disruptive innovations? research on ipads - apple rtc annual conference (eden project, nov 2013)
DESCRIPTION
Dr. Kevin Burden explores to what extent the use of iPads in schools constitute 'disruptive technologies' which challenge the underlying paradigms behind educationTRANSCRIPT
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Research on iPads:‘Disruptive Innovations’?
iPad in Education: Eden project
21st November 2013
Dr. Kevin Burden: Senior Lecturer,
The Faculty of EducationThe University of Hull
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About 200,000 academic journals are published in English every year.
The average number of readers per article is 5!
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4000+ downloads
35 countries
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Personalisation
Collaboration
Authenticity
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Clayton Christensen:
‘Disruptive Innovations’
Is the iPad a ‘disruptive innovation’?
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• What?
• So what?
• What next?
What do we currently know about the use of mobile technologies in education?
What does this mean? What difference is it making?
What does the research suggest we should be looking to in the future with mobile learning?
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iPad Scotland Evaluation: 2012
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Edinburgh 1:1 Mobile project: 2012-2013
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What does the research tell us?
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Finding 1:
iPads dramatically increase personal access to technology in the classroom
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Regular use of technology in school
iPad Scotland Evaluation (2012)
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What do students use it for regularly in school?
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Finding 2:
‘Ownership’ models may be a significant variable
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“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)
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Finding 3:
Personalisation may increase when mobile devices are deployed effectively
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“Staff directly involved in the initiative consider it has fostered greater personalisation of learning by offering students a greater degree of choice and freedom in how they access information (e.g. through apps or the Internet), how they process information and how they present and offer it up for assessment”
Headteacher, Bellshill Academy
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Personalisation
•Students exercise more agency over their own learning
•The device is able to customise learning to the individual
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Finding 4:
Levels of collaboration and cooperation increase
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Conversations mediated by mobile devices, not replaced by them
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Finding 5:
The focus of learning shifts from consumption (content delivery) to production (content creation)
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Learner Generated Content
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So what.....?
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Augmented Cognition
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New patterns of teaching and learning are emerging
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Independence: where and how to learn
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Narrow definitions of ‘literacy’ need
expanding
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How we ‘read’ a book changes
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Students as authors (knowledge
constructors)
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eBooks that understand your ‘reading’ habits
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Greater authenticity is possible
1. using the iPad to replicate professional tools
2. using the iPad to access real time data in the classroom
3. using the iPad in outdoor contexts
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Heritage learning - situated
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What Next...?
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Changing the nature of assessment and feedback
“… 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
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Design Based ResearchStage 1:
Identify a product to design or improve
Stage 1I:
Build on the shoulders of giants
Stage III:
Develop an initial prototype and test it
Stage 1V:
Iterative cycles of testing and improvement
Stage V:
Identification of design principles
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Can we use DBR to design more effective mobile learning scenarios?
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QuickTime™ and a decompressor
are needed to see this picture.
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Using DBR to improve the effectiveness of feedback
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‘Making Thinking Visible’
•Use scenarios which encourage two-way feedback
•Design problems which force students to articulate their thinking processes
•Facilitate student feedback with peers
•Focus on ‘threshold concepts’ and ‘troublesome knowledge’
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•Mobile devices can be ‘disruptive innovations’
•Educators need to understand the unique ‘affordances’ of mobile technologies in order to leverage powerful learning opportunities
•Thinking of teaching as a design based science may help to identify how these affordances are translated into learning scenarios
Your take-away
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QuickTime™ and a decompressor
are needed to see this picture.
No iPads were harm
ed in the m
aking of this a
dvert!
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