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Tablet PC Project - PDF by pmv10607

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									                Tablet PC Project:
           October 2003 -July 2005.

Integrating New Technologies into Hull
          Secondary Schools.




                 Initial Findings Report
                         by Liz Rawding.
                          TCS Associate.

                 Hull LEA & University of Hull.

In association with:




East Hull CLC          The SET project     North Hull CLC



Executive Summary:
Tablet PC Initial Findings Report
                                                                                             2

This report details the initial findings of research into the
use    of    portable          e-learning     facilities            in   Hull      secondary
schools. The project is being funded by the SET project and
Hull’s two CLC’s (city learning centres)and aims to monitor
the integration of new technologies in line with current local
and    government         initiatives.            The    provision         of   equipment,
support      and    training         aims    to    assist      in    the     CPD    of    Hull
teachers      and       help    to    raise       attainment        levels      across     all
subjects.


This report concludes provisionally that the equipment does
raise motivational levels of pupils and can assist in their
engagement         in    the     classroom.         It       also    claims        that   the
traditional barriers to integrating ICT as identified by BECTA
are being addressed through this project and can expect to be
mostly      satisfied      by    its    conclusion.          Within      the    first     five
months there has been considerable achievement by all teachers
involved and events are planned within the next few months to
develop a bank of resources suitable for all schools to use.


Initial technical problems have been solved, security issues
are ongoing but are being addressed in various ways and all
partners are involved in providing supply funding in order to
promote      relevant      training         events      at    convenient        times.     The
partners involved in this research are committed to finding a
way forward for Hull schools and e-learning and are regularly
reviewing this research to monitor its effectiveness.


This research will form part of a larger project into the use
of e-learning in Hull schools, due for publication in Spring /
Summer 2005.

Liz Rawding.

TCS Associate,
Hull LEA & University of Hull.
February, 2004.
Title Page:


Executive Summary:                                                                    2


Personnel and Project Framework:                                                      4




Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
                                                                  3



Evaluation Method & Definition of e-learning:                5


Locating the Research:                                       6
        Project Objectives                                   6
        National Policy                                      6
        Local Policy                                         7
        Other Considerations.                                7


Equipment Information:                                       9
        About Tablet pc’s
        Benefits to Students & Teachers


Discussion of Phase 1:                                       11
        Data from Needs Analysis Questionnaires.             11
        Observational Visits                                 13
        Log Book Feedback                                    15
        End of Term Reviews                                  16
        January 2004 Review                                  16


Conclusions:                                                 18


Current / Future Events:                                     20


Sources:                                                     20


Contact Information:                                         21


Appendix




Personnel:

Andy Towse: SET Project Manager. Hull LEA.
Dave McCallam: Director North Hull CLC.
Dougal Gill: Director East Hull CLC.
Liz Rawding: TCS Associate: Hull LEA & University of Hull.




Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
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Project Framework.


This research project is funded by the LEA (through City Venture SRB4) and both Hull City
Learning Centres (CLC’s). It is providing all secondary schools with the opportunity to acquire
new equipment for the delivery of ICT in teaching and learning in line with both national and
local e-learning initiatives: in particular, the DfES publication ‘Towards a Unified E-Learning
Strategy’ and Hull LEA’s Educational Development Plan (EDP), Priority H.


Each Hull secondary school was invited to submit a proposal detailing their intended use of
the equipment detailed below over a two year period. Through this proposal they were asked
to demonstrate the value and benefit to their individual and departmental learning
environments. Staff then attended the North Hull CLC for a briefing during which the
equipment was demonstrated and distributed, with a summary of how the project would be
evaluated over the two years. This evaluation would form part of larger research project into
the use of ICT & e-learning in Hull schools being undertaken in a joint venture through the
TCS scheme, between Hull LEA Learning and Culture and the department of Applied and
Comparative Sciences within The University of Hull. (for further details on TCS see
www.tcsonline.org)


The equipment was provided as follows:


   SUBJECT                   PROVIDED BY:                              EQUIPMENT
Science              Andy Towse                         Tablet PC, projector and DV camera.
                     Dougal Gill                        Software and Support.
Technology           Andy Towse                         Tablet PC, projector and DV cameras.
                     Dave Mc Callam                     Software and Support.
Other subjects:      Dave McCallam.                     Tablet PC, projector, DV cameras,
                                                        Software and Support.

