Taking the Tablets: engaging the professional community in systemic change impacting on the pupils, the teachers and school policy ProfessorChristinaPreston,MirandaNetFellowshipDrSarahYounie,MirandaNetFellowship,DirectorEducationFuturesCentre,DeMontfortUniversityChaptertobepublishedin:HandbookforDigitalLearninginK-12SchoolsEds.A.QuinnandT.Hourigan,Springer Draft:31stDecember2015TakingtheTablets:engagingtheprofessionalcommunityinsystemicchangeimpactingonthepupils,theteachersandschoolpolicy 1Engagingtheprofessionalcommunity 2Combiningtheoryandpractice 8Threetabletstudies 8TheCPDprocess 8Theoryunderpinningadvancedstudies 10Methodsacrossthreestudies 11Studyone:adeprivedseasidetown 11Studytwo:aleafyLondonsuburb 15Studythree:aprosperousruraltown 18

Conclusionsacrossthreestudies 20References 23

EngagingtheprofessionalcommunityEversincetheMirandaNetFellowship(1)wasfoundedin1992,thisprofessionale-communityhasbeenexpectingarevolutioninteachingandlearningbecauseoftheimpactofdigitaltechnologiesinschools.OvertheyearswehavegrownfromfifteenteachersinEnglandwhosawthemselvesasthoughtleadersineducationinnovationtomorethanonethousandandtwohundredmembersineightycountries.Ouronlineandface-to-facedebatesandourmembers’publicationsonourwebsiteindicatethattheexponentialincreaseintheuseoftechnologyisaglobalphenomenon.Ourhopesforarevolutiononteachingandlearningstrengthenedin1997whentheUKgovernmentintroducedtheNationalLearningGrid:thefirstinternetserviceforeducationintheworld.However,weareenthusiastsforchange.Generallyspeaking,unliketheworkplacethathasbeentransformedbytechnology,mostclassroomshavecontinuedtolookmuchthesameforthelast100years.MostpointedlyYounieandLeask(2013)commentonhowtheintegrationoftechnologyhasbeenhamperedineducationbythelackofknowledgebydecisionmakers–bothpolicymakersandschoolleaders-abouttheopportunitiesopenedupfornewpedagogicalapproacheswithtechnology.Butalsoin2013,Fullan,whohasbeenworkingonmethodsforsystemicchangeforalmost50years,wassurethatatippingpointhadbeenreachedineducationinnovation.Hebloggedonhiswebsitethathecouldfeelrealchangehappeningatlast,andnotbeforetimeinhisview.

Thereisagrandconvergencespontaneouslyerupting.Ithinkitisthenaturaldynamicofpushandpull.Thepush,toputitdirectly,isacombinationoftheboredomandalienationofstudentsandteachers.Studentswon’twait,teacherscan’twait(2).

InthesameyearasheusedsocialmediatocommentforcefullyabouttheimpactoftechnologiesonschoolshedescribesinamorescholarlystyleinStratosphere(2013)aboutthefortuitousconvergencehesensesbetweenthethreeforcesoftechnology,pedagogyandknowledgeabouthowtochangesystems.Hebelievesthesethreeelementsnowhavethepowertotransformeducation.Fullan’scommentsrepresentthepowerfulcombinationofexperience,knowledge,practiceandgutfeelingthatareatthecoreofprofessionaleducators’dailyexperience.Inordertoengagethecommunityinhisideasheblogsabouthispassionaswellasgivingthematterinhandscholarlyconsideration.IntheMirandaNet‘communityofpractice’(LaveandWenger1991)therearepolicymakers,scholarsandpractitionerswhoallcontributetodebates,conferencesandpublicationsabouttopicsrelatedtoinnovationfromtheirdifferentperspectives.Thiskindofcommunityhelpstoshareknowledgeandexperiencebetweenthepolicymakerssotheoristsand

thepractitionerssothatthebestisdrawnfromeachcamp.BadreadingThisapproachhelpstostrengthenthelinksbetweentechnology,pedagogyandknowledgeinmembers’schools.LaveandWengerpointoutthatlearningfromeachotherbeganwiththemedievalguildsandhasalwaysbeenasuccessfulwayofsharingexperiencemainlyfacetoface.TheMirandaNetFellowshipisfreetojoinforthoseeducatorswhoarekeentolearnfromfacetoface.Butthereachhasbeencompoundedbecausememberscanengageinonlinecommunicationwithlike-mindedprofessionalsaswell.Traditionalsocialinteractionisnowstrengthenedfurtherbycreatingcontextsforinformaldynamicknowledgecreationincollaborativecontextsastheparticipantsmovefromtextualdebateinaconventional‘listserv’tovideoconferencing,microbloggingcontributions,collaborativedigitalconceptmapsandgroupresponsestogovernmentconsultation(Haythornthwaite,2007:Preston,2008).ToolongInthischapterweusethetopicoftabletsinteachingandlearningtoshowhowprofessionalsinacommunityofpracticelikeMirandaNetcanlearnandshareideasaboutinnovationinschoolsbychoosingthemodesoflearningthatsuitthemandtheirsituationatanytimeintheirprofessionalcareer.MembersrarelyleaveMirandaNetbecausetheycankeepabreastofcurrentknowledgethatstillsuitswhentheychangetheirroleandfitsintothetimetheycancommittolearning.So,asanexampleofhowacommunityofpracticecanworktoday,weshowhowamembermightlearnabouttheroleoftabletsinsystemicchangeinsocialnetworking,onlinepractitionerdebates,throughmembers’publications,inconferenceandthroughactionresearchprojectsunderpinnedbytheiCatalystprogramme.Theseareprinciplesthatanypotentialprofessionalcommunitycouldadapttoanycurriculumtopicorleadershiptopicnowthattechnologiesexisttosustainagroupthatcannoteasilymeetregularlyfacetoface.PractitionerdebatesMembersexploredtheissuessurroundingtheintroductionoftabletsinschoolsinamirandalinkdebatecalledTabletsgood:smartphonesbad!WhatgaverisetothedebatewasthatfactthattheUKgovernmentandtheOFSTEDinspectoratehadannouncedareview(3)oftheuseoftabletsandsmartphonesbecauseofthesuspicionthattheyareakeycauseofdisruptionandindisciplineintheclassroom.ThenewUKbehaviourczar,TomBennett(4)hadbeenaskedtolookintothispossibilityinmoredepth.Inthiscontext,practitionerDrewBuddie,anICTteacherandMirandaNetFellow,explainedthathehadbeeninterviewedaboutthistopicbyaTimesEducationSupplementjournalarticle(5).HemaintainedthatsignificantdifferencesexistbetweentheaffordancesofSmartPhonesandtablets.Whereasheisbroadlyinfavouroftheeducationalvalueoftabletswhentheyarewellmanaged,healsosaid,"Mobilephonesshouldabsolutelynotbeallowedintheclassroombecause

