iPad for the Weekend

The iPad is a table computer designed, developed and marketed by Apple Inc. It’s a mobile, hand held device which offers opportunities for audio-visual media including books, videos, music, games, applications and web content. The first iPad was released in April 2010 and since then it has become more and more popular.

When I had the opportunity to take an iPad home for the weekend, I jumped at the chance as I had not ever experienced one before. At first I was slightly apprehensive about using the device and I wondered if Prensky(2001) was correct about ‘Digital Natives’ being more able to adapt to new technology. Prensky(2001) suggests that people who were born during or after the introduction of digital technology have been ‘Surrounded’ (p.1) by it there whole lives and so therefore are more able to work and engage with new digital technology. I questioned if this would apply to me as I would be considered as a ‘Digital Native’.

 I found the iPad a lot easier to use than I had expected and it did not take me long to figure out most of its features and start to engage with them. This backs up Prensky’s thoughts about ‘Digital Natives’ being more in tune with new technology.

As for the use of the iPad in education, I have mixed feelings about it. There are a lot of benefits for using an iPad in the classroom, for example it provides great opportunities for creativity in the classroom with many applications for design, composing music, photography editing etc. I can see the iPad being successful in establishing the Curriculum for Excellence principle of Personalisation and choice as the activities would include learners having to be creative in their decision making and take ownership of the task at hand.

Another benefit for using the iPad in the classroom is its ease of use, especially for typing. From previous school experience I have noticed that it can often be hard to motivate children in language tasks as they are put off by the writing aspect due to the child struggling with spelling for example. The iPad would be ideal for children to use for answering comprehension questions or even taking quick notes during lessons. It saves space that would have been taken up with a computer as well.

One disadvantage to using the iPad in the classroom is the lack of opportunities for pupil collaboration and group work. I agree with Moyles et al (2003) stating that pupil collaboration and interaction is extremely important in education. When using the iPad myself I felt I was beginning to become completely focused on the device and switched off completely, isolating myself from others. Yes it is good to be able to learn on your own and be self directed and reliable but as Moyles et al(2003) explain that communication is vital and should be encouraged in the classroom.

 Also the cost of an iPad is also a disadvantage for use in the classroom. Although it is an amazing device with a lot of variety for children, it just isn’t within any childs pocket money budget. Perhaps schools could purchase one or two and they could be rotated between classes, but even still some schools in less well off areas may struggle to afford to do this.

I really enjoyed having the opportunity to experience an iPad for the first time. It was interesting and motvating to try all the activities it provides and I can see so many opportunities for its use in the classroom. In an ideal world the all children could have the opportunity to use an iPad in school however in reality I’m not sure it could at this moment in time.

Moyles, J., Hargreaves, L., Merry, R., Paterson, F., Esarte-Sarries, V. (2003) Interactive Teaching in the Primary School. Philadelphia: Open University

Prensky, M. (2006) ‘Don’t bother me mom- I’m Learning’. United States: Paragon House

Games Based Learning Research

This week we were visited by three educational researchers who had all conducted research into Games Based Learning (GBL). We heard about actual studies which were conducted with children in real classroom settings. It was very interesting to hear the results of the studies as it gave evidence to many of the ideas connected with and talked about GBL.

 David Miller talked about a study conducted using ‘Dr Kawashima’s Brain Training’ on the Nintendo D.S. The aim of the study was to see if playing this game over time would improve children’s numeracy work. The initial study consisted of a class of pupils taking a 100 item number test (100 sums to answer) at the beginning of a nine week period. During the nine weeks, every morning at school the pupils would play ‘Dr Kawashima’s Brain Training’ for twenty minutes as a starter to the day. After the nine week period the class took the same 100 item number test and the results were compared to the previous to see if the game had affected the children’s numeracy skills.

 Overall the pupils Arithmetic improved much more with the game compared to similar classes who did not use the game. So it proved that ‘Dr Kawashima’s Brain Training’ had a positive effect on the children by improving their arithmetic. The Study was then upscaled to see if the game would affect other children in the same way. A randomised controlled trial was used where random schools from all over Scotland were chosen to take part. The results gained from the upscaled study came out similar to the first- the game helped to improve the children’s arithmetic.

 Along with this advantage, using ‘Dr Kawashima’s Brain Training’ in the classroom has many others. For example, using the game would work towards meeting the Principle of Challenge and Enjoyment. The game includes a number of tests which are suited to your own personal ability, these can be repeated to try and better your score. Trying to better themselves would motivate the children and therefore ‘Encourages high aspirations and ambitions for all’ (Scottish Government, 2009, no page). Children often want to be the best in the class so it is very important for them to understand that challenging themselves is equally important.

Although this study did produce a lot of positive results, it did have some implications. One being that ‘Dr Kawashima’s Brain Training’ is a COTS (Comerially off the shelf) game, meaning it hasn’t been written or designed for learning and teaching in the classroom but for entertainment and a profit. This may have caused problems with some teachers and parents who have more traditional views about education but I feel that using a COTS game can be better than a game designed for in the classroom. In my opinion, it makes the game more meaningful for the children as they may recognise it so works towards meeting the Principle of Relevance as it could be a game they have at home or advertised on the television so straight away grabs their attention as it is ‘relevant to their lives’(Scottish Government, 2009, no page). As Prensky (2001) emphasises Games are ‘their world, just as much as cars or the telephone was the world of their parents’ (p.38) we as teachers should use what children are use to in order to engage them in the classroom.