Staff were asked to agree to the following with regard to evaluation and were introduced to
the researcher at the first meeting.

    •     Complete a weekly log / diary of the use of the equipment.
    •     Write lesson plans specific to the use of the equipment.
    •     Liaise with researcher to have lessons observed. (one per term)
    •     Attend termly meetings at CLC to disseminate good practise.
    •     Submit a final report to the CLC management board.


Evaluation method and definitions.




Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
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An initial needs analysis was undertaken by the researcher in the form of a short
questionnaire in order to establish an understanding of the teachers’ expectations of their
involvement. This will be discussed later in the report. In addition to this teachers were asked
to report weekly to the researcher via e-mail in the form of a log book provided for them.
(Appendix) The teachers were also observed using the tablet in lessons, in November /
December 2003 and discussions held as to suitability and integration for regular use. An
analysis of the log books and the observations can be found later in the report. There was no
particular intention to evaluate the tablet PC in a comparable model and at no point was it
specifically compared to any other similar equipment. This project is focusing on the
introduction and subsequent integration of a particular e-learning technology, not on the
technical specification. Any technical problems affecting practical use are being monitored
and in the event of mass classroom integration, other models would need to be considered
before any purchasing decisions were to be made.


For the purpose of this report “e-learning” can be understood to mean the use of technology
in teaching and learning. It is not restricted to PC’s, Tablet PC’s or laptops, nor does it
exclude the use of more traditional technologies such as TV / Video / Calculators.




Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
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Locating the Research:

Project Objectives.

              “E-learning has the potential to revolutionise the way we teach
                       and how we learn” Charles Clarke: 2003. DfES.

The main objective held by the partners involved in this research was to introduce new
technologies into Hull secondary schools, with a view to disseminating good practice through
more demonstrative and practical pedagogies both of which are considered vital to the
integration of e-learning into everyday teaching practise. BECTA (2003) has indicated that
barriers to the use of ICT in teaching include the following factors:


    •   Lack of access to appropriate ICT equipment
    •   Lack of time for training, exploration and preparation.
    •   Lack of models of good practise in ICT.
    •   Negative attitudes to computers in education.
    •   Computer anxiety and a lack of confidence.
    •   Fear of change and a lack of personal change management skills.
    •   Unreliable equipment.
    •   Lack of technical, administrative and institutional support.

With this in mind it is this projects subsequent aim to help teachers to create a more
positive environment through which they can explore the possibilities of e-learning.
According to BECTA (ibid) the positive outcomes include increased motivation of pupils and
staff, a more stimulating learning environment and eventually raising of pupil attainment.
There is also a growing theoretical debate about the lack of CPD opportunities within the
teaching profession and the effect this is having on attainment levels and teaching
standards.(www.ofsted.gov.uk) In this respect, the provision of equipment at no cost to the
schools, in addition to the support and training available to the staff within the two CLC’s,
locates this project at the centre of current local and national governmental policies aimed
specifically at raising standards in schools.


National Policy:


The Government publication “Towards a Unified e-Learning Strategy” (DfES, 2003) clearly
states that it is the governments intention for ICT to become embedded in everyday teaching
practise, regardless of subject. It discusses the need for change in pedagogy and insists that
teachers’ professional development is a key factor.


“Teachers need to be able to innovate and take the lead in pedagogical developments,
  using, creating and sharing e-learning resources to offer more active and creative
  ways of learning in their subject area, working with a wide range of support staff.”
                                                                         DFES 2003: 16




Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
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The integration of new technologies through this project aims to permeate the traditional
pedagogies and challenge Hull teachers to work alongside the national strategy. Through
directly addressing the need for change within Hull schools, it is envisaged that the teaching
staff involved will become key players in the dissemination of good practise in this area
through the creation and demonstration of resources to their peers in everyday practise. Part
of the Service Level Agreement signed by the teachers is that the tablet is to be used within a
department and in some cases more than one member of staff is present at meetings and
updates. The DfES (ibid) acknowledges that access and familiarisation to and of equipment
and software are the key factors stifling teachers’ progress; this research acknowledges this
and aims to support innovation and personal development through the creation of a small e-
learning network that should assist in addressing these key issues.


