Archive for the ‘data 13-14’ category

research journal: about

This section of the report are my reflections on the project, including reflecting on classroom activity and collaboration between different tutors.

For each classroom activity I have written about I have reflected on where the activity sat within the SAMR model.

 

student feedback: ESOL

This ESOL tutor came to peer observe the lesson where I got student feedback on using digital technology generally & the class iPads specifically. Following this, the tutor took the resources from this lesson & adapted them for her adult E3 class.

We had hoped to write a joint post about this class, however circumstances have not allowed us a chance to do this yet.

Here are the links to the educreation videos her students made:

Umbreen/Tamsila

Rubia/Shamila

*please note you will need an educreations account to view these videos

 

 

research journal: peer observation

I was so pleased that one of my colleagues from the project was available to come peer observe me for this session. The feedback was so positive it was reassuring to hear how well the students engaged with the task and I got a different perspective on the lesson.

Involving students in research

I think the most reassuring thing for me was around knowing that the students had given informed consent to take part in the research, to be videoed and for me to share their work with others. This was an area that I had struggled with a lot around exactly how I was going to get feedback from my students. Read more ►

research journal: ESOL feedback

The Plan

To give my ESOL students an opportunity to share about their use of digital tools in general and how we have used the iPads in class this year specifically.

The Preparation

As this is a low level ESOL group I needed to think about how I could be sure that students were giving informed consent to be allow their work and their views to be included in the project. I took advice from someone doing his phD in digital literacies & collated logos for different technologies we had used in class over the year and technologies I thought students may use at home.

The lesson Read more ►

student feedback: my ESOL class

The students worked so hard sharing how they used different technologies in class and at home.

While the students were working in groups, cutting and gluing the icons and sharing how they used technologies gave me a chance to go around and talk to them individually. What was challenging about this was that I was so busy talking with the students that my notes were quite brief.

College and home use

Here one student talks about how what she uses at home and on the bus as well as in college.

Another student talks about how he practices reading and listening in English by using his mobile phone and playing games that are in English. Read more ►

student forum: maths

The maths tutor introduced me & reminded the students about how using iPads was something new for her this year. I introduced the ethics form and the students signed the consent forms.

On the IWB I had a Google Docs displayed with three main headings:

  • What have you used iPads for?
  • What would you like to use them for?
  • What are the barriers to using the iPads for learning?

I typed notes directly into the document so that the students were able to see how their contributions were being recorded. The following themes came out of the discussions:

Ease of use Read more ►

research journal: exam prep for ICT functional skills

The students were registered for the Entry 1 Functional Skills ICT exam. Throughout the year we had had a lot of practice at using Word, predominantly around designing posters or flyers that linked to their PSD topics. I was feeling confident that they had the ICT skills to pass this assessment, what I was concerned about was the amount of reading they needed to do to be able to understand the task. The assessment could be in any context, but the task was to open an email to receive two things. Firstly an attachment to a poster or flyer & secondly to find out some information that needed amending on this flyer. This amendment came in two stages: 1. add some extra information. 2. change some information.  In addition to to amending the information provided in the email, the students also have to label the image. This information is given in the assessment paper. Read more ►

interviews: maths tutor

We started the discussion reviewing the tutor’s initial ideas in taking part in the project.

Her aims in taking part in the project were:

  • to introduce how the internet works (to show that there is a LOT of useless information) & evaluate maths games and quizzes.

Confidence to Get Started Read more ►

student interview: trainee teacher

During the interview with the Teacher Trainer she spoke about a trainee teacher who was using subject specific apps in her practice. This trainee teacher works in the science department within the college and she agreed to be interviewed for this project.

Here are the themes from this discussion:

Subject specific apps & different devices

There are a several good apps available. For example, the AQA (awarding body) app is being used as an assessment tool at the end of class by linking the tutors iPhone to the IWB screen through the VGA cable that she has borrowed from me.

However, she has a Windows tablet which has better quality science apps available than the iPhone, which she would like to use in her classes. However, there is no cable available in college to link her Windows tablet to the college IWB and she feels, while she doesn’t mind using her own devices to support the whole class activity, she doesn’t want to have to buy the hardware to link these to college systems or give out her own device for students to use individually.

Current & potential use Read more ►

research journal: description of a house

One of the units for PSD is Using Money. Most of the students had completed all the tasks for this module, but I had one student who had started late & had everything to complete & I also had a couple of students who still had some tasks to complete.  Therefore I needed to think of  a lesson that would review this topic for everyone but give those who had completed something different to do while I could work with those who still had PSD tasks to complete.

As a whole class we had completed a task where students had to budget for furnishing a room in a house, so I wanted to keep the context of houses for the extension task, while keeping the context of money for those who needed to complete their PSD portfolio.

The plan: To provide an extension task for students to design a house in one app & then create a video in educreations describing their house.

The preparation: I researched different apps related to designing a house. Searching the app store there were quite a few My Houseavailable. Having done the app review with the students I had some idea of the kinds of apps they liked & having done this task it certainly made me more confident with the final decision I made.

The app I chose was called TeenDream. In the free version there is a nine-roomed house & a variety of furniture to drag & drop into each room. I downloaded this app onto one of the class iPads, and because of the set up it appeared on all the iPads.

The lesson: We did a recap on the previous lesson & a warmer task where the student’s categorised different furniture found in different rooms. While the PSD group worked on their PSD task, the others were asked to decorate the house in TeenDream. If there was any furniture in the app they didn’t know they were encouraged to ask their classmates & some of them used Google Translate on the iPads.

Once the house was decorated the students made videos using the Educreations app. I asked them to do an introductory page showing the whole house, and then additional pages for individual rooms.

Evaluation: This was the first time I had used the Educreations app with the students, but I had just found out Ask3 was being closed down so new I needed to explore another Whiteboard App. I chose Educreations because the other ESOL tutor had used this with her students .

There are a lot of similar features to Ask3 & the students didn’t have too many problems in getting started.

Some of the students hadn’t realised that an extra feature of Educreations (compared to Ask3) was that you could have multiple pages in a single video. So some students made more than one video.

student 1: video 1. video 2. video 3. (in this final video you can see where she has made a mistake but the video has been saved anyway.)

student 2: video 1

As this was the first time we had used this, I hadn’t fully thought through the the sign in process & many students used their full (real) names. Therefore, as I promised them anonymity for taking part in this research I am only able to share two videos where students cannot be identified.  Also, the sign in process is lengthier than the Ask3 sign in so some support was needed for this & students complained that they couldn’t review their video before saving it, which had been a feature of SAMRAsk3.

SAMR: The combination of the house design app & Educreations used on the iPads has allowed for a Redefinition of the task. The students approached making the videos in different ways. Some students made notes (usually of the key vocabulary) before they recorded themselves, others wrote out full sentences first while some of the more confident speakers didn’t do any planning.