thereisfartoomuchopportunityfordistraction”.HisauthoritativeviewisbasedonhisclassroomexperienceinEnglandwheremanypupilshavemanyaccessroutestotheinternet.Otherinternationalmemberspointedoutthatbanningphonesintheircountriesinschoolscouldbedetrimentaltolearningastheyareoftenusedastabletswhentabletsthemselvescannotbeafforded:PakistanandGambiawererepresentedhere.Althoughhalfoftheworld'spopulationhaveaccesstomobilephones,manywillhavenootheraccesstodigitaltechnologies.OtherspointedoutthatmanyofthedisadvantagedeveninrichnationsonlyhaveSmartphones.AnotherkeypointthatwasmadebydiscussantswasthatSmartphonescouldworkforlearningaswellasanyotherdevicewhereteachershadadequatecontrolovertheirclassesandtheschoolculturesupportedindependentlearning.OthermembersexplainedhowitwasthepersonalownershipoftabletsthatwasmakingakeychangeinattitudesjustasFullanimplied.Overthelasttwentyyearskeepingtheschoolnetworksandcomputerroomsfunctioninghadabsorbedstaffenergy,consumedmoneyandputcontrolinthehandsofthenetworkmanager.Incontrast,MirandaNetFellowswerenowobservinginmanycontextshowastepchangeinpracticebecausepersonaltabletsandsmartphonesputpowerfulandaffordabletoolsinteachers’personalcontrol,24/7.Nowthatthistechnologyissmoother,fasterandmoreintuitive,itsusesineverydaylifehavestimulatedamuchwiderprofessionalunderstandingabouthowthistechnologymightbeusedintheclassroomandathome.Thetechnologyhasbeendemystified-usageisnowthenorm–greatstrideshavebeenmadeintechnicalreliabilityandsoftwareismoreintuitivelydesigned.Inthesecircumstancessomediscussantsconcludedthatthepersonalownershipofanymobiledevice,definedastablets,Smartphones,iPodsandothers,helpsteacherstodevelopanintuitiveandinternalunderstandingofhowthesepowerfultoolsmighttranslateintothelearningcontext.Themajorityviewwasthatwell-equippedteacherscannotfailtoimprovelearningusingtheirfirsthandknowledgeofthesedevices.However,somepointedoutthatevidencefromresearchindicatesthatthechangeisnotinthetechnologyitselfbutinamuchwiderprofessionalunderstandingabouthowtechnologymightbeused.OnememberdrewattentiontoaspecificpublicationbyPickering,DalyandPachler(2007)thatdrawsattentiontonewlearningstrategiesemergingfromuseofmobiledevicesfocusingonthreekeythemes:sharedpractice,collaborativecontinuingprofessionaldevelopmentandscholarlyreflection.ValuableresearchfromAustraliaabouttheuseofSmartphonesinschoolswasalsocited(Hartnell-Young,E.&Heym,N.2008:Hartnell-Young,E.&Heym,N.2008).AnincidentalresultofthisdebatewasthereportfromonememberwhohadcomplainedtoOFSTEDabouttheirapparentbanningofSmartphonesonlytofindthatthiswastheresultofamisunderstanding:

RegardingthearticleinTESandthecommentsfromtheOfstedspokesperson.IcanconfirmthatitwasindeedagenuineOfstedpressofficerwhosuppliedthecomment,butunfortunatelysheandtheTESreporterwereatcross-purposes.“WeunderstoodwewerebeingaskedaboutOfsted’spositiononpupilsbringingmobiledevices,laptopsandtabletstoschoolforpurposesotherthanlearning.Hence,thestatementprovidedreferredtothedisruptiveeffectthattabletsandmobilephonescanhavewhentheyareusedinappropriatelybypupils–forinstancetoplaygamesortochecksocialmedia.ItwasnotmeantasacommentontheuseoftabletsandotherITdevicesinaclassroomcontext,tohelppupilslearnaspartofaproperlyplannedcurriculum.Weregretanyconfusionthishascaused.IhavesinceexplainedthemisunderstandingtoTES.Theirreporterisnottoblameforit”(6,7).

ProfessionalscangainvaluableandcurrentknowledgefromthesocialmediaandfromcloseddebatingsystemslikeMirandaNeteveniftheydonothavetimeavailableformoredetailedstudies.SomeMirandaNetmembers,however,choosetosubmitanarticleforpeerreviewbecausetheylearnfromthisformofwriting.IncidentallywhenpublishedtheygainaFellowship.PublishingarticlesandbooksTheonlyselectioncriteriaforarticlesabouteducationinnovationfortheMirandaNetJournalisthattheymustbeinterestingtoothermembers.Therearenostrictacademiccriteria.ThepeerreviewersalsoofferhelptothosewhoarenotpractisedinwritingorwhosefirstlanguageisnotEnglish.Memberssubmitavarietyofopinionpiecesorcasestudiesofferingnewinsightsintoeducationinnovation.MastersandDoctoratestudentspublisharticlesabouttheirworkinprogressandasaresultoftenmakecontactwithothersmembersinterestedinthesamefield.HistoriansofComputersinEducationcanalsotracethemesacrossmorethanthirtyyearsofsubmissions.InthissectionwehaveselectedthecasestudythatDavidFullersubmittedabouttabletsthatwasbasedonhisworkasanadviserwithTabletAcademy(8)whorunworkshopsforteachersandschools.TabletAcademy,whoarebrandagnostic,areaMirandaNetassociateandasaresultChristinaPrestonfirstobservedoneoftheirworkshops.?so?Thevalueofownershipofmobiledeviceswasimmediatelyobviousintheteachers’positiveattitudesandhighlevelsofcompetence.TheworkshopwasinpreparationforthenewschoolyearwhenallthestaffandpupilsofthissmallprimaryschoolinthenorthofEnglandwouldbegivenpersonaltablets.Althoughtheyalreadyhadsomepersonaltabletsinschool,eachteacherwasalreadyusingadeviceand/orsmartphonefortheirpersonalandprofessionaluse.Inmostcasestheycouldnotnowenvisagetheirliveswithoutthisdevicesoadoptingtabletsinschoolseemedlogicaltothem;therewasnoreluctance.Suchpersonalfamiliaritywiththetechnologywouldnothavebeenthecasefiveyearsago.

Fortheheadteacheraprofessionaldevelopmentdaywasaneffectivewayofengagingallthestaffintheplanningandthevisionaswellastechnicalcompetence.EachteacherwassuppliedwithaselectionofandroidtabletsalthoughmostofwhatwasdiscoveredabouttheCloudwouldalsoapplytoAppledevices.Theandroiddevicescouldbeusedwithamouse,akeyboard,orasatouchscreenwithfingerorstylus,dependingonwhatwasmostappropriate.Handwritingonthescreenwasinstantlyandaccuratelyrecognizedandturnedintocomputertext.ThesetabletswereloadedwithanewintegratedpackagecalledMicrosoftOffice365thatprovidesagoodexampleofhowversatiletabletscanbewhentheyarelinkedthroughtheCloud.ThisparticularpackageincludesYammer(protectedsocialnetworkingincludingmicroblogging),OneNote(Digitalnotebooks),OneDrive(unlimitedCloudstorage)andLyncwhichisnowSkypeforbusinessandeducationandothermorefamiliarOfficeapplicationsincludingWord,ExcelandPowerpoint.Office365onlinecomesasfreetoschools,iftheyalreadyhavealicenceforOffice.Feedbackisfacilitatedbecausethereisaspacefortheteacherstocommentontheworkofindividualpupilsandcommunicatewiththem.Inaddition,thereisacollaborativeareawherediscussionandproblemsolvingcantakeplace.Thewi-ficonnectionmadeseamlessinteractionbetweenallthepackagesreliableanywhere,anytimeandthepackagecanbeusedonanyplatform.Asearchfunctioncoveredthemall.IncidentallythedataareheldonserversinEurope,whichisimportantintheregulationofdatamanagementinUKschools.Thisintegratedpackagewasnewtotheteacherswhosharedideasabouthowtousethemcreativelytoadvancelearningknowingthatthestudentswouldbesafe.Astheyworkedtheteacherssuggested:targetedcontentlibrariescreatedbytheteachers;differentdigitalexercisebooksforeachsubjectthatcanbemarkeddigitally;creatingbooks;quickerfeedbacktostudents;settinguppowerfulsearchingusingtags;taggingvideos;taggingtoapinboard;splitscreenworking;mixedmedialearningresourcesespeciallyforpresentations;immediatetranslation;makingnoteswithoutaffectingtheoriginaldocument;Skypingwithexpertsacrosstheworld;and,emailinghomeworktoparents.Someoneasked,wouldthisbetheendofparentevenings?WouldwejustSkypethembyappointment?Therewasevenahandsfreefunctionforthecamerasothatstickyfingersdidnotsmearthescreen.However,theteachersalsoagreedthatevenifpapermightbethebestoptionforthetaskinhandatleasttheynowhavethechoice.Butwhenaschoolfirsttakesdeliveryoftabletsteachersneedsupportinrelatingwhattheycandotoclassroompracticeeveniftheyhavehadaninitialworkshop.DavidFuller,theTabletAcademyadviser,therefore,publishedanarticle(2014)abouttheuseoftabletsatanacademychainontheSouthCoast,Brightonwhentheyhadcompletedtheironedayworkshoptraining.Whentabletswerefirstpurchased,Davidworkedcloselywiththeteacherstotranslatethepotentialofatabletintoclassroompractice.Todothishealsoharnessedthestudents’empathywiththistechnology-avaluablesourceofinsightforteachers.Davidadvocatesallowingstudentstoexperiment,shareand,mostimportantly,toreflectonthepotentialthetechnologyoffersthepupils.Forexamplehe

describesstudentswritingtheirownbookssayingthatthewayinwhichthetabletsfacilitatethesharingofdataseamlesslyandwitheaseprovidedstudentswithaninstantopportunitytopeerreviewotherstudent'swork.

