Presentation on theme: "Personalisation, Portability and Freedom Computing Bob Harrison Support for Education and Training."— Presentation transcript:
Personalisation, Portability and Freedom Computing Bob Harrison Support for Education and Training
Agenda Background to ICT in Schools Personalisation Wireless, Portability & Freedom Computing Mobile Learning Questions
Background to ICT in Schools OfSTED report, ICT in Schools – The Impact of Government Initiatives Five Years On is a timely reminder of the constant pressure on educators to demonstrate that the investment in technology is having the required impact on the learning process and outcomes.
Background to ICT in Schools The report highlights the main positive aspects of the work of The National Grid for Learning including:- Laptops for teachers Strategic Leadership in ICT Curriculum Online Enhancing subject teaching using ICT Continued funding of Regional Broadband Consortium The Test bed Project
Background to ICT in Schools Continued impact of government initiatives for ICT in schools has been significant. Outcomes of the initiatives are more evident in improvements in pupils achievements in ICT capability rather than in application in other subjects. But application of ICT in lessons across other subjects is increasing slowly but surely.
Background to ICT in Schools Governments aim for ICT to become embedded in the work of schools is a reality in only a small minority of schools More typical is a picture in which pupils ICT experiences across the curriculum are sporadic and dependent on teachers Widening gap between the best and worst provision The quality of the use of ICT in varies enormously from school to school. in some schools that are furthest forward, ICT is starting to have beneficial effects in teaching and learning in ALL subjects.
Background to ICT in Schools The Impact of ICT in schools-a landscape review Becta 2007 Overwhelming positive development Valuable in in improving learning,teaching,motivation and achievement. No direct causal evidence Not yet transformational Significant demands on teachers Teachers fail to appreciate the need for a a new approach to pedagogy,preparation and planning Relationships will change Impact is mitigated by curriculum and assessment demands and teachers belief systems Self-review framework is providing monitor of progress to e- confidence/maturity No impact on what is learnedor where Classroom of the future???????
Personalised Learning Adding value to the learning journey through a whole school approach
Vision – Adding value to the learning journey All these …. whatever my background, whatever my abilities, wherever I start from I know what my learning objectives are and feel in control of my learning My parents are involved with the school and I feel I belong here I enjoy using ICT and know how it can help my learning I can get the job that I want I know if I need extra help or to be challenged to do better I will get the right support I know what good work looks like and can help myself to learn I can work well with and learn from many others as well as my teacher I can get a level 4 in English and Maths before I go to secondary school I get help with my problems so that I can concentrate on my learning I know how I am being assessed and what I need to do to improve my work
Personalised Learning is… …about tailoring education to ensure that every pupil achieves and reaches the highest standards possible. It is also about personalising the school experience to enable pupils to focus on their learning and involve the community
The Five Components of Personalised Learning We need to engage parents and pupils in a partnership with professional teachers and support staff to deliver tailor made services – to embrace individual choice within as well as between schools and to make it meaningful through public sector reform that gives citizens voice and professional flexibility (David Miliband, 18 May 2004) Assessment for Learning Effective Teaching and Learning Curriculum Enrichment and Choice Organising the School for Personalised Learning Beyond the Classroom Inner Core Personalising the School Experience
Learning has always been and always will be a personalised experience. It is the organisation of education that has been impersonal…Technology is making personalisation achievable at scale. Chris Yapp, Head of Public Sector Innovation, Microsoft
Summary of the main points Personalised Learning is an aspiration or philosophy; there are parameters that give space within which others can operate, taking into account the local context. There is an inner core of activities, largely delivered through the National Strategies, to enhance learning, teaching and the curriculum. Personalising the school experience is designed to set the pre- conditions for learning and to remove barriers; it complements the core and delivers aspects of the Every Child Matters agenda. A whole-school approach is needed, underpinned by workforce reforms; collaboration with partners in the community is vital. New Relationships with Schools will provide the levers to encourage schools to respond to the agenda.
