Presentation on theme: "Using mobile technologies in the Early Years to improve classroom practice The Catholic Education Office of Western Australia Primary Curriculum Conference."— Presentation transcript:
Using mobile technologies in the Early Years to improve classroom practice The Catholic Education Office of Western Australia Primary Curriculum Conference Perth, 31 st July 2012 Associate Professors Grace Oakley, Robert Faulkner & Mark Pegrum
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!)
Key concepts Mobile technologies Literacy Improving practice
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 (e.g. Lankshear & Knobel, 2003) –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.
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)
iPads game changer 2011 Horizon Report Apple poised to change the learning landscape Mobile Education Landscape Report (GSMA, 2011)
Graduate School of Education, University of Western Australia 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? Study of Mobile Tech in WA Schools – Phase I
Graduate School of Education, University of Western Australia 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) Study of Mobile Tech in WA Schools – Phase 2
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?
iPads engaging & motivating suited to early primary (tactile & apps) consumption vs production creative & generic apps personal vs collaborative devices iPads + laptops organis- ational uses & textbook replace- ments need less student support / ready to use special needs
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
Graduate School of Education, University of Western Australia CreationConsumption Mobile learning Autonomy Integration Heteronomy Mobile devices Specialisation CollaborationPersonalisation
The TPACK Framework (Koehler, n.d.).
The SAMR Model - Puentedura, 2011
Having a go! With an eye on the –Australian Curriculum – English –Early Years Learning Framework –SAMRs model of ICT use
nglish/Curriculum/F-10 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?
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 childrens learning. Rebekahs project was titled Exploring our World: Through an indoor learning Environment. QR Codes
w.qrstuff. com/ QR generator
Substitution and Augmentation Out and About Phonics Apps Alphabet Apps
725/apple-will-now-let-any- teacher-publish-content-to- itunes-u/ Creating e-books using iBooks Author and ipad apps Adding QRs to traditional printed books Modification and Redefinition Comic Strip
Professional MLearnWA s.com/ Apps Fair 8 th November UWA Club See Graduate School of Education website for ore details
E-learning resource – Mark Pegrum
References DEEWR (Department of Education, Employment and Workplace Relations). (2009). Belonging, being and becoming: The Early Years Learning Framework for Australia. Barton, ACT: Commonwealth of Australia. Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 horizon report. Austin, TX: The New Media Consortium. Puentedura, R.R. (2011, Dec. 8). A brief introduction to TPCK and SAMR. Ruben R. Puenteduras weblog. R.pdf R.pdf Koehler, M.J. (n.d.). TPACK: Technological pedagogical and content knowledge , & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp.3-29). New York: Routledge. Lankshear, C., & Knobel, M. (Eds.). (2008b). Digital literacies: Concepts, policies and practices. New York: Peter Lang.