“Forthefinalsectionofthelesson,theypassedontheirbooktoacolleaguewhocompletedaudioorvideofeedbackonwhattheythoughtabouttheirbookfortheauthor.ThisprovedreallyusefulencouragementfortheSENchildrenwhoattendedthesession.AlthoughthiswasimportantforSENstudents,inrealitythiswasoneofthepositiveaspectsinusingtabletsforstudentsofallages.ThekeypointbeingusingtheCloudmakessharingeasierthanwithusingtheestablishedtechniquesforPCsandlaptops".

Thedatafromstudentsandstaff(Years5-8)from180schoolscollectedintrainingsessionspinpointedthefeaturesthatschoolswhowereabouttobuytabletsshouldconsider:howlongtheylastonbatterypower;theireaseofuseandtouchdisplayswherekeyboardswerealsonotrequiredbecausetheyareeasierforthestudentstouseincludingexploringdifferenttypesofapps/softwarequicklyandwithnobarrierstotheirunderstanding.(check)Thiskindoffullstaffinvolvementintheintroductionoftabletshelpstoensurethattheinvestmentwillbeworthwhile.Sadlythereisplentyofevidencewhereschools,regionsandevenwholecountrieshaveboughttabletsbeforeagreeinghowtheteacherswillbeengagedandwhatthedeviceswillbeusedforMirandaNetreviewsmembers’books.Recentlytherehavebeenthreepublishedbypractitionerscoveringthetopicoftabletsininnovationbecauseknowledgeandexperienceisnowbeingbuiltupabouthowtoplanandimplementsuchprojects.InTheultimateguidetoICTacrossthecurriculum,JonAudain(2014),providesachapteraboutmobiledevicesinwhichheforeseesthewaysinwhichthedeploymentofmobiledeviceswillimpactonthedesignoflearningspaces.Healsowarnsthatpupilswiththesedevicesathomewillbebringingexpertisetotheclassroomthatteacherswillneedtotakeintoaccount.Heliststhenewelementsinpedagogicalstrategiesthatteachersneedtobeacquaintedwithwheretabletsareconcerned:1:1computing;BringYourOwnDevice(BYOD)andBringYourOwnTechnology(BYOT);CloudComputing;andFlippedLearning.IntheirbookLearningwithMobileandHandHeldTechnologies,MirandaNetmemberGallowaywithcolleaguesJohnandMcTaggart(2015)aimtogivesomeinsightintotherealityofmobilelearninginsituandtheyquotethemostreliableUKresearchevidenceandnewstudiesthatareunderway.Inadditionthebackgroundtotheprojectsinthecasestudiesissuppliedwithinatimelinethatcapturesthewaysinwhichownershipofdeviceshasgrownandchangedandsomevaluableinsightsintothecostsandthecommercialinterests.Aninterestingpredictionisthat:

developingcountriesmaysoonforgeahead,asfreefrommuchofourpasttechno-baggage,theymaybeabletotakeafresherapproachtothepotentialofdevicestopromotedeeperlearning.

MirandaNetFellow,MalLeeandhiscolleague,MartinLevins,aremostconfidentabouttheroleoftabletsinarevolutioninteachingandlearning(2012).TheyseeBYODandBYOTprogrammesasatsunamicomingacrossthehorizonandsubsumingentireschoolcommunitiesinAustralia,theUSandUK.Thequestionforthemisnotif,butwhen.Intheirbook,theyaimtoexplaintheimplicationsofthesedevelopmentsintheuseoftabletsastheyseethem.Seniorleadersinschoolswillfindvaluablepracticaladviceaboutsettingupandsustainingtabletprojectsaswellasthejustificationsfordoingso.However,aretheyrighttosuggestthattheforcesimpellingtheintroductionofsuchtechnologiesandthepotentialeducational,socialdevelopment,economic,technologicalandpoliticalopportunitiesopenedupbythesedevelopmentswillsoonfundamentallychangethenatureofschooling,technologiesofteachingandlearningteaching,home-schoolrelationsandtheresourcingofschools?Sharedpractitionerstudiesandbooksareanimportantmeansofunderstandingtherangeofcontextsandculturesinwhichtabletscanbedeployed.YetintheUKtheprognosisaboutthelandscapeofcontinuingprofessionaldevelopment(CPD)isnotencouraging.Fragmentationisincreasingnotdiminishingsincethelastgovernmentstudywaswritten(Pachler,Preston,Cuthell,AllenandPinheiroTorres2011).Sincethepoliticalpartychangedandausteritytookholdin2009researchintoCPDnationallycannotbefunded.MoreCPDisbeingundertakenbytheschoolsthemselveswhohavelimitedaccesstooutsidesupportforCPDatMasterslevelwhenestablishedtheoryisalsoappliedtothetopicinhand.

Combiningtheoryandpractice

ThreetabletstudiesIn2012MirandaNetFellowswereinvitedtoapplytojoinastudyoftabletsatMasterslevelthatwouldhelpthemtoassesstheprogressoftheirprojectanddecideonthenextstepsoverayearperiod.Inthiscase,threeMirandaNetFellowswhowerebringingtabletsintotheirschoolsvolunteeredtobeco-researchersandsharethedatafromprogrammesthattheyweremanaging.Bycollectingdataandanalysingtheresultstheyexpectedtoimproveandrefinethemethodstheyhademployedtomaketheinvestmentworthwhile.Thesethreeco-researcherstookthisonbecausetheyfelt,likePickering,DalyandPachler(2007),thateducatingteachersintheuseoftabletswasonlythefirststageiftheirschoolswereseriousaboutmanagingchangeandembeddinggoodpractice.

TheCPDprocessThisstudyoftablesdrewonthebasicprinciplesoftheMirandaNetiCatalystprogrammebasedonactionresearchmethodology(9)thatcan

beusedtoassessthevalueofanyinnovationinlearning.Theprogramme,undertakenindividuallyorasagroupactivityatcertificate,diplomaormasterslevel,(10)drawsonSchön’sdefinitionof‘actionresearch’asaprocessforstimulatingchangethatisownedbytheteachersthemselves.Schönrevolutionisedtraditionalideasaboutprofessionallearning1987whenhepublished:Thereflectivepractitioner-howprofessionalsthinkinaction:

Ibeginwiththeassumptionthatcompetentpractitionersusuallyknowmorethantheycansay.Theyexhibitakindofknowinginpractice,mostofwhichistacit…Indeedpractitionersthemselvesoftenrevealacapacityforreflectionontheirintuitiveknowinginthemidstofactionandsometimesusethiscapacitytocopewiththeunique,uncertainandconflictedsituationsofpractice(p.8-9)