 I found this input really interesting as it provided actual evidence to go along with the theories and ideas I have read about GBL. I feel that studies like these will begin to change the minds of those who doubt GBL. Hopefully GBL will eventually start to play a much larger role in schools in the near future.

Prensky, M. (2001) Digital games based learning. New York: McGraw-Hill Professional

Scottish Government (2009). Curriculum for Excellence: Principles for Curriculum Design. Available: http://www.ltscotland.org.uk/understandingthecurriculum/howisthecurriculumstructured/principles/index.asp [Accessed 17/02/12]

ICT Session with Fife Council Education Service

Our ICT input this week was led by specialist from the Fife Council Education System. The input consisted of a number of interactive and practical activities all filled with inspiring ideas for incorporating ICT into the classroom. We were introduced to new programmes used in Primary Schools in Fife, such as Comic Life, Pivot and Skoog, and we try them out ourselves which was motivating.

 One theme I found with all activities tried out in this input was the idea of cross-curricular learning. It was proved during the input that ICT creates a lot of room for cross curricular learning. It was emphasised through-out the input that ICT should not be taught in isolation in the computer room, but should be dovetailed throughout other subjects to enhance and support other lessons. As Williams and Easingwood (2007) explain,  

‘Children learn in a cross curricular way; they do not learn skills, values or attitudes in isolation, so they should find it easier to learn in this manner’ (p.9)

 This reflects the Curriculum of Excellence Principle of Design, Breadth. Its one of the aims of the curriculum is not to provide children with new information about isolated subjects, but is to give children opportunities to learn and develop through many subjects and see how they influence other aspects of their lives. (Scottish Government, undated) This weeks input really highlighted how ICT can truly enhance the delivery of all subjects, through making subjects more stimulating with visual and audio enhancements.

 I found the strategy of Games Based learning (GBL) really interesting, having had previous inputs about the basics, it was motivating to go into more depth about the strategy and try out the materials being used in schools in Fife. The strategy is about using a computer game as a context for learning. For example games played on the Xbox, Wii and Nintendo DS can be used to teach a wide range of subjects. Games such as Guitar Hero and Mario Kart were mentioned in this weeks input and although I have never seen the games being used in the classroom, I can see the opportunities for cross-curricular learning are endless with games like these. Through having a go at similar games myself I could see how creatively stimulating, engaging and motivating it would be for children to use them in classroom.

 In my opinion GBL fits a number of the Principles used to design the Curriculum for Excellence. One which I feel is particularly covered with GBL is the principle of ‘Relevance’. As the Scottish Government (undated) explain, children should see value in the activities they take part in. Most children have access to game consoles outside of school, and spend a lot of their time involved in video games. So using them in the classroom would give the lessons a feeling of worth and importance to the pupils.

GBL is very engaging for pupils as it encourages active learning. The idea of learning through doing something comes from research by theorist John Dewey. His theory is that children learn actively, through doing. Dewey(1915) explains,

 

‘The Teacher and the book are no longer the only instructors…No book or map is a substitute for personal experience’(p74).

GBL provides the personal experience Dewey talks about, as it gives opportunities for practical activities that both motivate and stimulate children’s minds. Dewey continues that another benefit to children learning actively is it provides a more memorable learning experience which I personally feel is suitable to say about GBL.

 Something I found very interesting about GBL was the negative feelings many professionals and parents have about it being used in the classroom. Many don’t see a purpose in GBL being used as a educational tool, saying that ‘video games impart only negative messages’ (Prensky (2002), p2) It was something I had often thought of myself before taking part in inputs about the strategy. This weeks input emphasised to me why we should use GBL in the classroom, by reminding me that learning does always take place in any game played. As Prensky(2002)  explains,

‘For whenever one plays a game, and whatever game one plays, learning happens’(p.2)

Although many professionals and parents focus on the negative messages some children might take on when playing a game, they don’t seem to realise that learning is actually taking place and that it is all about the game played. Using the right game can affect children in a positive way!

 Overall I found this input very inspiring! It proved how ICT can provide new opportunities to reach and motivate hard to enage learners, support learning and provide new tools for teaching skills in a wide range of subjects. I am really excited to try the ideas out myself in the future.

To find out about another ICT related tool we heard about in this weeks input have a look at this really interesting Blog, there is some really good points made about Music and ICT :

http://missh29.blogspot.com/

References:

Dewey, J. (1915) Schools of Tomorrow. London: Kessinger Publishing

Prensky, M. (2002). What Kids Learn That's Postive about Video Games.
Available: http://www.marcprensky.com/writing/prensky%20-%20what%20kids%20learn%20thats%20positive%20from%20playing%20video%20games.pdf

Scottish Government (2009). Curriculum for Excellence: Principles for Curriculum Design. Available: http://www.ltscotland.org.uk/understandingthecurriculum/howisthecurriculumstructured/principles/index.asp [Accessed 04/02/12]

Williams, J. and N. Easingwood(2007)Primary ICT and the Foundation Subjects. London: Continuum