Saturday, March 16, 2013

iPad journey

My iPad journey has hit a snag.  I designed a model that sends the iPads home and it's pretty much a foregone conclusion that I won't be allowed to do it.

This means something that was meant to complement classroom activities has become something that dominates preparation time.

Let me explain...

In a 1-1 model, students are responsible for the iPads, tracking usage is relatively simple.  In a classroom model, teachers are responsible.  This means keeping them in locked stores, being aware of which student has and had each iPad at all times, being able to liaise with ICT when misuse happens and identify which student (in which class) had the iPad.  If multiple teachers are involved this rapidly becomes untrackable as are issues with moving between rooms around the school (30 iPads are heavy).

In a 1-1 model, students take iPads out of their bags and put them back in - no real impact.  In a classroom model, taking them from the store, issuing them to students and counting them back in at the end of the lesson is time consuming.  5-10 minutes is 10-20% of learning time.

In a 1-1 model, students are trained to do the same thing every lesson with the iPads, they become just another tool like pen and paper.  In a classroom model,  there is a novelty factor, they fiddle with them, it's harder to train them into desired behaviours (like putting them at the top of their desks when doing written work).  Furthermore, each iPad is now being used over multiple year groups with a range of students, increasing the demands for identifying suitable materials than if it was focussed on one student at a particular skill level.  There is little point designing ebooks to put on iPads if they are going to remain in cupboards rather than used in conjunction with homework.  In a classroom model, levels of students have to be catered for if the iPads are to be used effectively.  In a take home model, the iPad can be used more effectively as an intervention tool (where the student does not miss teaching whilst catching up).

Incidental usage
In a 1-1 model, incidental usage is possible.  In a classroom model,  because there is an overhead to allocating the iPads, incidental usage is not as likely - I'm not taking them out for 5 minutes of use, whereas I might let a student that has an iPad do tables practice if they have completed their work if there is one on the corner of their desk..

In a 1-1 model, students are responsible for charging iPads, uploading apps and fixing small issues, along with ICT staff.  In a classroom model, teachers are responsible for identifying issues, finding solutions and liasing with ICT staff.  This should not be underestimated, as anyone that is in charge of a computer lab will recognise.

Retention of work
In a 1-1 model, the work is on the iPad and can be worked on over a number of lessons. In a classroom model, classwork has to be stored on resources linked to students rather than the device and this resource needs to be accessed from multiple devices.  Although this is normally the preferred model, iPads are not well suited to this and workarounds need to be found.  Any type of user authentication will slow down classes as authentication issues reduce available teaching time.

Behavioural incentive
In a 1-1 model, loss of the device is a real behavioural incentive. In a classroom model, it's only lost until the end of a class, a minor inconvenience.

I like using the iPads as mini whiteboards, doing quizzes on topics and giving students instant feedback to how they are doing, having lessons focussed on core numeracy.  We can now video students attempting problems and use it for diagnostics of a range of tasks.. I get all that.. but ultimately...

Conclusion: Poorly suited to classroom mode use in high school
Most apps at the moment are rote learning practice based - something that is poorly suited to learning environments and better suited to play (in extension or after school classes) or at home - they are important, just not in a highschool classroom with the overhead suggested.  Unless the student is able to use the device without impact on a learning programme it has the potential to be a distraction from the main game - learning.  Unlike in primary (with the same students in a class), I can't see how I can get utilisation to a level where buying iPads is viable for students within learning area budgets for use in classrooms (IWBs, texts and exercise books are more cost effective in 95% of cases).

If you take into account that applications need to be found to use on the iPads and classes designed for their use, put these issues on top and my enthusiasm wanes rapidly.  I am not saying that these issues cannot be overcome (and I have solutions for each issue), I question whether they are worth overcoming.  The outcome at the moment is that rather than complementing classroom use, they are fast become an impact tool only, one that I'm not sure is worth the investment of time, cost and effort within a classroom compared to other techniques.

I'm sure I'm not making each point as clearly as I could but they are a basis for discussion.  I'm also a little negative as I did a lot of work to ready the programme for take home use (with enthusiasm generated by students and parents) and now have to rethink it, something that I can't do now - it will have to wait until later in the year.

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