Thisquotationemphasisesthecomplexityoflearninghowtopractiseandthevalueoftacitknowledge,understanding,conflictandlackofcertaintythatgobeyondwhatcanbeexpressedinconventionalacademicprose.TheseideasweredevelopedinEnglandbyeducationalresearcherslikeElliott(1991)andHargreaves(2000)whosawthepotentialforeducationalchange.Pickering,DalyandPachler(2007)indicatethatthesenewlearningstrategiesarebeingrefinedbythedevelopmentofnewdesignsforprofessionallearningthatfocusonthreekeythemes:sharedpractice,collaborativecontinuingprofessionaldevelopment(CPD)andscholarlyreflection.IntermsoftabletsoneofthemostcomprehensivescholarlybooksdealingwiththetheoryaswellasthepracticeofmobilelearninginformalandinformaleducationisMobileLearning:Structures,Agency,Practices(Pachler,Bachmair,CookandKress,2010).TheLondonMobileLearningGroup(LMLG)(10)towhichtheseauthorsbelongrealisedveryearlyonwhatkindsofchangeswouldoccuroncelearnershadaccesstotheirowndevicesindailylifeandthepotentialofthesedevicesasameansofeducation.Whiletheeditor,GuntherKress,ensuresanemphasisonmultimodality,theauthorscharttherapidemergenceofnewformsofmasscommunicationandtheirpotentialforgathering,shaping,andanalysinginformation,studyingtheirtransformativecapabilityandlearningpotentialinthecontextsofschoolandsocio-culturalchange.Thefocusisonarangeofequipment:mobile/cellphones,PDAs,andtoalesserextentgamingdevicesandmusicplayers.Butthebalanceiswelljudged.Theauthorsexploretheintegrationofthetechnologyintoeducation,withoutobjectifyingthedevicesortechnologyitself.Thisapproachisreinforcedbythediscussionoftheoreticalandconceptualmodels,ananalyticalframeworkforunderstandingtheissues,recommendationsforspecializedresources,andpracticalexamplesofmobilelearninginformalaswellasinformaleducationalsettings,particularlywithat-riskstudents.InfactPachler,Bachmair,CookandKressseeafocusondevicesasonlythefirststageofmobilelearning.Thesecondisconcentrationonlearningoutsidethe

classroom.Thethirdstageisonthemobilityofthelearnerinmixedrealitylearning,context-sensitivelearningandambientlearning.Theiraimistoprovidecompellingarguments,theoreticallyandpractically,fortheinclusionofcell/mobilephonesinthecurriculum.Educatorsneedtokeepalltheseelementsinmindwhennewtechnologiesareintroduced.Yettheprognosisaboutthelandscapeofcontinuingprofessionaldevelopment(CPD)intheUKisnotencouragingasfragmentationisincreasingnotdiminishingsincethelaststudywaswritten(Pachler,Preston,Cuthell,AllenandPinheiroTorres2011).

TheoryunderpinningadvancedstudiesOnewaythatteacherscanjudgetheprogressoftheirtabletsprojectistoanalysetheresultsfromtheperspectiveofthethreecategoriesofmobilelearningofferedbyPachler,Bachmair,CookandKress(2010)Thefirstisafocusondevicesasonlythefirststageofmobilelearning.Thesecondisconcentrationonlearningoutsidetheclassroom.Thethirdstageisonthemobilityofthelearnerinmixedrealitylearning,context-sensitivelearningandambientlearning.AsecondwayistoanalyseresultsoftabletfromtheperspectiveofGuskey’slevels.ThisapproachtoanalysingtheimpactoftabletshadbeenbuiltupinseveralstudiesabouttheroleofdigitaltechnologiesinthechangeprocessthatMirandaNetFellowshavepublishedglobally.Theirfocusonprofessionaldevelopmentindigitaltechnologiesbeganwiththegovernment-fundedprogrammeinEnglandandWalesintendedtoengageteachersininnovationandpedagogythatlastedfrom1998-2003(Preston2004).Thisreportwasbasedontheevidencefromtwolargecommercialcompanieswhoweretrainingproviders,soin2009Davis,Preston,andI.Sahin(a/b)re-examinedthestatisticsfromtheperspectiveofthesmalllocaltrainerswhohadhadmoresuccessineffectingsystemicchange.InthisreportthestatisticswerereanalysedusingGuskey’slevels(2002)toevaluatethisnationalprogrammeofprofessionaldevelopment.InthetabletsstudydescribedhereFellowsagaindesignedthedatacollectiontoolsaroundGuskey’slevelswhobelievedthatthequalityofprofessionaldevelopmentisinfluencedbyavarietyoffactors:contentcharacteristics,processvariables,andcontextcharacteristics:

• ContentCharacteristicsVariablesincludethenewknowledge,skills,andunderstandingthatarethefoundationofanyprofessionaldevelopmentexperienceoractivity;

• ProcessVariablesincludethetypesandformsofprofessionaldevelopmentactivitiesandthewaythoseactivitiesareplanned,organised,carriedout,andfollowedup;

• ContextCharacteristicsVariablesincludetheorganisationsystem,orcultureinwhichprofessionaldevelopmenttakesplace,wherethenewunderstandingswillbeimplementedandwhetherpolicyhadbeenimpacted.

MethodsacrossthreestudiesIn2012MirandaNetResearchFellowsusedthethreestagesofmobilelearningandtheGuskeylevelstoevaluatetheimpactoftabletsinthreesecondaryschools:inadeprivedseasidetown;inarichLondonsuburb;and,inanadvantagedruraltown.IneachschoolaMirandaNetFellowhadledaprojectintroducingtabletsintotheirschoolandwaskeentoevaluatehowthishadprogressedandhowtheyshouldmoveon.Theywerealsointerestedinseeinghowmuchthedifferentcontextstheyworkedinaffectedtheirsuccess.EachFellowalreadyhadaMastersinInformationandCommunicationsTechnology(ICT)thatcontributedtotheirsophisticatedunderstandingoftheoryandpractice.ThedatacollectiontoolsthatweredevelopedfortheTakingtheTabletsprojectinvitedtheparticipantstoreflectonwheretheyhadbeen,wheretheywereandwheretheyweregoingbasedonthethreestagesofmobilelearningandGuskey’slevels.Thethreeactionresearcherssetupinterviewstorecordthefullimplementationprogrammeandthevisionfromtheperspectiveoftheseniormanagers,theICTcoordinator,keystaff,theactionresearcherandthepupilsinordertowriteareportontheprojectforinternalusethatidentifiedthekeyissuesfromtheGuskeyperspective.Focusgroupswerealsosetuptoelicitthestudentresponse.

Studyone:adeprivedseasidetown

Thismixedsecondarystateschoolwith700pupilswasinanareaofdeprivationinacoastaltown.Thenewstateoftheartbuildingwascompletedin2009aftera2005fire.Duringthefouryearsmuchofthecommunicationandlearninghadbeenundertakenonlineandasaresultaspecialismintechnologycouldbewellresourced.The2012OFSTEDinspectionreflectedgoodconduct,butjudgedtheschool‘requiresimprovement’becauseoftheachievement,leadershipandmanagementgrades.Literacywasanotherkeyareaforimprovement.(checkwording)TheoverallICTinfrastructureandresourceswereofahighstandardandthevisionwastousetechnologyininnovativeandexcitingwaysdespitefinancialconstraints.Thestudenttocomputerratiowas3:1andtherewerethreenetworkstaffsupportfor5PCsuites.Interactivewhiteboardsandcomputerswereineachroomandsomesubjectdepartmentshadsetsofdevicesaswell.Theintranetwaswidelyusedinsideandoutsideschoolforadministrationandpersonalplanning.However,therewerewifiaccessproblemsinthenewbuildingbecauseoftheconcretewalls.Everyroomwaswifienabled,butthecostsofacompleteservicewereimpedingfullinstallationforanotheryear.Overview of the activity TheseniormanagementteamhadbeenworkingtowardsindependentlearningoverfiveyearswithearlyworkfocusingoneffectiveuseoftheVirtualLearningEnvironment(VLE)fromoutsideschoolbystaffandpupils:studentplannersandmailtoparentsareexistingservices.BringyourownDevice(BYOD)andBringyourOwnTechnology(BYOT)seemedtobetheobviousnextstep.Pupilsusually

