A mid-point review: ESOL & the Cert Ed

May 7, 2015Data 14-15

Throughout the project Cathy felt that she was struggling with the project and how she was using the class set of iPads with her groups.

The 16-18 ESOL group were a low Entry 1 group and the iPads were used in two different ways.

1) Teacher-led: a task would be developed in which the iPads would be needed. For example, when doing a vocabulary lesson on houses there was a planned stage where students needed to look on Google images for houses in their own country and share this with others in their group. This personalised the task for the students and gace them a chance to practice using the new vocabulary.

This year Cathy has continued to explore the use of Whiteboard apps. Following the closure of Ask3, Cathy looked at Educreations, Screen Chomp and ShowMe. She chose ShowMe as discussed in this post.

This app allows for other teacher-led activities. For example, a Wordle is created from a text the students will read. A photo of this Wordle is uploaded into the ShowMe app and the students make a video of themselves finding the verbs in the text and making present simple sentences using these verbs,

2) student- led: often the iPads would be taken into class but there would be no planned activitiy to use them. The iPads would be available on the tables where the students could choose to use them if they wanted to. An example of this was during a lesson on personal hygiene products, where students had to identify projects for different parts of the body. As a warmer task, groups were asked to draw a picture of a person and label the parts of the body.

During this task each group used the iPads in different ways. Some students used the translation app, which wasn’t really a surprise. What was a surprise to Cathy, was when she found one group had found an image in Google Images of a labelled diagram and they were using this to complete their own diagram, and them copy the vocabulary into their own note book.

3) student – led (with tutor-set paraemters): During this same lesson three apps on Parts of the Body had been put onto the iPads. The plan was to use these as extention tasks, where students could expore these apps while others finished.

What was surprising about this task, was that once everyone had finished and were on the apps, how this became an un-planned task. Cathy found that each student had chosen to explore different apps and different parts of the apps. Monitoring and observing the students, she felt that this had become a valuable task in it’s own right and linked well with the app exploration that Yvonne was doing with her groups.

Cert Ed/PGCE group

Cathy introduced the project to her year 1 Cert Ed/PGCE group at the end of the autumn term. As with Yvonne’s GCSE group, Cathy didn’t really find any use for the class set of iPads. All the students had their own technologies that they brought to class every week, whether this was a laptop of a tablet, and everyone bar one student has a smart phone.

When planning lessons Cathy would think about whether using the iPads would add any value to the lesson, but invariably felt they didn’t, so they rarely got used. Only on a few occasions were the iPads brought into class, and this was usually only if a student didn’t have their own device with them.

Similar to Yvonne’s GCSE maths group all the students had their own technologies, and the group was already using a lot of technologies within the course. All the course resources were on the course VLE page, and this page also included a Twitter feed to¬†@KCteachereducat. The group have a provate Yammer group where students would message each other and the teacher and links and resources were shared. Finally, the group were involved in a pilot project with the university on using Google Sites as an e-portfolio system called iPDP.

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