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This video gives students' perspectives on learning, and whilst 7 yrs old, and includes quotes from 50 years ago, it is just as poinient now. Thanks to Anna Laghigna for posting it to her great diary https://tackk.com/yqxd88

https://youtu.be/wDBb2_I-oC4

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To consider the introduction of new methods of Teaching and Learning, such as using tablets, we need to have at the centre of thoughts these two models of evaluating tasks and activities.

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I need to continually review this model, to reflect on my practice

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I love this cartoon description of Gardner's Eight Intelligences

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1.5 - Are
you using Edmodo in your classroom? How is it working for you? What advice can
you give to other teachers?

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1.5 - Are
you using Edmodo in your classroom? How is it working for you? What advice can
you give to other teachers?

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I have used Edmodo for two years, with various classes, and I am also currently an Edmodo Support Ambassador, and the only Edmodo Certified Trainer in the Republic of Ireland.

I initially tried using Edmodo with a group of 17 yr olds, to provide them with screencast solutions to their end of year test, and was blown away at how much they engaged with the system, even before they had come back to school after the summer break.

The younger students have found it more difficult to engage with the medium. Whether that be their age and maturity, and their current place in their learning journey (i.e. being teenage boys!) or whether I am not utilising it well enough, with the right sort of notes and resources, I am unsure yet. An on-going experiment.

Edmodo's facility to share, discuss and collaborate does suit some subjects better than others. Languages (native and foreign) in particular, and Social Sciences, such as Geography and History.

As a VLE, it is very good. A school should think about what it wants to achieve before it uses VLEs on any wide basis, and it should consider which one to use. In terms of posting material, setting assignments, and receiving submissions, there are various options:

Edmodo, Schoology, Google Classroom, Chalk-Up, Moodle, Showbie app, old-fashioned email, and many more.

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1.4 - What do I need to consider at a classroom level
when using tablets? What classroom challenges do I already face or do I
anticipate facing when using tablets?

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1.4 - What do I need to consider at a classroom level
when using tablets? What classroom challenges do I already face or do I
anticipate facing when using tablets?

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Introducing apps and providing training, through activities, is a straightforward process, which should be coordinated for a whole year group.

Setting rules and expectations, with some initial thought, is also a process, and you should research best-practice from other schools that have already introduced tablets.

The two challenges are:

choosing the right apps and VLEs to aid the learning. For any task, there are numerous apps that could meet the requirement, but they are all different - free or paid; with limited or extra functionality; for primary or secondary level; easy to use or complicated.

how should seating plans and teacher movements change and evolve to best utilise the new methodologies involving the mobile devices. Different subjects lend themselves better to different methodologies; group work and project work isn't always appropriate for a subject or topic.

Also, in Ireland, custom-and-practice is for quite traditional methods. Students cannot always cope with changed teacher's practice, which makes changing the practice to more "modern" approaches even more difficult

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1.3 - What do I need to consider at a broader,
whole-school level when using tablets? What whole school challenges do I
already face or do I anticipate facing when using tablets?

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1.3 - What do I need to consider at a broader,
whole-school level when using tablets? What whole school challenges do I
already face or do I anticipate facing when using tablets?

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We introduced 1:1 ipads for our 1st Yr students (13 years old) this year.

Teachers were given tablets 15 months in advance.

Extensive wifi was installed.

Codes of practice and Expected Use policies were formulated.

We visited other schools which had already brought in ipad use.

Training was given to staff, which must continue as time goes on.

A staff member was designated as the iPad Coordinator, as the Go-To for issues.

We needed to ensure that we got buy-in by parents to support our initiative.

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1.2 - Why do I use or want to use tablets in my teaching?

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1.2 - Why do I use or want to use tablets in my teaching?

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To use tablets in my TEACHING, my aim is to increase:

the SUCCESS of my students' learning

the PACE of their learning

the DEPTH of their learning

A tablet is only but one tool, and it should be used effectively and efficiently, to supplement the use of other tools available.
Below, I have listed all of the considered benefits of using tablets in LEARNING

TO FACILITATE:

Personalised learning - to suit the student's pace

Content Creation - take notes, pictures, audio, video

Grouped work

Collaboration

Project Work

Linking learning between multiple subjects

Organised learning

Communication

Sharing of information

Flexible Learning - to allow tangential lines of enquiry

Visualisation - with imagary and interactive tools and apps

Student Creativity - giving students choices as to how they present their learning and work

Inclusive teaching

Research - to encourage further reading and extension for able/G&T students

Mobile learning - expand the places where learning happens - school, home, the cafe, the train, etc

Fun learning

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Evidence of impact of 1:1 access to tablets in classroom

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Evidence of impact of 1:1 access to tablets in classroom

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literature review