broughtsmartphonesortabletsintoschoolthatweremainlyAndroidbecausethiswastheparentalchoice.Currentlysomewereusingtheirparents’hotspotsinschooluntilfullschoolwifiwassecured.Whatwassignificantwasthatthenumberofstaffwithdeviceswasgrowing.Humanities,Maths,Music,DesignandTechnologynowhadsetsofwifienableddevicesthatcouldbeusedtosupplementBYOD/BYOTforthosewhodonothavetheirowndevice.Thevisiontodevelopindependentlearningoverfiveyearswasledbyaseniormanager.Hisdoctorateintechnologyandlearningwasbasedonresearchingschoolpracticeinthisschoolandothersandhekeptupdatedthroughmembershipofinformalonlineteachingcommunitiesandonlinecourses.Hisacademicleaningsandsensitiveapproachtochangewereimportantinensuringthattheprojectwilleventuallyimpactonteachingandlearningandwillbeembeddedeffectivelyinstaffadministrationandcontactwithparentsaswell.Therequirementforautonomyinlearningbecameurgentaftertheoriginalschoolwasburntdown.FormanymonthsthestudentshadtolearnfromhomebyaccessingtheVirtualLearningEnvironmentthathasbeenusedinasophisticatedwayforcedbyneed.ItbecomeclearinthelasttwoyearsthataBYOT/BYODpolicymightbeakeydriverinfurtherembeddingindependentlearningintheschool.Althoughdevicesarenowbeingwidelyused,mainlySmartphones,theyarestillofficiallybannedintheschoolpolicies.Someteachersstilldiscouragetheirusebecauseoftheirownlackoftraininganduncertaintyaboutthebenefits.Incontrast,pupils’journalsshowthatforsomethedeviceisaconstantsourceofinformationandinteractionalthoughteachersarenotalwaysawarehowpervasivetheyare,orwhy.Pupilswhousetheminclassadmitthattheyarenotalwaysontask-readingemailsandaccessingFacebookarecitedinthiscontext.Pupilsinthisdeprivedcatchmentareaalsohaveconcernsthattheirpeersareveryconsciousofthecomparativecostsofdevicesanddescribethediscomfortnotonlyofthosepupilswhohavenodevicebutthosewhohavealessexpensive,‘lesscool’device.AkeyreportonSmartphones,Howmobilephoneshelplearninginsecondaryschools(Hartnell-Young&Heym2008)thatwasfollowedupbytwoarticlesonthetopic(Hartnell-Young,E.2008:Hartnell-Young,Heym&Rose2008),stillofferssomevaluablerecommendationswhicharetheneedtoshiftthefocusofpolicyawayfromthedevicesthemselvestoconsiderthefrequently-reportedreasonsthatmobilephonesarebanned:fearofdistractioninclass,cheating,inappropriaterecordingofstudentsandteachers,andpublicationonsiteslikeYouTube.Theresearchersindicatethatsolutionsmustbefoundtoeachofthese,inpoliciesthataddress:

• ownershipofcomputingequipmentandaccesstonetworkconnections,• toolstosupportcurriculumanditspersonalisation,• appropriatebehaviourinschoolandothercontexts,• privacyandsecurityofdata,includingphotographsandvideoclips.

Somesuggestionsaremadeaboutstrategiesthatmighthelpschoolsthatdonotwanttoindulgeinanoverallbanbutpursueamorenuancedapproach:

• Identifyandsupport

champions:volunteerteacherswhoarepreparedtotakesomerisks,

• Involvethosewhohaveresponsibilityforcurriculum,studentmanagement,andtechnicalsupporttoplanandworkthroughresponsestotheissuesraisedinthisreport,

• Initiatediscussionsaboutusingmobilephones

forlearning(perhapsusingstudentvoicework)andsurveycurrentownership,devicecapabilityandthewaysmobilephonesarealreadybeingusedintheschool,

• Providehands-on,small-scaleopportunitiesforteacherstotryoutappropriateusesformobilephones.

• Encourageteacherstodesignactivitiesthatmakethelearningpurposeclearandtoanticipatemanagementissuesattheclassroomlevel(suchasrules,etiquette),

• Informparentsofthelearningpurposesformobilephones,andinvolvetheminestablishingappropriateownership,managementandethicalarrangements,

• Anticipateandaddresstechnicalissuesrangingfrombatterychargingtonetworkaccessandsecurity,dataprotection,etc.,

• Developnewschoolpoliciesthatshiftthefocusofpolicyattentionawayfromthedevicetotheuses,securityandbehaviouralissuesthataretherealconcern.

Thesestrategiescouldbevaluablefortheintroductionofanykindoflearningandteachingtechnology.Atschoolone,theBYOT/BYODresearchpilotthatranalongsideexpandeduseofthedevicesintheschoolwascarefullyplannedtoprovideevidencetodrivethenewteachingandlearningframeworkbeingprepared.Agrowingnumberofstaffwithtabletshavealsobeenusingthemtoexperimentwithadministrativetaskliketakingregisters,planninglessonsonthebusandimprovingtheirimmediateaccesstostatisticsonspecificpupils.PilotshavebeenconductedindepartmentswhoexpressedaspecificneedforaBYOT/BYODinterventionintheexpectationthatsomeoftheseexperimentswillattracttheinterestofstaffwhohavenotyetcommittedtotheuseofdevicesintheirclassrooms.Oneclassroomactivitywasresearchontheinternetinsciencetomakeaposteraboutanaemia.

DiscussionofthefindingsThethreeschoolsfocusedthediscussionsaboutthefindingsonthelessonstheyhadlearntandwantedtopassontoothers.Theorganiserinschoolonefeltthatworkingslowlyandinclusivelyinpilotmodehadinsuredhighexpectationofsuccessinfullimplementationoverthenextyear.Somekeypointsaroseindiscussionforinclusionintheemergingpolicies.Thefirstwasthatresearchintoownershipwasseenasessentialinplanningthepilotandalsoinengagingstaff,pupilsandparents.Ownershipofdevicesat38%waslowerthanexpectedandhasslowedupprogress.Provisionhadtobedevelopedforstudentsandstaffwhocannotfundtheirowndevice.Itwasagreedthatwifiwasessentialthroughouttheschooliftake-upofBYOD/BYOTistobeimproved.Anaffordablesolutionhadnowbeenfoundbuttheabsenceofoverallwifiinthepilotwasabarriertochange.ItwasagreedthattheSLTneedstotrialmorethoroughlykeyonlineadministrativeandteachingsoftwareaspoorperformancedampenedenthusiasmforthepilotamongststaffandpupils.Itwasalsomatterofconcernthatcurrentlysomestaffstillbantheuseofdevicesintheirclassroomsdespitechangingpolicy.Accordingtothepupilsmorestaffneedtheirowndevicesandspecifictraininginordertoensureanewteachingandlearningpolicyisembedded.Pupilshaveofferedtoteachtheteachersinformally.Pupilsusingtheirownhotspotswherewifiisnotavailableraisedconcernsabouthowtheschoolwillcontrolwhatwebsitespupilsareaccessing.ConclusionsonimpactInthethreeGuskeyareasthatthewell-plannedpilotwasfocusingonsomeoutcomeswereachieved.Firstlyintermsoforganisationandpolicytheschoolisnowintheprocessoffinalisinganupdatedpolicyfortheuseofmobiledevicesinschool.Basedonteachers’andpupils’observationsinthepilotateachingandlearningframeworkthatsupportstheuseofdevicesisemerging,butcurrentlythisisquitelimited.

Staffplantowideninvolvementandshareinsightsinordertoensuretherichnessofthisdocument.Thetimescaleenvisagedisaboutanotheryear.Secondlyprogresshasbeenmade,particularlythroughthebaselinesurvey,inensuringthatallmembersoftheschoolcommunitywereawareofthebenefitsandissuesrelatingtoBYOT/BYOD,althoughitistheenthusiastsatthispointwhoaremakingprogressindevelopingacodeofconducttobediscussedwiththecommunityasthenextstage.Pupilsandparentswillbeincludedinthisprocess.Thethirdaim,toprovidehardevidenceoftheimpactsofBYOT/BYODonteachingandlearning,isnotwelladvancedyetalthoughthedetailsofthisstudyprovideavehicleforfurtherdiscussionandresearch.Thepupilsandtheteacherscanprovideconvincinganecdotalevidencethatchangesinperformance,engagement,motivationandbehaviourshavetakenplace.MoresystematicactionresearchnowneedstotakeplacetoconfirmthatBYOT/BYOTcanimpactonlearningoutcomesaswell.Thiswillprovidedetailfortheteachingandlearningframeworkthatisbeingdevelopedforstaff.Pilotstaffarealreadyenthusiasticaboutthemajorimpactontheirlessonpreparationtimebecausetheycanusethetabletsintransit:administrativetaskslikeregistrationareeasier;easeofuseinclassroomsbecauseofsignificanttime-savingsovertheuseofPCs.

