Schools – Phase 2 Funded by AISWAKey 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
9mobile devices as learning tools not an end in themselvesmust support teaching & learningnot babysitting devicesseamless learning spacesexperiment: how to best support learning?assessment: what are we measuring?
10iPads engaging & motivating suited to early primary (tactile & apps) consumption vsproductioncreative & “generic” appspersonal vs collaborative devices+laptopsorganis-ational uses & textbook replace-mentsneed less student support / ready to usespecial needs
11PD need targeted & contextual-ised PD mixed reactions need pedagogical focusneed time for PD / playneed targeted & contextual-ised PDneed time to identify appsneed to map apps to Aus Curriculumneed educators’ networkEthis management
12Consumption Creation Mobile learning Mobile devices Autonomy HeteronomyPersonalisationCollaborationIntegrationSpecialisationGraduate School of Education, University of Western Australia
16Having a go! With an eye on the Australian Curriculum – English Early Years Learning FrameworkSAMRs model of ICT use
17Which 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, viewingProductive - speaking, writing, creatingWhat app? What strategy? What level of IT use? (SAMR)What improvement in student learning?What evidence?
18QR CodesRebekah 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’.