![A versatile pedagogy
“Independent learning is
good, I like that a lot,
but sometimes it is nice
I have got a teacher and…it is to be led by the teacher.
kind of half and half, [we] use (from Year 9 student
the iPads because we need to interview, school B).
research most of the time, like
things like, globalisation and
Gandhi, we do know anything
about, but we researched on
the iPad. But we still use books
as well. This kind of an even
mix isn‟t there?” (Year 9
student interview.)](https://image.slidesharecdn.com/ingramusingipadsintwoenglishschools-130220094457-phpapp01/85/Ingram-using-i-pads-in-two-english-schools-16-320.jpg)
![Miss Styles: English teacher
“We have conversations with them in the
learning sessions and over e-mail.
Thinking about what they've done
currently reviewing that at a midpoint in a
conversation. [Talking] about what's gone
well and what could be improved and
bringing them together for the final kind of
outcome.
I think the more you talk to them about it,
the more they get it. I think the more they
have the ability to talk about what they're
doing the better they are at putting things
into place on their learning journey.”](https://image.slidesharecdn.com/ingramusingipadsintwoenglishschools-130220094457-phpapp01/85/Ingram-using-i-pads-in-two-english-schools-19-320.jpg)
Ingram using i pads in two english schools
- 1. 1:1 iPads in two English schools neil.ingram@bristol.ac.uk
- 2. All pupils are given iPads in two English schools what happens next… neil.ingram@bristol.ac.uk
- 4. Two English Schools 600 km apart
- 5. Two English Schools 600 km apart, with no contact
- 6. Two English Schools • Both schools are 11-16 state-funded schools. • Both schools give iPads to all of their students in September 2011. • Both schools observe significant changes to teaching and learning. • Both schools report IDENTICAL effects.
- 7. What do the schools observe? • Improvements in student interest, independence, engagement, motivation, developing increased concentration, determination and resilience. • They are developing engaged, creative, innovative learners.
- 8. Why is this happening? • What is emerging is a new kind of learning community: • consisting of students, teachers, parents and others, • collaborating and supporting each other in the task of working independently.
- 9. What is taught How it is learned Time: ICT Place: directed/ school/ non-directed: home/ synchronous/a virtual synchronous Code Learning Transmitters community, Acquirers friends, family The pedagogic assemblage
- 10. Anywhere, any time ICT
- 11. weakens classification of what is taught • Promote interdisciplinary work by weakening the tight boundaries between subjects • Encourage students to explore their own learning contexts often real-world problems • Encourage group activities with shared outcomes and competences
- 12. weakens framing of teaching and learning • Encourage collaboration in virtual spaces and asynchronous times • Flatten the hierarchical relationships between teachers and students • Challenge the single voice of authority of the teacher, encouraging a range of viewpoints • Encourage students to control their learning: sequence, pace, resources and modes of presentation
- 13. Anywhere, any time “Like, everyone will say, if lots of people say „oh, I am stuck on that‟ then you email the teachers and say, look, I have asked my friends and they are really stuck on it and I don‟t know what it is they will almost reply to you instantly.” (Year 7 students, school A).
- 14. new types of practice “For our homework tonight in Science, we are creating the ultimate predator, so it‟s got to be this and that and the other, and also the prey. And we are going to make a movie about it tomorrow.” (Year 7 student, school A).
- 15. The nature of homework tasks across the two schools may be changing towards open-ended tasks that favour collaborative working. Groups of students are being asked to collaborate to research ideas that they will present jointly to the class in a subsequent lesson. This is moving towards a „flipping‟ of the traditional classroom practice.
- 16. A versatile pedagogy “Independent learning is good, I like that a lot, but sometimes it is nice I have got a teacher and…it is to be led by the teacher. kind of half and half, [we] use (from Year 9 student the iPads because we need to interview, school B). research most of the time, like things like, globalisation and Gandhi, we do know anything about, but we researched on the iPad. But we still use books as well. This kind of an even mix isn‟t there?” (Year 9 student interview.)
- 17. Honywood skills Communicate in writing, orally, physically, graphically and by using ICT Learn independently Solve Problems Cooperate and Collaborate with others Analyse information and draw conclusions from it Synthesise information, evaluate and form judgements Empathise Be Creative Gain the knowledge and skills to be healthy in body and mind Persist when times are hard
- 18. Maxi: Honywood learner “I find it quite fun because, because we've got our own chance to choose what we want to do, and we can do it on our own, but we still get things done. So it's quite a fun way of learning.”
- 19. Miss Styles: English teacher “We have conversations with them in the learning sessions and over e-mail. Thinking about what they've done currently reviewing that at a midpoint in a conversation. [Talking] about what's gone well and what could be improved and bringing them together for the final kind of outcome. I think the more you talk to them about it, the more they get it. I think the more they have the ability to talk about what they're doing the better they are at putting things into place on their learning journey.”
- 20. Challenges and potential “We don't use them enough. We hardly ever use them.” “I like that if there is cyber bullying it shows so you have evidence.” “I don't like iPads very much at school, because they are very distracting especially in group work when I am trying to get team mates to do work and they just play games on their iPads whilst I'm stuck doing the majority of the work. (Responses from student online survey.)
- 21. Developing versatile pedagogy work is produced by individual learners under conditions in which conscientious, F+ attentive, industrious, careful, receptive behaviour is rewarded; hierarchical or formal relationships between the teacher and learners are established and maintained; collaborative work outside of the assigned space and time is discouraged;. collaborative work outside of the assigned space and time is integral to the F- activity; extensive opportunities for individual and collaborative groups to direct and take responsibility for their learning; learners choose their collaborative partners; creative, interactive, ability to contribute to the group are acknowledged behaviours;