Studytwo:aleafyLondonsuburb

Thisselectivefee-payingmixedLondonschoolwith1200pupilsfrom4to18acceptsSENchildrenandoffersscholarships.InabeautifulforestsettingthehistoricschooloffersabroadcurriculuminSport,Music,DramaandVisualArtsaswellasextracurriculaactivitiesenablingbothbreadthanddepthofopportunityTheratioofstafftopcsis1:1andforstudentstopcs1:2withgoodtechnicalsupport;8computersuitesandcomputersandIWBsineachclassroom;Appletvandlargescreensinmainhallsandmeetingrooms(FigureTwo).Theintranetiswidelyusedbystaffandstudents.Wifinowavailabletostaffandsixthformwillsoonbeavailabletoall.AnewDigitalLearningCentreisplannedtobethecornerstoneofaknowledgecommunityby2013/2014andthetechnologyisallApple.Currently6thFormfacilitiesupgradedtoincludecollaborationdesks/shareablescreensandchargingstationsinacollaborationarea.32staffappliedforadiscountoniPadsandworkshops.123staffhavelaptopsfromschooland,ineffect,enjoy1:1computingiftheywish.Overview of the activity TheSeniorLeadershipteam(SLT)decidedtoimplementBYOD/BYOTcautiouslyinthesixthform,withlowimpactandattendantriskaspartofthemovetothenewDigitalLearningCentrein2013/14–ahybrideducator-librarianfortransmediadevelopmentisnowrequiredtoworkwiththearchitect.MeanwhileastrategicBYOD/BYOTplanningprocesswithSLTwasbasedonasurveyofdevicesownedbyparentsandpupilsandotherresearch.Voluntaryinvolvementforpupilsandteacherswasagreedinthefirststageespeciallyasthemarketfor

devicesisinflux.TheNetworkSupportteaminvestigatedwirelessaccessandsecurityoptionsinothersettings.

Thepilotwasintendedtofindawayofintroducingmoreindependentlearninginpreparationforgreaterfreedomintertiaryeducation.TheSLTalsowantedtoexploreotherpotentialteachingandlearningopportunities,constraintsandchallenges.AnICTstrategistwithaMastersinBusinessAdministrationspecialisinginthesystemicintegrationofsocialandtechnicalprocessesinorganisationsisemployedtorunthewiderprojectwiththedirectorofteachingandlearning.InthepilotofBYOD/BYOT32staffhavetrialledsetsofdiscountediPadsintheattachedprimaryschool,inModernForeignLanguages,Music,ComputerScienceandGeography.Observationandinformalworkshopsessionssuggeststaffseeadvantagesinadministration,personalorganisationandlessonpreparation,butlearningandteachingadvantagesarenotasapparentyet.Pupilsreportinjournalseasierinternetresearch,betteropportunitiesforcollaborationonprojectsandexcellentfacilitiesforviewingeachothers’workinprogress.Knowledgeisgrowingbecausethepupilsandtheteachershavebeensharingideasforsoftwarerelevanttolearning,particularlyAppsforeducation.Discussion TheprojectwasdeliberatelybeenstartedslowlyintheSixthformbecausetheriskstobeavoidedfromtheorganisationalpointofviewwereseentobethat:asuddeninfluxofnewdevicesmightbetoochallengingforteachers;toosuddenintroductionofdevicesmightplacestrainonnetworks.Inadditiontheftandlossofdevicesmightoccurandappropriateusercodesbeabusedlowerdownintheschool.

ThefinancialadvantagecanbegaugedfromaComputerScienceexample.Thedepartmentcannowaffordforeachstudenttoworkontheirchoiceofcomputerlanguageusingafreeorverylowcostapp.Incontrast,alicenceforeachlanguagefortheschoolnetworkwouldbeabout£1,500soonlyonecouldbeoffered.AkeylessonfromthepilotwasthatallteachersmustbeacquaintedwiththeCodeofConductthatpupilsmustsignifworkingonline.TheFellowsalsofoundthatwhilepupilswerecomfortableusingpersonaldevicesintheotheraspectsoftheirlives,theyappearedtostrugglealittlewithintegratingthisintoschool/learning.Ontheotherhandtheveryflexibleenvironmentswereimportantinmakingiteasyandworkabletohaveandmanagetheirowndevicesinandbetweenclassrooms.Italsobecameclearthatincreasedpubliccommunicationwithpupilsandparentsinthesecondstageensuredtheirenthusiasm.Inaddition,mostoftherecommendationsrelatedtotheencouragementandtrainingoftheteacherssothattheycouldsupportpupilseffectivelyinusingtechnologyundertheirguidance.Thepupilfocus-groupagreedthatsometeachersinthepilotwerenotawarethattime-wastingactivitieswerehappening.Moreteachersneedappropriatestrategiestodealwiththesebehavioursincludinggettingcontrolearlyandmovingaroundtheclassroom.Thepupilfocusgroupalsothoughtthatthereshouldbemoreacknowledgmentatthestartofthenextstageoftech-savvypupilswhoarekeentobearesourceforstaffandpupils.Overallitwasagreedthattrainingintechnicalitiesshouldbebalancedinthenextstagebymoreformaltrainingaboutclassroommanagementandpedagogicaladvantage.Someteacherswantedtostartactionresearchonthepedagogicalvalueofthedevicesthatarestilltobediscovered.Impact findings IntermsofGuskey'slevelstheimpactonpupilshasbeengreaterbelowthesixthformwheretheylobbiedtobeinvolved.Thejournalsandconceptmapssubmittedindicateadepth,sophisticationandlevelofuseofdevicesthatmanyteacherswouldfindsurprising.Personalorganisationandresearchwasamajorbenefit,butdistractioninclasswasaconcernofthepupilswhoweredigitalleaders.Fromthepointofviewofstaffthebarriersorobstaclesthatarebeingaddressedare:teachers’fearsoflackofcontrolorimpactondiscipline.Inthiscontexttheteacherswantedtobepermittedtodecideatanytimewhetherdevicesaretobeusedinclass,ornot.Theorganiserwasalsoavoidingteachersfeelingoverwhelmed.ForthisreasonBYODwasinitiallylimitedto6thformandthereisstillnoenforcedcurriculumuse.Intermsofimpactonclassroompracticetwoteachersmentionedparticularimpacts.AMFLteacherwasdisturbedbyinappropriateexchangesfromstudentsabroadinaclassproject.AnotherteacherwithaMastersindigitaltechnologiesandlearningwhoupdateshisknowledgebybelongingtoanonlineteachers’community,hasbeenexamininghisownclassroompracticeindetailusingiPads.

HethinksthatthepotentialimpactofBYOD/BYOTinfacilitatingcollaborativelearningcouldbeasgreatastheexpectedimpactonindependentlearning.InpolicytermsthisteacherultimatelysupportsashifttoFlippedClassroomsandsuggestsanactionresearchprogrammeforstaffmightincreasetheopportunitiestorethinktheschool’steachingandlearningpolicies.Currentassessmentisamajorbarriertobringinginindependentlearning,however,inanacademicallyorientatedschoolbecauseexperimentationmightaffectresultsintheshortterm.

