One of the most disheartening
things a teacher can hear from her students is “This is so boring!” Most of us take this as a personal affront: a
cutting criticism of our abilities, our charisma and our effectiveness. There
may be some nugget of truth here, sometimes, but not always. Students, when
they lament like this, might actually be saying, “I am not wowed; I am not connected to what you are saying; I am not
engaged!” These complaints don’t ring nearly so harshly because the speaker
owns the discontent. And, fortunately, as a teacher, I can fix THIS situation!
In my twenty-three years of
teaching, I have always strived for, and loved, seeing my students interested,
interacting, collaborating, talking, inquiring, exploring, thinking and
rethinking – in short, being engaged. I find it particularly exciting when
these actions are centered around the topic of the day’s lesson, rather than
last weekend’s party, and I consider it to be a key requirement for success in
school. I’m talking about ENGAGEMENT!
Engagement theory is
characterized by three basic principles. Learning activities which, 1) occur in
a group context (collaboration); 2) are project-based and 3) have an outside,
or authentic focus. (Kearsley & Shneiderman, 1998). Engagement theory is
connected to many other theoretical frameworks. Its emphasis on meaningful
learning and collaboration align it with constructivist and situated-learning
theories, while the self-directed and experiential aspects are associated with
andragogy. (Kearsley & Shneiderman, 1998). Although technology is not a
requirement for effectively implementing the engagement theory in the
classroom, it certainly lends itself to doing so.
For me, the absolute MUST
HAVE, MUST USE technology in my context of a high school, is any mobile device,
for example, the iPad. (For this reflection, I am going to use the term iPad
because it is what I use, but I’m not discounting or excluding Android tablets,
iPods, SmartPhones, etc.). Whether the situation is a one-to-one environment or
a single iPad for the class, or per group of students, using mobile device
technology fosters collaboration, facilitates project-based learning and has
the capability of extending the learning and the lesson, beyond the classroom.
There is significant evidence to support this claim. Chou, Block & Jessness
(2012) cite several authors in their literature review done as part of a case
study of mobile learning devices. They found that “…integrating iPads with
sound curriculum can contribute to increased student engagement, collaboration,
productivity, technology competency, innovation, and critical thinking.” (pg
12).
I have had the opportunity to
be involved in a TLLP project (Teachers Learning and Leading Partnership) in
2012-2013, funded by the Ontario Ministry of Education, where we had a class
set of iPads for grade nine math, specifically targeting the applied and
locally developed classes. Teachers in the project also received an iPad and
training and some professional development. Because this was new – in so many
ways – new technology, new devices, new thinking – it seemed to me very
exciting, all the time! There was a learning curve for everyone involved, from
students to teachers to techs, and as such, there were some frustrating moments
(isn’t there always with technology?). Some of our struggles mirror what Chou
et al. (2012)found in their case study.
Namely, finding suitable apps to enhance the math lessons or to offer students
other opportunities to practice the math skills; sufficient training time for
teachers both in using the iPad and in troubleshooting when things didn’t go
smoothly. That said, we were able to be very collaborative with the students
because often, their intuitiveness with the devices allowed them to switch
seats and be the instructors. This was such a satisfying situation for
everyone, and not something that happens when technology isn’t present. This is
another reason why I am a huge fan of mobile device integration! Shuler (2009)
found that in classrooms where students were using iPads, they were totally
engaged in tasks and discussions. We also found this. When students were
working on math problems with the iPads, they were talking with one another
about what they were doing, where their problems were and possible solutions,
to a greater extent than when they were working from the textbook or
worksheets.
What about student
achievement? Although many of us insist that learning and achievement are not
all about the data, our school policy makers (Ministry of Education and school
boards) certainly talk about it a lot. “In a K-12 school district report, … a
higher percentage of students [achieved] Math and Reading proficiency at the
appropriate grade levels after the teachers started integrating iPod Touch in
the classroom for one year. Student test scores also evidently improved based
on teachers’ data.” (Morelock, (2012), as cited in Chou et al., 2012). In our
TLLP project, our students’ achievement scores went from 53% (2011-2012) to 71%
(2012-2013) of students in the Applied stream who scored at Level 3 (Provincial
standard) or Level 4 (above Provincial standard). To add to this, we had no
failures. More astonishing was the students’ perceptual data which often
doubled the provincial average. I presented these findings at the OERS, 2014
and CSSE 2014, if you would like to see the specific questions and response
averages. Granted, perhaps this enormous achievement growth wasn’t about the
iPads – but the engagement and math talk that went on was exciting for teachers
and students and that doesn’t need to be evaluated with numbers.
Another reason I absolutely
tout iPads and mobile devices is for their accessibility factor for students
that have special learning needs. I am a special education teacher and am
responsible for the roll out and maintenance of all assistive technology in the
school. All of my students except for one have a SEA (Special Education Amount)
funded laptop to help them access the curriculum. The one student is a grade
ten boy who is participating in an iPad Pilot project. It is a constant battle
for me to get most of the students to use the laptops. They all assure me that
if they had an iPad they would use it all the time. I believe them. The iPad is
cool, versatile, accessible, adaptable, exciting and dynamic. Students can be
both consumptive and creative with the apps and capabilities afforded by the
iPad. Geographical inquiry moves from the one-dimensional textbook to any of a
number ‘atlas’ apps; presentations can be created using voice, photos, video
clips etc. The iPad reads to students who have a reading disorder and can
record auditorily and visually for those with anxiety issues, and all can be
done with peers who do not have these barriers, fostering collaboration and
engagement, diversity and tolerance. Just writing about the attributes of the
iPad gets me all excited!
A fairly extensive and, in my
opinion, valid report on iPads
in the classroom, was produced by Wilma Clark and Rosemary Luckin (2013).
It covers a three year period of iPad and tablet use primarily in the UK, with
reference to other, global projects. I highly recommend this document if you
are wondering about the efficacy and benefits of iPad technology.
Below, is a photo of our grade nine math students ENGAGING! with their iPads.
References
Chou, C.C., Block, L., &
Jesness, R. (2012). A case study of mobile learning pilot project in K-12
schools. Journal of Educational
Technology Development and Exchange, 5(2), 11-26
Clark, W., & Luckin, R. (2013).
iPads in the Classroom. What The Research Says
Kearsley, G., &
Shneiderman, B. (1998). Engagement theory: A framework for technology-based
teaching and learning. International
Journal of Teaching and Learning in Higher Education, 38(5), 20 – 23
Below, is a photo of our grade nine math students ENGAGING! with their iPads.
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