Wireless, Portability & Freedom Computing Wireless networking in schools and the use of portable devices featured in the recent OfSTED report. Perry (2001) suggests that a wireless network can help teachers to : Work more efficiently Better support their pupils learning through their own use of ICT Use ICT to extract greater value from their teaching Work wherever and whenever suits them best
Wireless, Portability & Freedom Computing The summary of the 2004 BECTA report states that key benefits of the use of portable devices include: Portability enables students to take work home to continue working, and this can foster greater feelings of ownership over work Increased motivation, organization skills and responsibility amongst pupils Access to up to date pupil and school data, any time and anywhere Increased involvement in education for parents and, in some cases, improved self esteem
Wireless, Portability & Freedom Computing How portability evolved:
Fast-Paced Change The computer room 1990 The school network 1995 BBC The school computer 1985 e-Learning The here and now ! Anytime Anywhere Learning 2000
Tablet PCs in Schools Key benefits Promoting curriculum access Improved communication Improved motivation Key Issues Reliable and fast wireless access The initial cost Short battery life, low screen illumination and lost digitiser pens.
Tablet PCs in Schools Key findings The key findings emerging from the case studies were that Tablet PCs: For maximum benefit, needed to be used in conjunction with a wireless network Needed to be introduced in a planned way that took full a account of the schools vision, as well as of the technical a infrastructure, support and staff development, and day-to-day management issues Increased the amount of ICT use and the degree of integration of ICT across the curriculum
Innovative Practice with e-Learning Portability Any time, any place connectivity Flexible and timely access to e-learning resources Immediacy of communication Empowerment and engagement of learners, particularly those in dispersed communities Active learning experiences
Innovative Practice with e-Learning
Mobile Technologies and Learning 1 Behaviourist – activities that promote learning as a change in learners observable actions 2 Constructivist – activities in which learners actively construct new ideas or concepts based on both their previous and current knowledge 3 Situated – activities that promote learning within an authentic context and culture 4 Collaborative – activities that promote learning through social interaction 5 Informal and lifelong – activities that support learning outside a dedicated learning environment and formal curriculum 6 Learning and teaching support –activities that assist in the coordination of learners and resources for learning activities
Mobile Technologies and Learning Context: Mobility: Learning over time: Informality: Ownership:
Mobile Technologies and Learning Big Issues In Mobile Learning-Kaleidescope Network-Ed Mike Sharples 2006 One issue that became clear is that mobile learning is not just about learning using portable devices,but learning across contexts. Mobile Technology does not just mean delivering content to small screens
Mobile Technologies and Learning Current Perspectives- 4 Broad categories; Technocentric-dominates the literature Relationship to e-learning -an extension of e- learning Augmenting formal education-not only in the classroom Learner-centred- focus on the mobility of the learner
Mobile Technologies and Learning Mobile Usability in Educational Contexts;What have we learnt? –Agnes Kukulska-Hulme,Open University in the International Review of Research in Open and Distance Learning,July 2007: The successful development of mobile learning is dependent on human factors….the majority of mobile learning continues to take place on devices not designed with educational applications in mind
Perry D (2002) Wireless Networking in Schools BECTA/DfES/Technology College Trust Seale J (2004) The Development Of Accessibility Practices In e Learning: BECTA (2004) What the research says about portable ICT devices. BECTA ICT Research (2004) Tablet PCs in schools A review of literature and selected projects by the Open University BECTA ICT Research (2004) Tablet PCs in schools Case study report by the Open University JISC Innovative Practice with e-learning (2005) A good practice guide to embedding mobile and wireless technologies into everyday practice NESTA Futurelab Literature Review in Mobile Technologies and Learning REPORT 11: A Report for NESTA Futurelab Laura Naismith, Peter Lonsdale, Giasemi Vavoula, Mike Sharples University of Birmingham 2006 Mobile Usability in Educational Contexts;What have we learnt? A Kukulska- Hulme IRRODL July 2007 Big Issues in Mobile Learning -Kaleidescope Network,Ed Mike Sharples 2006 The impact of ICT in schools-a landscape review,Becta,January 2007 References