Studythree:aprosperousruraltown

Thiswell-resourced11-16mixedacademyof1,500pupilsand120teachersspecializesinmathematics,ICT,modernforeignlanguagesandsports.InaprivilegedSouthEastEnglandruralcatchmentareatherearefewerproblempupilsthanthenationalaverage.Gaininghighperformingspecialistschoolstatusin2009theschoolalsospecialisesinspecialeducationalneedsandgiftedandtalentededucation.Thisschoolbenefitsfromawell-staffedandwell-runDigitalResourcesCentreincludingatechnicianandthreededicatedteachingstaff.Theschooliswellresourcedwith650machinesanddevices.Mostclassroomshaveacomputeranddisplayequipmentsuppliedbyacontinuingequipmentrefreshmentprogram.Asophisticatedcombinationofin-siteandoff-sitenetworksupportensuresnetworkreliability.Inadditionahigh-densitywifiMerakiCloudmanagednetworkspreadsacrossmostoftheschoolsite.Asaresultofacarefulproductselectionprocedurewithstaffandgovernorstheschoolhaspurchasedapproximately110iPad2devicesforthePilot.Thesedevicesmakeuptwoclasssetsof32andalsoapilotstaffgroupofover32teachers.OverviewofactivityTheprojectbenefitsfromtheoversightofaSeniorLeadershipTeam(SLT)strategist,DirectorofE-Learning,whoisoutstandingincomputingknowledge,inrelatingsystemicchangetopedagogicalgainandatalentforcommunicationtostaffandpupils.HeupdateshisMastersinKnowledgeandLearningTechnologybybelongingtoonlineprofessionalcommunities.AsaresultofhispowertomakedecisionsabouttheinfrastructureintheschooltheBYOD/BYOTprojectthathehassetuphasbeendesignedtobeoneelementintheSLTplantousetechnologytomeetthechallengesofthe21stcentury.Thosepilotingnewusesofdigitaltechnologiesarestrivingnotonlytoimprovemotivationbutalsotoestablishindependentlearningandasenseofownershipofthelearningagenda.UnderpinningtheseaimsareinfrastructuredecisionslikemovingtotheCloudusingGooglesolutionsaredesignedtoreducethevolumeofprintingandreplacewithdigitalcopyore-learningmaterialsaswellasimprovingworkflows.Thisstrategyleverages5Gboffreepersonalstoragespaceforeachteacherandpupil.ThechoiceofAppleasastrategicpartnerinmobiledevicesreflectstheprodigiousAppsdevelopmentandthesupportofthecompanyforeducation–aswellasanelementof‘cool’thatmotivatesstaffandpupils.TheavailabilityoffreecontentiniTunesAppstoreisanotherbenefit:staffauthorsarealreadypublishingtheircurriculume-booksaswell.The32staffiPadshaveasuiteofAppspreloadedthatincludescurriculumsupportandaproductthatpermitsthe

useofSIMSonmobiledevicesincludingmarkingclassregistersandloggingbehaviouronthego.Sophisticatedplansfor1:1computingdevicesanduniversalwifiaccessthatincludesupportfordisadvantagedfamilieshavealreadybeenintroducedtoparentsandstafftoinformtheirpurchasingdecisionsandtoavoidaplethoraofincompatibledevicesarrivinginschoolafterChristmas.DiscussionThestaffagreedthatactionresearchundertakenbytheteachersisessentialifaprojectthatpromoteschangeistosucceed.Theviabilityoftheplanwasresearchedoverayearandahalfbyinvestigatingresearchpapers,videos,forumdiscussionssupplierdemos,exhibitionshowproducts,theE-learningfoundation,technologyconferencesandvisitstoschoolswheresimilarprogramshavebeenimplemented.TheiPadspilotfitsintoalong-termstrategytoputmoreresponsibilityinthehandofthepupilsforlearning.OwnershipoftheiPadhasmeantthateachteacheralsoexperiencesmoreownershipoverchangingpracticefromtheclassroomperspective.Organisersofsimilarprojectswerewarnednottounderestimatetheemergenceoftechnicalissuesastheprojectprogressesandallowtimetosorttheseoutandorientatethetechnicalteamtobeabletoworkwithnewtechnologyinnewways.Adviceemergedtocommunicatesympatheticallywithparentsandstaffmemberswhoareconcernedaboutleaguetablesandacademicrigour.Thecurrentassessmentenvironmentdoesnotencouragethechangesinteachingandlearningthatarepursuedinthisproject.Debatingaboutthewiderandbroaderaimsofeducationwithinthestaffwasencouragedbecauseatsomepointthewholestaffwillwanttoconsiderwhethertheyarewillingtoadjustthetheoreticalunderpinningthatinformstheirprofessionallifeandadjustschoolpoliciesonteachingandlearning.ImpactfindingsTheorganiserfelttherehadbeenimpactontheschool/organisationbecausetheresultsofthefirstpilotwasgoingtobeusedtomakeagreedalterationstopoliciesonteachingandlearning,appropriateuseande-safetypolicy.Fromthestafftherehadbeennoopencomplaintsaboutthepilotoverallalthoughusualconcernswerebeenexpressedaboutstudentsforgettingorlosingthedevice.The32staffwiththefirstiPadswereincludingpedagogyintheirdeliberationsaboutthevalueofthesedevices.Sofarmotivatingreluctantlearners,facilitatingpromotingprideinpresentationandencouragingcreativitywereemergingasoutcomes.Awell-organisedtrialsplanwascommunicatedinanengagingwaytoparentswhowereinvitedtodiscusstheresultswiththeirchildren.Subjectswhereinterestingpracticewasemergingwere:PE,InformationandCommunicationsTechnologyandGeography.InHistoryacomicstripdesignerandbookcreatorapps‘engagedthestudents’creativitywhilstkeepingthemfocusedonthecontentofthecurriculum.Thishelpedstudentswhoarevisuallearnerstorememberkeytermsandconceptsmorereadily.’The

developmentofvideosaboutenzymesinSciencewasalsomotivatingforESNpupils.

Teachersviewedpositivelythemovetousethesetoolsinpersonaladministrativetasks:forexampleregistrationandemailonthemove;notetaking;and,resourcecollection.DatawasstillbeingcollectedontheimpactonthestudentsbecausetherewererequeststoextendtheprojecttoYear10becauseofparentalandstudentpressure.

“SENpupilsandstudentswithbehaviouralproblemshaverespondedparticularlywelltotheuseofiPadsasapersonaltool”.

Pupilreportersfortheschoolnewsstreamfoundthejobeasierandpupilsinthefocusgroupwelcomedopportunitiestohelptheteachers.

ConclusionsacrossthreestudiesUsingGuskey’slevelstheprojectleaderslookedatwhatkindofimpacttheprojecthadhadandatwhatlevelembeddinghadtakenplaceintheorganisation,also(check)amongstthestaffandamongstthepupilsintheirownschoolashasbeenrecordedalready.Inpresentingtheresultstoeachotherandtoconferencegroupsitwascleartotheprojectorganisersthattheresultsvariedwidelybecauseofthedifferentcontextsanddifferentcohortsanddifferenttimescales.Inadditiondifferenttechnologieshadbeenused.Alltheprojectswerealsostillinprogressbutsomeweremoreadvancedthanothers.Thefirstreportsonthedatahadnowordlimitandremainedinternaltotheschool.However,itwasimportanttosummarisethethreesetsoffindingsinan

accessiblewaysothatsomeconclusionscouldbedrawnabouttabletsacrossthethreeschools.Asaresulttheanalysisthatwassharedwasconfinedtotwopagesundertheseheadingsasabove:overviewoftheschool;descriptionofICTinfrastructureandresources,overallinfrastructureandresources;specifictechnologies;overviewofproject;impactontheorganization,thestaffandthepupils;keylessonslearnt;recommendationsforthefuture.FirstlytheresearcherlookedforevidenceacrossthethreeschoolsofthethreestagesofmobilelearningofferedbyPachler,Bachmair,CookandKress(2010).Allthetabletusershadmovedbeyondthefirststageoftrainingtousingthedevicesindependently.Althoughinthefirstseasideschoolonlyafewteacherswereinvolvedinusingthetabletsandownershipoftabletsintheschoolwasstilllow.SomestaffwerestillunhappyaboutSmartphonesbeingusedinschoolalthoughthiswasadeprivedareawheremanyofthefamiliescouldnotaffordtoprovideatablet.AttheLondonschoolthegroupofstaffwhowerenowtrainedandequippedwereusingthetabletsinplannedcurriculumprojectsforthesixthformandtherewasalreadypressurefromyoungerpupilsandtheirparentstoextendtheproject.Thesecondstage,concentrationonlearningoutsidetheclassroom,hadalreadybeenachievedinthefirstschoolattheseasidebecausethepupilshadbeenforcedtolearnoutsidetheirclassroomswhilstthenewschoolwasrebuiltafterthefire.Infact,thepresenceofanykindofdevicehadbeenalifelineindifficultcircumstances.Thethirdstagewasthemobilityofthelearnerinmixedrealitylearning,context-sensitivelearningandambientlearning.TheschoolshadnotexpressedtheirpedagogicalaimsasPachler,Bachmair,CookandKressdefinedthembuttheyhadintentionsthatwouldchangethetraditionalclassroominformationtransmissionmodel.SchoolonewasaimingatindependentlearningfromthestartandschooltwoenvisagedFlippedLearningasthepedagogytheywereaimingat.Inthismodeoflearningpupilswouldinvestigatetopicsoutsideschoolandsharetheirconclusionsintheclassroom.ThiswasonlyinevidenceofthethirdstageintheruralschoolwherepupilswereencouragedtousetheiriPadstotakevideosoutsidetheschool.Thetabletprojectwasmostadvancedinthisschoolsothefactthattheyhadreachedthisthirdstagewaspredictable.InthesecondanalysistheMirandaNetFellowslookedatthedatafromtheGuskeyperspectivelookingforimpactonstudents,onstaffandonpolicy..Theyfoundthattherearethreeimportantimplicationsthatstemfromthismodelforevaluatingprofessionaldevelopmentprograms.First,eachoftheGuskeylevelsisimportant:embeddingatinstitutional,staffandstudentlevel.Theinformationgatheredateachlevelprovidesvitaldataforimprovingthequalityofprofessionaldevelopmentprogrammesaswellasplanningtheproject.Second,trackingeffectivenessatoneleveldoesnotexplainimpactatthenextlevel.

