Schools going mobile

A study of the adoption of mobile handheld technologies in Western Australian independent schools. Mark Pegrum, Grace Oakley and Robert Faulkner The University of Western Australia, Australia
Full Text: http://www.ascilite.org.au/ajet/submission/index.php/AJET/article/view/64/25
Presented by: Dave Thorp

Why this particular paper interested me.

My school has just implemented a BYOD programme. We have the infrastructure in place and most of the staff are on board. However, I wanted to hear other schools experiences and this paper is an interim report on a research project called Exploring the Pedagogical Applications of Mobile Technologies for Teaching Literacy. It concentrates on 10 West Australian Independent schools who have all recently instituted a BYOD programme. Even though the spread of schools is small and narrow in type (Independent Schools), I thought it would be very useful to learn the schools immediate observations after only one or two years in.

BYOD Where are we now?

The papers mobile learning (mLearning) literature review is interesting. mLearning is very different from eLearning Learning can take place in a number of new contexts and places uLearning ('ubiquitous learning) is an alternative term Proponents see this shift to hand-held devices as something that will make learning more part of a students life Apple products are field leaders at the moment Researchers worry that the focus on technology is overshadowing pedagogy and content

BYOD Where are we now?

Literature review continued Much of the literature on mLearning concludes that students find it motivating and engaging However, as yet, there are few quantitative studies which offer evidence of measurable improvements in student learning Teacher training is vital but most focus on helping teacher to help themselves. Learning communities needed. Problems of equity are unresolved.

BYOD Where are we now?

So far the clear winner in the mobile device race for education is the iPad.

Aims of the study

Anecdotal evidence suggested that a number of schools in Western Australia were starting to 'go mobile', but no comprehensive overview was available.
This review was designed to establish such an overview of current practices and to draw out any key lessons and insights which might be shared across the sector.

Methodology

A range of interviews were conducted with principals, vice principals, technology co-ordinators and teachers of 10 independent schools in WA (from early childhood and primary through to middle and upper school). The researchers did focus on the teaching of literacy but later widened this focus out to all teaching and learning.

Methodology
These questions were put to the interviewees:
How do you use mobile handheld technologies, particularly for teaching literacy? Why do you use them this way? What benefits to the students' learning have you observed? What problems, if any, have you encountered? What professional development do you think is needed by the teachers at your school? Would you be interested in helping develop/deliver some professional development?

Findings
Devices used
Overwhelming support for iPads in all research schools Only one person expressed any reservations about users becoming locked into a controlled technological environment under the management of a single corporation which is mentioned in much of the literature.

Findings
Most common benefit mentioned was motivation and engagement of students. Motivation of teachers to work with the devices is surprisingly high. Some improved learning outcomes statistics noted (Languages and Maths) Many benefits for special needs students.

Findings
Most commonly stated problem was staff
Across the board, staff issues were flagged up as crucial: "the staff is the biggest blocker", said one interviewee. Four interviewees indicated that at least some staff in their institutions were unenthusiastic, while other highlighted issues included the fact that some teachers felt overwhelmed and underprepared; that some were unsure how to integrate mobile devices with their teaching, or did so in pedagogically limited ways; and, most importantly of all, that all were time-poor, which limited their availability for PD as well as the time they had to spend researching the most appropriate apps (with the latter point being explicitly mentioned by six schools).

Findings
PD recommendations
Bracketed time for PD is necessary to support the pedagogically grounded rollout of new technologies A focus on pedagogy ahead of technology in PD is essential Targeted and contextualised PD is most effective. The schools must build a professional community of practice/professional development network as a platform for PD

Implications
Because of the newly instituted Network 4 Learning, many NZ schools will soon have student UFB wireless access and may well decide to implement a BYOD programme. What needs to happen with staff PD before this occurs? This study used 10 fee-charging independent schools for its research. How important are student equity issues for New Zealands less wealthy state schools?

References
Pegrum, M., Oakley, G., & Faulkner, R. (2013). Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools. Australasian Journal of Educational Technology. 29(1), 66-81. Retrieved from: http://www.ascilite.org.au/ajet/submission/index.php/AJET/article/view/64/25 Image on slide 1 retrieved from: http://blogs.atomiclearning.com/sites/blogs.atomiclearning.com/files/Tablet%26b ooks_wScreen%20-%20purchased%20stock%20copy_0.png Image on slide 5 retrieved from: http://cdn.toucharcade.com/wp-content/uploads/2012/10/apple-ipad-mini-pr.jpeg Image on slide 7 retrieved from: http://www.westsac.com/news-ledger/files/2012/03/Mayor-RCHS-InterviewsWS.jpg