Edtech is progressing at an incredible speed, and it can often be difficult to see what’s ahead. Dominic Norrish, group director of technology at United Learning takes a look at what we can expect for tablets and 1:1 learning.
Innovate My School asked me to write about ‘the classroom of 2017’ a while back, and I responded with a thousand words of wild speculation and unfounded assertion. It was a lot of fun to write, and when 2017 finally rolls around, what a laugh we shall all have (from astride our hover-fridges) at some of the stupider sentences. And apparently their appetite for the barely-credible knows no bounds – this time they want to know what the future holds for tablets in education…
If you’re a teacher working in the UK, there’s a good chance that you use a tablet as part of your work. While we originally set out to publish an article on the different tablet devices available to educators, the response to our questions was so Apple-oriented, we’ll begin with iPads for now.
This article is comprised of the opinions of ten different education professionals, either teachers or former teachers. Twitter profiles are linked to the first use of a contributor’s name.
Adopting tablets into your school is a big leap. Taking this into account, education innovators Trilby will be holding a 1:1 learning-oriented event to explore the teaching possibilities.
On 20th October in Birmingham, edtech experts Trilby will be holding a holding a free workshop-luncheon for school leaders, heads of computing and teachers wanting to know more about 1:1 learning. The company are keen to show educators what can be achieved through learning, sharing and showcasing student work via tablets, as well as how a school can properly implement this technology. Those wishing to attend this free event are asked to RSVP to firstname.lastname@example.org by Monday 13th October.
Often enough, having the device is only the beginning of the opportunity. Pittsburgh-based writer Kayla Matthews gives her top seven for your perusal.
It's the 21st century and our new generation of learners is extremely tech-savvy. With a wealth of information literally at their fingertips, why not gear them in the right direction and make them life-long learners? After all, learning isn't something that just happens inside the classroom. In fact, students should be expanding their minds and challenging their logic and reasoning skills constantly. What better way to do it than through their mobile device?
When a teacher has so much on their plate, it can be easy to get tunnel vision. It’s important to be aware of the best teaching and learning options out there; here, London-based blogger Helen Willis takes a look at how teachers can help pupils truly soar.
It’s fairly common for old-school educators and administrators to unplug the Internet and shun new technology. Some still see tablets, laptops and remote Internet access as a distraction that should be fought; they believe that there’s no replacement for books, pens and pads. However, these learning institutions have, quite simply, got it wrong.
As 1:1 learning becomes more predominant in schools worldwide, teacher and author Pamela Livingston reflects on the origins of 1:1, and examines how teachers are utilising it today.
[As seen in the February 2014 edition of our magazine]
We’re in the twenty-fourth year of educators recognising the ratio of 1:1 to mean one digital device to one child, available at school, at home and anywhere. The very first example of 1:1 was at Ladies Methodist College in Melbourne, Australia when these visionary educators took the bold step of providing laptops to every 5-12 grade student. This is fully chronicled in the book “Never Mind the Laptops”.
Implementing a 1:1 learning programme means making sure that your school is secure. Paul Edmonds of CPU explains the different things that a school should take into account.
At a time of continuing austerity, the ability to tap into a place where providing a device for a student that can address both the Learning & Teaching ICT demands, and also address a student’s “wish list” for a home device can prove attractive. If the latter becomes compelling, seeking parental contribution support can not only become an option, but it can genuinely become a sensible and reasonable route to providing ICT resources. The moral challenge, of course, is making sure that it is 100% inclusive so that all students can benefit from any programme that is put in place; much akin to that of dealing with School Uniforms in the past.
QR codes are on just about every product you might want to buy. Poppy Gibson, a Year 5 teacher and ICT coordinator in North London, has employed this massively-used technology for fun use in her classroom.
What do tea bags, bananas and concert tickets all have in common? Amongst many other products, these are just some that have used Quick Response (QR) codes to help advertise, inform and link their consumers to further details.
What different methods can SEN educators use to reach specific pupils? Dell’s Matt Smith suggests that teachers consider using their PECS...
The Picture Exchange Communication System (PECS) approach is a program designed for training in early nonverbal symbolic communication. While this program is not intended to teach speech, some children do gain these skills and begin using them during the training. PECS takes place during regular activities within the classroom as well as the home. Training techniques can include a number of strategies such as prompting/cueing, modeling, chaining and environmental engineering.
Tablets are becoming more popular in schools as each term goes by, and it’s handy for teachers to share tips on the technology. London-based primary teacher Poppy Gibson has a bevy of experience when it comes to tablets in the classroom, and gives her best pointers on the matter.
[As seen in the February 2014 edition of our magazine]
Many teachers have explored and established effective ways of using iPads within a range of subjects. This article shares ideas of inspiring extra-curricular clubs that could be offered to pupils outside of timetabled lessons, during lunchtimes or after school, with simple set-ups but powerful results.