Local Policy:


The following extract from the LEA’s EDP is indicative of the level of commitment currently
embedded into practise.


Priority H
Improve the use of ICT by teachers and pupils to raise levels of capability across all key stages.
Programme of activity :
1. Improve support for schools to enable all teachers to use confidently ICT applications to raise
  standards of teaching and to enable all pupils to learn more effectively in all subjects:
         •   Provide support to ensure that schools meet the statutory requirements for ICT by
             identifying specific reasons for failing to meet requirements via a school visit each year,
             suggesting options, with a follow-up to check on progress.
         •   Improve schools use of ICT in all subjects at each key stage by school and subject-based
             ICT support and inset centre based ICT inset.
                                                               Priority H: EDP. Hull Learning & Culture.




There is also a vision statement with regard to the integration of ICT into everyday practise:
this is currently under review to enable the integration of the new Hands on Support (HOS)
programme for LEA’s and Schools.


Other Considerations:


BECTA (British Educational Technologies Agency) has undertaken vast amounts of research
into the barriers to integrating ICT into teaching, the key points summarised previously in
objective one. They claim students and staff must be given enough time for familiarisation
before any substantial learning process begins: this learning curve must be accommodated.
Schools should develop and adopt clear pedagogical guidelines for all staff and students to
work within to allow specific learning goals to be achieved. Management should consult with



Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
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teachers as to the curriculum content and application procedures and staff should have
private access to as much similar technology as possible in order to maximise internalisation
of potential. It is the intention of this research to endeavour to address some of these crucial
barriers in order to investigate the resources available to the education community of Hull.
There is currently more research being undertaken by BECTA into the suitability of mobile
technology for the classroom and any subsequent reports will discuss this in more detail.




Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
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Equipment Information:


About Tablet PC’s:       information collected and summarised from www.microsoft.com.
Image courtesy of Malet Lambert Technology Dept.




                                                                                          Tablet pc’s are
over 10 years old as a piece of technology and were originally called Pen PC’s. They have a
flat display screen that also serves as a pad to write or draw on with a pen or stylus that is
provided. Using the pen instead of a mouse ideologically make it a more ‘natural’ experience.
All tablets use windows XP tablet edition which is a full version of windows XP with additional
facilities. They have the usual large RAM, hard drive and processor and USB, Firewire and
modem jacks. Should you need to use the tablet for alternative use there is a headphone and
microphone socket, although some now have microphones built in. The most common uses
educationally are as follows:
         Data collecting                                             Presentation tool.
         Electronic Registration                                     Wireless internet device.
         Note taking                                                 SEN handwriting development.


There is no need to programme a tablet pc to recognise handwriting as it is programmed to
do so, within reasonable guidelines. The tablet PC’s store the handwriting as data and not as
a graphics file therefore it can be added to a document later on; similarly it can be converted
to text and can be pasted into a document.


Benefits to Teachers and Students:
    •    Easily stored in a lockable trolley, with charging facilities.
    •    Trolley is then mobile and any classroom becomes an e-learning environment.
    •    Can also be used outside and on field trips.
    •    Handwriting tool encourages literacy skills and creativity.



Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
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   •   Pupils begin to develop an online portfolio of their work.
   •   Homework is never lost and can easily be improved with changes easily monitored.
   •   Software enables simple presentation changes.
   •   Notes taken in class by hand can be edited into documents.
   •   USB, floppy and cd ports provide added flexibility.
   •   Higher levels of motivation for students.
   •   Encouragement of self development for students and staff.
   •   Professional image.
   •   Development of transferable skills.
   •   Developing an understanding of technology in general.




Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
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Discussion: Integration Phase 1


The following documents are located within the Appendix of this report.
        School visit record                                  Minutes Secondary Science
        Handout for teachers.                                Software Meeting
        Initial Needs Analysis                               Copy of presentation by
        questionnaire.                                       researcher regarding Log Book
        January meeting agenda                               Feedback.
        Letter to technology Staff.
        Log Book.
        Visits to schools timetable


This section will observe the integration of the technology into the classrooms through the
perceptions of the researcher and the teachers. Various methods of data collection were
used, many relying on reflective methodology and interpretive observations based on
discussion and common understanding. As the research is still in process it is hoped that this
report will form part of an evaluation at the close of the two years. As it currently stands, the
teachers have had the equipment for 5 months and only one set has been recalled on a
mutual understanding and agreement that it was not suitable to that teacher at that time. In
this case an interactive whiteboard is now in situ and training and support is being provided
through the North Hull CLC.


