Mobile Learning Update

It’s an exciting time at Priory geography at the moment with some incredible mobile learning curriculum projects lined up. This post is a quick reflection and update on the pedagogic adventures since the introduction of our Mobile @ Priory policy.

Firstly, why do I consider the use of mobile devices for learning important? Many others have put the arguments better than I can, but:

1. The photos above show my two year old son taking part in some analogue activities. This will never stop. The video below shows him interacting with an iPad. Mobile devices are just a tool, but his expectations and access to knowledge is already larger than mine. Technology is already a pervasive force in his life. In two years time he’ll be starting school….

2. Computers are costly. If this money was spent instead on providing first class WiFi, students can use their own devices in class, saving money. Spare money could be used to help those without access to technology at home. After all, shouldn’t learning be happening anywhere? Do we really care where or how learning happens?

3. While I wouldn’t agree with those that wish to stop handwriting etc etc, it’s clear that business and learning takes places online through electronic devices and on the move. Why wouldn’t we want to allow young people to become proficient in mobile technology?

4. I don’t agree with the view that all young people know how to use their devices proficiently, especially in the creation and collaboration with others.

During the Pilot phase of our mobile policy, we made it clear that mobile devices needed to be away for lessons. The default position should be an expectation that mobile devices won’t be used in the lesson. However, the policy allows teachers to use mobile devices in their lessons if they wish.

I have to admit to being very pleasantly surprised at some of the pedagogical changes taken place. Instead of waiting to be led, some teachers are leading. For example:

Mobile phones being used in MFL lessons to teach numbers. Pupils had to dial the number and see if their classmate’s phone rang.
Phones being used to allow students to research during lessons.
EAL students using web based translators to access their existing learning and therefore engage with the lesson.
Phones being used in PHSE to access YouTube clips to spark discussion around the London riots.
A student handed in homework as an animation on her Nintendo 3DS.

Apart from helping to create the policy, I’ve done very little to encourage this. What is surprising is that some teachers I would have classed as either anti-technology or anti-mobile phones. It gets me thinking ‘what if.’ Behaviour incidents involving mobile devices account for just under 3% of the total and most teachers that have dabbled report that students, and this is goose bumpy amazing, could be trusted to use them for learning and not ‘evil.’ In other words, by taking control of the behaviour around mobile devices, learning is better.

So, what is next?

The creation of cross-curricular learning trails around the school using QR codes and other goodies.
Getting students access to high quality WiFi. If students families are supplying the devices, I don’t think it’s morally right to expect them to pay for the 3G data too (unless the GSMA provided some very good deals for students)
We have a number of 3 3G MiFi dongles to allow live blogging and data collection in the field using handheld devices.
The creation of geocaches to be placed at Box Hill, the location for the Olympic Road Race. These will communicate messages from our students to spectators and residents
The creation of CPD resources – videos and other media designed to help other teachers unlock the potential of mobile devices.
Set up of Digital Leaders at Priory with the primary purpose of driving forward the Mobile @ Priory manifesto.

And we’re only just getting warmed up.

High Impact, Low effort

This month is the start of the #29daysofwriting challenge. I enjoyed this last year and will be using my Staffrm account to post. I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff. If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey. As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others. Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up. I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions. From being awe inspired to that tingle feeling when a student gets a light bulb moment. From this-is-the-happiest-day-ever, to I-think-I’m-about-to die. How often do we engage the emotions of those we teach? Here, I would argue that having a safe learning environment is not always conducive to profound

Banned Word Board

Today I want to share some simple ideas that I have found to be very effective in the classroom. I can't say that they are my own original ideas, although I have played around with them. The first is the Banned word Board. This is a simple display in the classroom that lists a number of words that are not allowed to be used by pupils in their written or oral answers. The effect has been an increase in the quality of written work, and I have almost made comments such as 'Sir it's simple, the stuff just affects the thing and causes people problems'. Pupils are now more able to use specific language, something that is vital especially at GCSE. I have had to make a few modifications, such as the introduction of 'Heavenly Words' This is an additional display placed on the ceiling. I found this necessary as pupils needed some stimulus in finding replacement words. After advice received after posting the idea on the SLN forum , I have also introduced semi-banned words

David Rogers

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