Kevin Burden, from the University of Hull, presents the findings from two recent research projects in Scotland and North East Lincolnshire, along with a theoretical model for mobile learning with tablet devices

1. ‘Distinctive
Pedagogies’
Kevin Burden:
The University of Hull

3. http://www2.hull.ac.uk/ifl/ipadresearchinschools.aspx

4. What kind of mobile learning
activities are interesting and
worthwhile?

5. What kind of mobile learning
activities are interesting and
worthwhile?

6. What kind of mobile learning
activities are interesting and
worthwhile?

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12. Collaboration
A pedagogical framework
for mobile learning
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012)
Viewing mobile learning from a pedagogical perspective,
Research in Learning Technology
Vol. 20, 2012
Personalisation Authenticity

13. Kingswell Primary
Kilsyth Primary
Cryston Primary
Gavinburn Primary
Sciennes Primary
St. Kentigerns Academy
Greenwood Academy
Bellshill Academy

14. 365

15. methodology
1. Mixed methods (i.e. qualitative and quantitative)
2. Online baseline and exit surveys for students and parents
3. Interviews of all lead teachers towards end of pilot + senior teacher
where this was possible
4. Interviews with each LA and senior leaders in LA
5. Pupils focus groups in each school (6 students)
6. Lesson observation by researchers in most schools
7. Artefacts from students and teachers
15

16. Entirely personal devices Personal in school Class sets
Bellshill Academy Cryston Primary
Gavinburn Primary Kingswell Primary
Kilsyth Primary Sciennes Primary
Greenwood Academy
St. Kentigerns Academy

17. Signhills
Scartho Juniors
Middlethorpe
Waltham Leas
East Ravendale

18. School iPod iPad Where Staff Total
East Ravendale 70 3 KS 2 3 76
(every child)
Years 4, 5 18
Middlethorpe Junior 107 15 (all staff)
140
& 6 (all)
Year 5 & iPad for
Scartho Junior 110 28 138
6 all staff
Year 3 &
Signhills Junior 90 86 19 195
4 (all)
Year 5 & 6
Waltham Leas 107 16 (leasing 129
6 available)
Years
484 148 46 678
3,4,5,& 6
Technology deployed across the alliance

19. Findings:
Teaching & learning
Parental engagement and interest
Leadership, management and change
Professional development & support

20. Teaching & Learning

24. Parental Engagement

28. So what.....?

29. “ Teaching and learning
can be fundamentally
altered when all
students have personal
access to a mobile
device like the iPad”

30. “I mean they don’t use it for an hour at a time, they pick it
up, put it down, they use it for their spelling, they put it
away then go on to their reading work, then pick it up to
do something else. But it is in consistent use during the
day, not constantly but it is consistently used on and off
during the day”
(Class teacher, Bellshill Academy)

31. Collaboration and new patterns of working
I’ve certainly
found probably
changed the cla one of the big
ssroom dynam gest things th
it as a teachin ics is Apple TV at’s
g tool and they bec aus e I c a n
you’re doing p can use it to s use
eer assessme hare their work
because they’v nt, you’re ass ; so
e got their stu essing them y
them and make ff up on the s ourself
sure everyone creen, you can
up that’s really is on the right stop
good and use it track or put a p
(Teacher - Ga as a modelling iece
vinburn Prima piece
ry School)
The iPad is a great piece of technology for basically
everything. It has made me a lot more confident with
showing my work on the Apple TV. (P7 student)

32. “ The relationship between
teachers and students
changes as students become
knowledge producers rather
than just consumers”

33. “ students are prepared to go the extra mile....”

34. Dispositions towards learning with iPad
• makes lessons more fun -- 99.6%
• more interested in learning -- 96.2%
• learned more -- 91.6%
• helps to understand difficult ideas --93.9%
• prefers to iPad to a computer --93.9%
• behaved better in lessons -- 87%
• worked more with other people -- 88.8%
• allowed to use the iPad as much as they liked
-- 44.8%

35. “ The pattern of ownership is a vital factor in the
success of a personal device policy ”
“It doesn’t work if it’s shared because all the good things that happen, happen
because it’s yours and you’re taking it home and you’re using it and then
you’re adapting and you’re taking the different things. And you’re getting so
used to using it that you can use them across the different apps and you can
have that bit of personal choice” (Student, Bellshill Academy)
(Teacher - Bellshill School)

36. Technological, Content
Pedagogical pedagogical
content knowledge (TPCK) (Mishra and Koeller)
Knowledge (PCK)
Content
Knowledge
Pedagogical
Knowledge
Technological
Knowledge

37. Collaboration
ion
Da
sat
ta
sh
er
ari
nv
Co
ng
A pedagogical framework
for mobile learning
Co
cy
nte
en
x tu
Ag
al i
se
d
Customisation Situated
Personalisation Authenticity

38. LOW MEDIUM HIGH
External control Negotiated outcomes
Personalization Agency
‘One size fits all’: Tailored fit: ‘Just in time’
‘just in case’
Customization
Contrived Realistic
Contextualization
Authenticity
Simulated Embedded: real
practice
Situated
Solitary: disconnected Networked: rich
Collaboration Conversational
Content building Context sharing
Data sharing

39. External control Negotiated outcomes
Agency
“[The children] feel more in control of their own learning. I think
because they’ve got more choice about how they do things it’s
allowing them to see what’s the best way for them to learn. And it
makes them more aware when you actually enter into discussions
with them about their learning they seem much more aware of their
learning than they did before because it’s more child-led. They’re
making more decisions about their learning.”
(Teacher - Gavinburn Primary School)
39

40. ‘One size fits all’: Tailored fit: ‘Just in time’
‘just in case’
Customization
Changing the nature of assessment and feedback
“I can upload a worksheet okay and they can … before I
would have maybe sent a worksheet home and they
would just complete it and send it back to me. But if I
put the worksheet on ‘Screen Chomp’, then they can do
the worksheet on ‘Screen Chomp’ but record themselves
while they do it, and explain what they are doing to me,
so I can see where their understanding is, and I can see
any points that they are not understanding. And I can
also, when I am marking it when I am talking to the
children after, I will be able to give them more direct and
targeted feedback because I will know exactly where they
have gone wrong with things. I think that has been a big
change in being able to do that”
Teacher - Chryston Primary School
40

41. ‘One size fits all’:
Tailored fit: ‘Just in time’
‘just in case’
Customization

42. Contrived Realistic
Contextualization
42

43. My favourite activity this week
The activity that I would
like to tell you about is my
iBook. It was very fun and
worthwhile because we
did it for the P2 and P3
classes. I also like how
you could make pictures
on an app called Art Rage
and then export them into
your book. Also it is a lot
quicker because of the
keyboard.

44. Embedded: real practice
Simulated
Situated
44

45. Solitary: disconnected Networked: rich
Conversational
45

46. Content building Context sharing
Data sharing
Group Scribbles
46

47. What did we do this week?
This week we were making
some songs on Garage Band
for our Eurovision topic.
We were also making some
scale drawings of a building
in our country. We used
Safari to find out what the
height, length and width of
our buildings were.

48. My favourite activity this
week
I thought my favourite activity
this week would be creating my
groups song on Garage Band
and learning how to do a
jamming session with our group
members.

49. Collaboration Personalisation
Authenticity
49

50. Conclusion
50

51. 52