What the research says

We always get interesting questions from parents and staff in schools and one that crops up regularly, as it should, is ‘does the research indicate that putting personal learning devices into the hands of children for home / school use benefit their education?’ We do use anecdotal evidence a lot when talking about the benefits – but sometimes that isn’t enough and we need evidence to support our beliefs.  Professor Don Passey explains why this is really important and how it supports teaching and learning, where-ever that takes place.

This Video was directed and produced by Paul Davies, VYKA Ltd. in April 2014.   Our thanks go to Professor Don Passey, Lancaster University,  the staff and pupils at Osborne Primary School, Erdington, and Aston University Engineering Academy (AUEA).

Further discussion….

A personal learning device on its own doesn’t improve teaching and learning but when embraced by the teacher, incorporated within the curriculum and utilized within a wide range of formal and informal learning environments then achievements can be significant (see also Professor Don Passey –Widening learning and gaining achievement impact).

The recent ‘iPad Scotland Evaluation’ by Kevin Burden, Paul Hopkins, Dr Trevor Male, Dr Stewart Martin and Christine Trala, looked at a range of iPad provision in schools and identified what we really believe in……

‘Personal ‘ownership’ of the device is seen as the single most important factor for successful use of this technology: ? This is seen as the critical element: … in increasing student levels of motivation, interest and engagement; … in promoting greater student autonomy and self-efficacy; … in encouraging students to take more responsibility for their own learning.’ ? Evidence suggests that greater personal ownership of the iPad may also contribute to more interdisciplinary activity.

The School of Education (Birmingham University) in partnership with BeLF conducted a pilot research project in one of our iPad primary schools who were focusing on raising attainment in literacy. Dr Rachel Pilkington (2012) in her report ‘The write pad? Perceptions of the impact of the iPad on writing skills’ concludes:

‘The pilot has so far clearly evidenced the enthusiasm with which children use their iPads at home to research topics for themselves and their work also evidences development of multi-modal literacy skills; mastering a sense of audience and writing creatively. Moreover, based on initial observation and feedback from parents, children are being exposed to a wide range of applications with wider potential for learning than literacy alone e.g. to develop digital artwork or to compete in online mathematical problem-solving games. Perhaps most importantly, parents report that children are learning independently the skills of how to learn and taking a mature responsibility for their own learning.’

Of course we have other reports from schools about raising standards and you may have seen a presentation given by Herline Simon (Osborne Primary School) at our conference which describes a rise in APS scores in both numeracy and literacy in her iPad groups. Other schools are seeing some evidence as well in engagement and motivation and we will continue to evidence these as case studies or on our FaceBook Page (do follow us!)

Want to see an example of how iPads are being used in primary schools?

Click here to see a video produced by Rachel Burns, Moor Green Primary School

What do others say?

‘Our son has wholeheartedly embraced using the iPad, in particular making and recording his own videos, songs and movies. He interviews us, he records music videos and makes interactive books. Today a spelling lesson and test used the iPad, with the pupils listening back to the recorded spellings’.

A parent at St Edwards primary school, keystage 1

 

  “Lovely visit to Wychall Primary this morning to check out how the iPads are working and to look at where to next. Benefits in the classroom are very positive – with a very good teacher and TA leading the way and great support for the IT issues. Oh yes there have been niggles and frustrations – but next time around it is felt that many of these won’t be a problem. Some very positive feedback from parents but I like this one in particular. The parent said that pupils can ….’research anything they find curious’. Thank you Wychall!”

BeLF Facebook Page

 

Having brought the iPads into our curriculum they have become an integral tool for deepening learning. The enthusiasm that the pupils have to utilise the hardware has been incredible to witness. They try to use the iPad in all their lessons and it has become a part of their daily lives. They research for themselves, they produce written work more readily, they have enhanced their independence and it has shown a vast improvement in their standard of work in a small amount of time.” “The best, and perhaps most surprising thing, has been to see an increase in their social and cooperative skills. The pupils readily help each other out with a problem and this has helped strengthen their bonds in a class that has had its fair share of squabbles. The iPad has taken away a divide in ability. Those who may struggle to write high quality work have been able to assist others who are perceived to be the cleverer ones by solving techno issues or sharing quality apps, thus raising their self-esteem and putting them on a level playing field that wouldn’t have been possible without the iPad. “ “We are at an early stage of utilising the full potential of this technology, but we are clear that this will enhance our pupil’s learning.”

Head teacher

Birmingham Primary School