Data from the Initial Needs Analysis.


Only two of teachers involved in this project did not volunteer, they indicated they were
‘encouraged’ to be involved and were not opposed to the idea. All of the participants were
looking forward to using the new equipment and were keen to take it back to the schools to
investigate. One third of the respondents had no experience using similar equipment,
whereas two thirds did, with only 12% of participants had prepared lessons for when the
equipment arrived. Most indicated that they had no idea what was possible and were
therefore hesitant to plan ahead.

The following is a list of all the equipment that has been used by the teaching staff previously.
    •   Robot         data             •   Data logging
        loggers.                       •   Science lab
    •   DVD players.                   •   Projector
    •   Laptops                        •   Smartboard
    •   PC’s                           •   CD ROMs
    •   Whiteboards                    •   Camera
    •   Scantech                       •   CNC Machine




Liz Rawding, TCS Associate. 19/03/2004
All teachers bar one used e mail at home, however, over 50% of teachers did not have
access at school. Only two participants said they were unable to e mail an attachment. They
added that they were intending to be shown how to and didn’t see it as a problem. All
teachers have access to a computer at home and only one did not have internet access. Only
12% of teachers had not informed their colleagues that they were getting the equipment and
only one member of staff indicated their intention to keep the equipment for sole usage and
others gave the following as a list of possible methods for dissemination of resources.
    •   Instructor based.
    •   Faculty meetings.
    •   Multiple Department use (shared lessons)
    •   In a meeting.
    •   AST training.
    •   Generally share it.
    •   Don’t Know / No idea.


The following were listed as first contacts for technical problems in lessons.
Technician                  19
CLC                         8
TCS Associate               1
ICT manager at school       7
LEA advisors                2
Head teachers               1
No answer given             4
Don’t know                  4




Teachers were asked to indicate their perceived level of confidence using ICT to teach with.
The responses were split as follows indicating a very positive start to the project:
Very Confident                                    11
Confident                                         22
Not confident but wants to be                     11
Not Confident                                     0
Hopeless.                                         0


These initial questionnaires were anonymous and therefore it is hoped that answers were
legitimate and as accurate as possible. Their perception of their own ability indicates that two
thirds of all participants would have little or few problems integrating the technology into
everyday teaching, with the remaining teachers motivated to do so at the earliest
convenience.
Observational Visits.
Tablet PC Initial Findings Report
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Staff were visited at a time to suit them and always by appointment. Not all teachers were
able to arrange a time for me to visit, owing to various timetabling difficulties. All teachers
were cooperative when contacted, although some were not always accessible through e mail
as previously indicated. During my visits to school I observed many different uses of the tablet
within such diverse subjects as Art, Geography, Music, Technology and with pupils with
special educational needs.(SEN) I witnessed many students using the tablet and recorded
some of the comments I overheard pupils say about it, whether to each other or to the
teacher.


“I’m gonna write for ages so I get a long go” (yr 8 boy: Art)
“its well good this is” (yr 8 boy: Art)
“sir, can I go next- I never get a go” (year 10 girl: science)
“miss-you’re not doing it right-you have to go to file menu first” (year 8 boy)
“real cool miss can we all have a go.” (Year 8 boy: Science)
“Can’t wait to have a go” (year 9 girl: geography)




                                           image courtesy of Kelvin Hall School.



The staff’s perceptions at this point were very varied. As per the log book feedback, some
were frustrated with their own technical ability and the technical support they felt they needed,
yet others had explored the potential and were using the observation lesson as a presentation
to me to show what they had done. Here are a few examples of how I observed the tablets
being used in schools.
    □   Used the whiteboard to display keywords.
    □   Keywords then given definitions by the students who wrote them on the tablet.
    □   Group work.
    □   Images placed on screen for students to trace.
    □   Used 2d design package to show students demonstrations
    □   Used to give PPT presentation on threading a sewing machine. Key points on a loop.
    □   Health and safety points highlighted.
    □   To demonstrate a chemical reaction.




Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
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    □   The tablet was passed around for the students to actually change the variables of the
        experiment.
    □   Used to project the demonstration of electrical circuits. Class did a subsequent
        practical based on this.
    □   Used alongside an interactive whiteboard.
    □   Register taken on the tablet.
    □   Used alongside Smartboard to register and demonstrate the effect of a circuit board.
    □   Students enter data into the tablet, direct to the screen to update a pre-prepared
        table.
In only one of the schools was the tablet not used by the children themselves. The reason
given for this was that that particular class had demonstrated previous behaviour signifying
their unsuitability for personal handling at that time. It was envisaged by this teacher that the
tablet may become a tool used as a reward for good behaviour in the future; however, these
thoughts were in their early stages.




                                   image of student work on sketching. Courtesy of Kelvin Hall School.



Summary of observations.


I was able to speak candidly with the teaching staff by this point in the project and received
many useful comments regarding the practicalities of using the tablet to teach with. There
were concerns about time, both setting up and the time delays between the pen and the
screen. Additionally there were concerns about losing students attention when it was not their
turn and of course concerns about security and overnight storage of the projector. Many
teachers had fixed the projector to the ceiling to limit the chances of it being removed,
however this limits it mobility greatly, defeating the object of the mobile technology ideology.
Most staff had figured out the minor technical problems such as the showing of DVD’s and the
lack of speakers within the tablet. Some had not and were very much still in need of a great
deal of support. One school had handed over the equipment on day one to the technician for
familiarisation and had received it back three days later up and running with support at hand.
This model is one I would recommend for future projects. Students were keen to use the
tablet and generally very interested whilst the tablet was being used. Good classroom
management ensured, in all cases observed, that the students did not lose focus during these
lessons.




Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
                                                                                                   15

Log Book Feedback.


The log books were difficult to set up initially owning to the problems with teacher access to e-
mail in general. This was unexpected due to the responses in the Initial questionnaires;
however, faxes were used as a back up to these. Most teachers responded weekly or
fortnightly, depending on the usage and gave indications to me as to any problems and
general comments.
The content of the initial log books depended mostly on the teachers existing ability and
knowledge of ICT, especially their confidence. There was a substantial number of teachers
who were ‘unable’ to set it up; however, these were attended to as quickly as possible
through the CLC’s or the school technicians. There were problems showing DVD’s, no sound,
slow connections and pens that did not register with the screen. There was also one
incidence of the tablet screaming during the night at a teachers home and not being able to
stop it. These problems were solvable and would not reoccur were the research to be
repeated. What remained the most indicative part of the log books was that there became
less and less written in the negative box of the form, as technical points were sorted then the
integration process began. The suitability of the tablet as a one off piece of equipment is still
being investigated, but the uniqueness and motivational elements it brought to the classrooms
was evident in the log books. Teachers claimed their lessons had improved and that students
loved the new technology. This is an important finding from the early part of the project: the
technology is able to manifest itself in many ways, not just through tablet pc’s but through any
form of e-learning.


A detailed summary of positives/negatives and uses is shown in Fig 1: Appendix




                                                image courtesy of Malet Lambert Technology Dept.




Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
                                                                                           16

End of Term Reviews:


All staff were invited to review their experiences over the first three months, most did so
through their log books and others wrote individual feedback and forwarded it through e mail.
Here are a few of the comments received as to the suitability of the tablet pc’s as perceived
by the teachers.



