The background and outcomes of the SydneyRegion iPad trial 2011.

1. Lena Arena
ICT Consultant K-12, Sydney Region
Amanda Miller
Carlton Public School
Sydney Region Public Schools

3.  2010 – Discussions with Regional Director
◦ iPads provided to selected regional staff
◦ How could iPads impact on the learning outcomes
of students?
◦ Beyond the „wow‟ factor!
 2010 – Research
◦ Discussion with Catholic Education Diocese of
Parramatta
 Project implementation strategies
 Project outcomes
◦ What were other states/schools doing? How? Why?

4.  Explore the use of iPads in the classroom
 Explore the use of educational apps in the
classroom
 Collect evidence of how the iPad has impacted
on:
◦ Student engagement
◦ Student learning outcomes
◦ Student learning behaviours
◦ Teacher practice
 Inform Sydney Region on the best strategies to
effectively implement learning with mobile
technologies.

5.  Document strategies adopted in the use of
the iPad in the classroom:
◦ 1 to 1 implementation
◦ 1 to many implementation
 Identify and document the limitations,
workarounds and compromises for using
iPads within the NSW DEC network
infrastructure

7.  Equipment
◦ 75 Wi-Fi only iPad2 purchased (with covers)
◦ 3 Wireless Access Points purchased
◦ 3 VGA connectors purchased
◦ $50 iTunes card purchased for each iPad
◦ Teacher relief for professional learning
 Set-up
◦ 75 iTunes accounts created using generic email
addresses (SRipad50@stuhasic.com)
◦ No personal account details used
◦ Out-going email only

8.  Training
◦ 2 day workshops – led by IT Support Team
 Setting up the iPad for first use
 Creating libraries, downloading and synching apps
 Apple Education Consultant
 Macquarie ICT Innovations Centre – using mobile
technologies
◦ 1 day visit to Apple Sandpit
 Suitable apps
 iTunesU

9.  Schools
◦ 3 primary schools (including 1 low socio-economic)
◦ 31 iPads each to 2 schools
◦ 13 iPads to 1 school
◦ Each class teacher received an iPad
◦ Trial length – approx 18 weeks
 Cohorts
◦ 2 x Year 3 classes
◦ 1 x Year 6 class
◦ 1 x Composite Year 4/5/6 class
 School implementation
◦ 2 schools implemented 1:1
◦ 1 school implemented 1:2

11.  Dr Kristy Goodwin
◦ Director - Every Chance to Learn
◦ Lecturer, Macquarie University
◦ Full evaluation report
◦ Executive Summary
 Methodology
◦ Lesson observations
◦ Teacher and student on-line surveys
◦ Teacher, student, principal and parent interviews
◦ Digital work samples
◦ Teacher and student blogs
◦ App matrix

12.  Puentedura (2006) developed a Substitution,
Augmentation, Modification, Redefinition (SAMR)
model.
 Designed to help educators identify different
ways in which they can integrate technology into
teaching and learning practices.
 Puentedura‟s model can be considered as a
continuum from novice level (substitution) to an
advanced, ideal level of technology integration
(redefinition) to encourage teachers to seek
optimal ways to include technology in learning
experiences.

14.  Technological Pedagogical Content
Knowledge (TPACK) is a framework that
identifies the knowledge teachers need to
teach effectively with technology.
 Developed by Koehler (2011) it advances
Shulman‟s (1986) model of Pedagogical
Content Knowledge,

16. •Learning Content
Teaching and •Teacher Planning & Preparation
Learning •Student Learning
•Pedagogy
Implications
•Parent Questions & Concerns
•Device Set-Up
Technical &
•School Infrastructure Considerations
Logistical •Management of devices
Considerations •Technical Issues Encountered

17. Key
Findings –
Student
Learning

18.  Increased engagement and motivation
 Improved student knowledge and skills
 Enhanced communication and communication
between students
 Learning for students easy to personalise
 Ease of differentiation

19.  Students enabled to easily produce a
professional finished product
 Instant access to provide just-in-time
learning
 Preference for content-creation apps
 Transformative models of technology
integration provided by teacher‟s use of the
iPad

20. Key
Findings –
Pedagogy

21.  Student-centred pedagogies supported with
the iPad – students learn with not from
technology
 Synchronous use of a range of peripheral
digital technologies
 Multimodal nature of the device afforded new
opportunities for learning
 Sharing work and just-in time feedback

22. “Using Puentedura‟s SAMR model (2006) …in
the lessons observed….many of the lessons
using the iPads could be categorised at a
„modification‟ or „redefinition‟ stage. The
teachers devised tasks with the iPads that were
completely novel (redefinition) or significantly
redesigned tasks (modification).”
Dr Kristy Goodwin :Use of Tablet Technology in the Classroom,
Page 62

23. “In the trial, the participating teachers showed
high levels of awareness of how technology,
pedagogy, and content knowledge (TPACK)
intersected. …A teacher capable of negotiating
these relationships represents a form of
expertise which is different from subject
matter experts or pedagogy specialists.”
Dr Kristy Goodwin :Use of Tablet Technology in the Classroom,
Page 68

24. Technical and
Logistical
Considerations

25.  Deployment strategies
◦ Apple Configurator
 App licensing and deployment
◦ Apple Volume Purchase program
 Wireless access
◦ School wide vs targeted spaces
 iPad storage and charging
◦ Synching stations
 Sharing and saving of work
◦ Email, Dropbox, Edmodo, wikis
 Ongoing maintenance

27. Resources

28.  NSWCLIC YouTube Channel
 26 videos
 http://bit.ly/SRiPadVideos

29. Implications

30.  “Teachers and school decision makers need
to think carefully about the technical and
logistical implications of using iPads in the
classroom before purchasing the devices.”
 “…this trail has made it clear that the teacher
and the pedagogical approaches and tasks
they implement are critical to the success of
the device.”
 “The iPad must be embedded into authentic
student-centred tasks that allow the students
to utilise many of the iPads features.”

31. Conclusion

32. “The iPad encouraged a shift towards a
student-centred, personalised learning
environment. ….As with any technological
innovation ….it is the role of the teacher that is
central to its success. As this study has
exemplified, teachers play a critical role in
aligning curriculum, pedagogy and technology
through the design and implementation of
authentic and engaging learning experiences.”
Dr Kristy Goodwin

33.  Dr Kristy Goodwin , Lecturer Institute of Early
Childhood Macquarie University
 Sydney Region IT Support
 Teachers from the trial schools (Carleton
Public school, Banksmeadow Public School,
Plunkett Street Public School)
 Curriculum and Learning Innovation Centre
(CLIC)

34. Carmelina.arena@det.nsw.edu.au
9582 2851