Empowering Student Action with 1:1 Devices

Recently my school has adopted a full 1:1 programme in the Primary School. After only a fortnight of using our own iPads I am already beginning to see the amazing benefits of a 1:1 programme for young children.

Immediate Impact

My students now have the choice of how and when to use their iPads. Without planning to, we have naturally moved away from scheduled  ‘ICT lessons’ to students accessing technology when it is relevant to them. Students have requested to use apps, take photo’s, record themselves talking to take notes, video something interesting and more. And it feels like we are only just beginning to redefine our classroom practice.

Image authors own. A choice of tools available

Another significant improvement in our lesson time is that we no longer have to deal with passwords. If you haven’t had to help a class of Grade 2 students log in using computer generated passwords then you may not realize the significance of this statement. It is usually the most time consuming and frustrating part of any lesson. I’ve tried a number of strategies to overcome this (password cards, teacher log-in prior to use, saving passwords on desktops) but there are inevitably problems. I am relived now that we can use the wonderful ‘remember password’ feature.

Image authors own. Not your typical spelling list.

Considerations

As I now reflect on how to enable my students to reach their full potential I am considering how I can make the most effective use of our devices.  After reading ’20 Things I Learned’, created by Google, I felt reassured that I may not know everything but what is important (especially for my class) is that I am learning about developments on the web.

Life as citizens of the web can be liberating and empowering, but also deserves some self-education.

https://www.20thingsilearned.com/en-US/foreword/3

Thanks to my research for my COETAIL course I have increased my awareness of cookies, browsers and filters. I can also see how important it is that I become a ‘search engine expert’ so that I can teach my students these vital skills.

Search competency is a form of literacy, like learning a language or subject. Like any literacy, it requires having discrete skills as well as accumulating experience in how and when to use them.

https://ww2.kqed.org/mindshift/2012/03/20/building-good-search-skills-what-students-need-to-know/

What I am witnessing is that how we are learning is constantly changing. This should impact on how we teach. David Weinberger explains this well in his book ‘Small Pieces’.

The old model is about control: a team works on a document, is responsible for its content and format, and releases it to the public when it’s been certified as done.

David Weinberger, https://www.smallpieces.com/content/preface.html

Although not aimed at primary educators the point is still significant. Technology is not just a substitution for how to publish work. Now we have the potential for students to create, share, connect, comment on and transform their learning. This was written in 2002, yet many schools are still not realizing the potential of how the web can enhance and alter everything we do in the classroom.

Action

An excellent example of how a primary student can use the web to share and connect globally is Martha Payne, a Scottish student who kept a blog ‘NeverSeconds‘ of her school dinners for a writing assignment. She currently has ten million hits on her blog and an incredible story to share. If you too are inspired you can donate on Martha’s just giving page for Mary’s Meals here.

https://www.youtube.com/watch?v=YEEGtHS93Jo

As a PYP teacher, action is an area where I feel the web should have a huge impact on student experience. One of the five essential elements of the PYP programme is action. In the document ‘Making the PYP Happen‘ the importance of action is explained.

In the PYP, it is believed that education must extend beyond the intellectual to include not only socially responsible attitudes but also thoughtful and appropriate action.

Making the PYP Happen, 2012

As a teacher attempting to provide authentic opportunities for students to ‘act’ the web can be a powerful resource for connection. Student-initiated action can be enhanced by:

  • The potential of a global audience
  • Connecting with like-minded individuals
  • Learning from others instantly
  • Continuing to receive feedback on their ideas and move their understanding forward
  • Reflecting on their own understanding

Educators need to model these connections in the classroom to enable students to appreciate the full extent of possibilities. The potential for students using the web for action is vast and almost incomprehensible. Our role is to increase student awareness and skills, then step back and allow them to access the power of their global connections.

As I attempt to move my teaching forward and to utilize our 1:1 devices effectively I hope to promote more meaningful and collaborative uses of the web in our learning, and to inspire student-initiated action.