 “The use of interactive PowerPoint presentations frees up teacher time within lessons
  because they eliminate the need for routine tasks such as writing learning objectives
     etc on the board. This means more time can be spent with individual pupils and
      therefore learning is enhanced. The equipment has had a big impact on pupil
 motivation. Pupils are clearly more interested in learning when the equipment is used.
The motivational impact is at its greatest when the equipment is wired since this allows
                       video and music to be used within the lesson”
                                                                Hull Teacher December 03.
    “I am still not convinced that the tablet has more advantages than an interactive
                                        whiteboard”
                                                                Hull Teacher December 03.
    “I feel that the Tablet should be seen as another tool to support the teaching and
learning. The wireless connection is useful but is slow for some applications and won’t
        work with video. The pen is useful but for some jobs a mouse is far better”
                                                                 Hull Teacher December 03
“Year 11’s have produced some powerpoints themselves on global warming and have
      presented them to the rest of the class. This was extremely constructive.”
                                                                Hull Teacher January 04

         “ I am really enjoying using it in Geography and so are my colleagues”
                                                                  Hull Teacher January 04



Many of the teachers felt that providing a critical review was more useful at this stage and
were often keen to highlight that what could be construed as negativity was merely
constructive observations based on a desire to improve their experiences.


Review: January, 2004. North Hull & East Hull CLC’s.
Agenda / Minutes: See Appendix.
Summary.
This meeting was held to enable staff to network and discuss with colleagues any progress
they had had with the tablet. There was a good attendance rate and many volunteers to share
good practise. The agenda included demonstrations from 3 Hull teachers who gave a brief
presentation on how they had been using the tablet effectively and an overview of the issues
they had faced in doing so. This meeting is the first of many termly meetings where staff will
come together to pool resources and share concerns. It was decided at this meeting to shift
the focus of the evaluation to a peer based system, where staff will receive and send
feedback to the North Hull CLC website. A demonstration was given of how to log on and staff
were encouraged to use this from now on to feedback to the CLC directly. A presentation was
given to all staff as the feedback so far from the visits and the log books.



Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
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Issues raised at meeting:
              Is it better than a whiteboard? Can it be used effectively in conjunction with the
              whiteboards?
              These have been around for 10 years in various forms…Will it ever be 'wireless?'
              Security issues make it almost impossible to remain mobile.
              Experience makes it easier to use.
              If quality of learning has risen is it the tablet or the change of style. Will it sustain
              itself?
              Some teachers hesitant to let students use it. Breakable.
              The next step needs to be exploring different styles of teaching /learning.
              Huge learning curve.


Staff were able to ask questions to all personnel and were encouraged to do so, however,
because of the nature of constant support, most questions and issues are being addressed as
they occur.




Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
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CONCLUSIONS:


It is essential that this report be understood to represent the first stage of a two year project.
Its findings are not definite or fixed. It is the aim of this report to provide an interpretation of
the events within the first five months and demonstrate any value as a result. To conclude,
the report will question key areas of e-learning research and will provide a forecast for the
successful achievement of the research objectives.


        Has this project managed to address some of the ‘barriers’ highlighted by
        BECTA?


Yes, this project is constantly striving to address all the issues raised by BECTA. Here is a
summary of how this is happening.
BARRIER:                                    ADDRESSED VIA:
Lack of access to appropriate ICT           Provision of equipment at no cost to schools.
equipment
Lack of time for training, exploration      Funding for supply, provision of training and regular
and preparation.                            meetings to disseminate good practise.
Lack of models of good practise in ICT.     Researcher working closely to develop existing
                                            models for use in Hull.
Negative attitudes to computers in          All volunteers keen to learn. Surrounded by
education.                                  motivated project leaders.
Computer anxiety and a lack of              Availability of peer support and CLC staff for
confidence.                                 immediate responses.
Fear of change and a lack of personal       Not present in Volunteers. The permeation of new
change management skills.                   pedagogy into schools will help this in the future.
Unreliable equipment.                       Research projects build in time to solve reliability
                                            issues before the equipment goes into schools.
Lack of technical, administrative and       Provided by LEA and CLC’s.
institutional support

        Is it responding to the Government’s drive for a ‘unified e-learning strategy’?

Yes, this project is developing cross curricular e-learning integration in all Hull schools.
Although concentrating mostly on secondary schools a Tablet is due to go into a primary
school imminently. In doing this there is a move towards a change in the ideology of everyday
teaching practise and the laying of a solid foundation for a change in pedagogy. Access,
familiarisation, practise, support, training and motivation are all in place to help this process.


        Is the Tablet suitable for use in teaching?


