There’s a time and a place

Using technology in the classroom – The Why?

We had a visit after school today from our Headteacher who was checking out our learning environments. Talks went in tangents somewhat, all good stuff, of course 🙂 and we briefly spoke about the use of iPads in class. It got me thinking again about something we sometimes can lose sight of. Why do we use iPads in the classroom?

There are many contrasting views on this topic but for me, it’s really a no brainer. Technology in the classroom, when used effectively, transforms learning. ‘When used effectively’ being what’s important here. I have seen first hand, staff being handed a brand new, shiny device and not being given a single bit of training on how to use it.

‘But it’s just an iPad, everyone knows how to use an iPad!’ 

This statement is true to some degree. However, like my 4X4 car, which on the road is easy, but if I don’t learn how to use the specific controls for the differential lock for example or the descending speed control, then I’m going to get stuck in plenty of dunes out here. Which, admittedly I have… But it’s the same with the iPad is it not? A bit like our brains. We only use a fraction of its true potential! That’s why training in integrating technology into lessons is so important, which is led by good pedagogy.

Samr1.jpg

Image: Edsurge.com

We use the SAMR model during our training sessions. There are many different versions of this but I like this one in particular as it is both child and adult friendly. Pretty straight forward. Am I using the device to replace something else; a book for example? Or, am I doing things with the iPad that could not have been done without it? That’s where the goodies are, the magic stuff.

Fundamentally, transformational learning does not, and should not, take place in every lesson through the use of a device. Everything has its time and place and the use of the iPad is no exception. Being led by good pedagogy and planning is key. Good lessons that have been planned thoroughly can have devices integrated into them to make learning move on to that next level.

A favourite success story of mine is of a girl a few years ago that had autistic tendencies and really struggled to write. She did however, have an imagination like no other. Writing was laborious and largely a waste of time, but by using the iPad, she was able to use the dictaphone tool to produce content. She would go walking around the school and take the people that she met on the corridors on the adventure with her. They became her characters for this particular story. Her use of vocabulary and the cohesive devices she used were just brilliant. With a bit of help editing her content when she had finished, resulted in a great piece of work. Editing was easy as she had the hard part done, getting her ideas onto paper. Furthermore, she wanted to take it further and publish her book using Bookcreator. This for me, is using the iPad for one of its most basic functions to make the curriculum accessible for a particular child. Quite transformational I think too.

Going forward, I need to be more mindful as to how I get the children to use their devices. What I do know is, that with a small bit of planning and collaboration, the effective use of devices in the classroom results in transformational learning that would not have been possible without it. And it really is quite special when you see the journey take place. Don’t forget about the ‘Why?’

Interested in finding out more? Feel free to get in touch.