Many teachers have indicated that they value the motivational side of the technology but are
as yet not completely convinced regarding the use of the Tablet as an isolated piece of
equipment. Many teachers prefer to use the whiteboards or their own laptops as they are
more comfortable with the technology. This process of reflection is helping the teachers to
develop a sense of understanding that can only be achieved through trial and error such as
this. By comparing technologies and developing an understanding of the benefits of one over



Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
                                                                                               19

another teachers are now moving into a phase of applying their knowledge of teaching using
e-learning, as opposed to merely using the technology. With this in mind, it becomes less
important whether or not the tablet is considered totally appropriate for teachers to use and
more important that they understand why it may not be right for them compared with
something else.


          Is it helping to raise attainment?


At this point in the research (5 months) it is impossible to measure the value in terms of
attainment. It is fair to say that all students involved with the use of the tablet have shown a
more positive attitude and that staff are enjoying the experience of working together in small
groups to develop resources and address the attainment issues. Attainment levels will be
difficult to measure accurately, however, staff will be asked to comment on this within their
final reports and will be able to provide attitudinal reports on the effect on pupil engagement.


          Will these teachers ICT skills have improved within two years?


Yes, in all cases (other than those highly PC literate already) there has been a steep learning
curve in the regular use of the equipment, not only practically but through the familiarisation
technical jargon and solving small problems. The use of a projector, from connection to
closure, the opening / closing of files, the creation of resources, short film making/ editing,
audio editing and other skills have all been developed at this stage, therefore all staff will be
very confident users both in their subjects and in general.


          What negative factors are involved in this project?


Initially there were problems contacting teachers via e mail owing to problems with various
school networks: these have now mostly been solved. The Tablets presented various initial
teething problems an often staff were frustrated by their own lack of ability and the speed of
the support available: this issue is mostly solved now. Time for teachers to meet is very
restricted due to pressures on schools regarding funding and supply, however, the SET
project is able to release funds for training in the form of money for cover. Other subjects
have yet to receive such assistance. The other main issue is security: projectors and tablets
are targeted for theft because of their saleability: this has meant many schools have had to
have them fixed to a mount, thus making them non mobile. Various solutions to this are being
sought.




Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
                                                                                      20



Current/ Future Events:


        February 2004: Technology staff meet at CLC to receive instruction on film making
        and editing.    Aim: To develop a bank of film resources         where practical
        demonstrations are filmed to be used across the city.


        February 2004: Science staff meet at the CLC: As above.


        February 2004: More Tablet PC’s available.


        General aim to develop bank of resources for teachers to share across the city.


        Primary school to receive tablet PC as trial.


Sources:


DFES (2002) Fulfilling the Potential.
DFES (2003) Towards a Unified e-learning Strategy
Kingston upon Hull Learning & Culture. EDP 2003.
Continuing Professional Development for Teachers in Schools: Ofsted: 2002.


Internet Sources:
www.microsoft.com
www.becta.org.uk
www.dfes.org
www.tcsonline.org
www.ehclc.com
www.northhullclc.com
www.hgfl.org
www.ofsted.gov.uk




AUTHORS NOTE:
Many thanks to the Teachers involved who kindly welcomed me into their classrooms.
It is very much appreciated.




Liz Rawding, TCS Associate. 19/03/2004
Tablet PC Initial Findings Report
                                                                             21


CONTACT INFORMATION:
For further copies or information:
Liz Rawding, TCS Associate, Room 24, Education Centre, Coronation Road
North, Hull.
01482 616717
lrawding@hummec.org E.Rawding@hull.ac.uk



                                         Dougal Gill,
                                         East Hull CLC.
                                         Hopewell Road,
                                         Hull.
                                         HU9 4HD

                                         Tel: 01482 785248
                                         E mail: director@ehclc.com
                                         www.ehclc.com



                                         Dave McCallam,
                                         North Hull CLC.
                                         Thorpepark Road,
                                         Hull.
                                         HU6 9ES.

                                         Tel: 01482 331730
                                         E Mail: director@northhullclc.com

                                         www.northhullclc.com



                                         Andrew Towse.
                                         SET Project Manager,
                                         The Education Centre,
                                         Coronation Road North,
                                         Hull.
                                         HU5 5RL

                                         Tel: 01482 616675.
                                         E Mail: Andrew.Towse@hullcc.gov.uk




Liz Rawding, TCS Associate. 19/03/2004

								
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