TheFellowsengagedinthisprojectmayinthenextstagesalsotakeuptheadvicefromtheUSNationalAdultEducationPro(2014)thatemergedrecently,whichsuggeststhatschoolsmightplan“backwards”startingwheretheywanttoendandthenworkingbacktothestrategiestoachievetheirgoals.Thisisexpressedinaseriesoffiveconsiderations:

• Thefirstconsiderationshouldbethestudentlearningoutcomesthatyouwanttoachieve.

• Thenitwouldbedeterminedwhatinstructionalpracticesandpolicieswouldmosteffectivelyandefficientlyproducethoseoutcomes.

• Next,youwouldwanttoconsiderwhataspectsoforganizationsupportneedtobeinplaceforthosepracticesandpoliciestobeimplemented.

• Then,decidewhatknowledgeandskillstheparticipatingprofessionalsmusthavetoimplementtheprescribedpracticesandpolicies.

• Finally,onewouldconsiderwhatsetofexperienceswouldenableparticipantstoacquiretheneededknowledgeandskills.

Teachersandpupilsidentifiedsomeofthenextkeyquestionstobeinvestigated:• Howdoestheuseofpersonalhotspotsbypupilsaffectresponsibleusein

theschool?• Whatarethemethodsforengagingandmotivatingreluctantteachersto

considerchangesintheirpractice?• Whatlevelofon-goingsupportisneeded:teacherpedagogicalsupport,

technical,studentskillsetc.• WhatshouldbethebalancebetweeninformalandformalCPDfor

teachers?• Howmuchshouldtheteachersknowaboutpedagogicaltheoryinthis

area?• Whattheoriesofprojectmanagementareapplicableinthisschool?

Intermsofmethodology,summarisingandanalysingeachofthethreeprojectswasthemostdifficultactivityfortheactionresearchersbecauseoftheintenseconcentrationinvolved.ButcomparingresultswasalsodifficultbecausetheprojectshadbeenplannedandstartedbeforethethreestagesandtheGuskeylevelshadbeenexplained.Neverthelesstheresearcherfeltthataknowledgeofunderlyingtheorydoeshelpwithawholeschoolunderstandingofwhattheintroductionofdigitaltechnologiesistryingtoachieve.ResultswereusefulforreportstoOFSTED,togovernorsandinapplyingforpupilpremiumfunds.Asaresultofthistabletsproject,MirandaNetFellowshaverefinedtheexistingresearchtoolssothatiCatalystparticipantswillhavemoresophisticatedframeworkforevaluationsofCPDinthefuture.InthefutureschoolswouldbeginbybuildingintostrategythethreemobilelearningstagesandtheGuskeylevelsthusensuringthattheprojectisembeddedatorganisational,staffandpupillevelsothatimpactcanbemoreeasilytraced.Onechangehasbeenthatinlaterstudiesparentshavealsobeenencouragedtojoinafocusgroup.

Allcredittothesethreeschoolswhohavesharedtheirresultsinordertocontributesomeideastoschoolswhoareembarkingonintroducingtablets.Thissharingisindeedagifttotheprofessionalcommunity.Theresearchersfeltthatthebestresultfortheprojectleaderswasthechancetotalkwithotherexpertsonthestrategiestheyhadusedinconferenceandonline.MirandaNetpromotesthiskindofintellectualexchangeinvariouseventsaswellasthemirandalinkonlinedebatingsystem.ProfessorMikeSharples,isaninternationalexpertonthepedagogiesthathavedevelopedfrommobilelearningopportunities(2012,2013,2014,2015).Inthemirandalinkdebateabouttablets,hesummeduptheoverallconsensusthatschoolshavearesponsibilitytoharnessthepowerofmobiledevicesforlearning.

Thisisjustonesmallwaytohelpstudents‘navigatelife’anddevelopvaluedandtransferableskills.Thekeyisnottoletdevicesruleinschool,buttoputthemintotheirproperplacealongsidetheotherequipmentforlearning,andtoencourageresponsibleandsafeuse.

Notarevolutionthenbutthoughtfulchangesinpracticedesignedtopreparepupilsforthefuturelearning.

ReferencesAudain,J.(2014)TheUltimateGuidetoUsingICTAcrosstheCurriculumForPrimaryTeachers:Web,widgets,whiteboardsandbeyond!Bloomsburyhttp://www.bloomsbury.com/uk/the-ultimate-guide-to-using-ict-across-the-curriculum-for-primary-teachers-9781441144003/Davis,N.,C.Preston,andI.Sahin(2009a).ICTteachertraining:evidenceformultilevelevaluationfromanationalinitiative.BritishJournalofEducationTechnology(BJET).Volume40.Issue1(January2009)(PublishedOnline:Feb5200812:00AM):135–148.DOI:10.1111/j.1467-8535.2007.00808.xDavis,N.E.,C.PrestonandI.Sahin(2009b).Trainingteacherstousenewtechnologiesimpactsmultipleecologies:Evidencefromanationalinitiative’.BritishEducationalResearchJournal(BJET).Volume40.Issue5(September2009).Elliott(1991)ActionResearchforEducationalchange,OpenUniversityPress.MiltonKeynesandPhiladelphia.Fullan,M(2012)Stratosphere:IntegratingTechnology,Pedagogy,andChangeKnowledgePearsonhttp://www.pearson.com.au/products/D-G-Fullan-Michael/Stratosphere-Integrating-Technology-Pedagogy-and-Change-Knowledge/9780132483148?R=9780132483148Fuller,D.(2014)PopUpClassroom-MeetingthingssimplewithtabletsMirandaNetjournalhttp://www.mirandanet.org.uk/casestudies/313(check)GallowayJ.,M.JohnandM.McTaggart(2015)LearningwithMobileandHandheldTechnologies.Routledge.Guskey,T.R.(2002).Doesitmakeadifference?Evaluatingprofessionaldevelopment.EducationalLeadership,59(6),45-51.Hargreaves,D.(2000)TeacherTrainingasaresearch-basedprofession:possibilitiesandprospects.LeadingProfessionalDevelopmentinEducation

OpenUniversityReaderEditedbyElizabethBird,JohnButcher,BobMoon.Routledge,LondonHartnell-Young,E.&Heym,N.(2008).Howmobilephoneshelplearninginsecondaryschools.Coventry:BritishEducationalCommunicationsandTechnologyAgency(Becta).Canbedownloadedfromhttp://mirandanet.ac.uk/knowledgehub/publications/publications/Hartnell-Young,E.(2008).Mobilephonesforlearninginmainstreamschooling:resistanceandchange.ProceedingsofmLearn2008,Ironbridge,UK,October.Pp160-167.Canbedownloadedfromhttp://mirandanet.ac.uk/knowledgehub/publications/publications/Hartnell-Young,E.,Heym,N.&Rose,A.(2008).Defyingaculturaltaboo:usingmobilephonesforlearninginsecondaryschools.BERAannualconference,Edinburgh,September.Canbedownloadedfromhttp://mirandanet.ac.uk/knowledgehub/publications/publications/Haythornthwaite,C.(2007)‘NewInternationalTheoriesandModelsOfandForOnlineLearning.’ChicagoIL,USA,FirstMonday.http://firstmonday.org/NationalAdultEducationPro(2014)EvaluationTablesbasedonGuskeywww.naepdc.org/Quality%20Framework/Five%20Levels.docMalLeeandMartinLevins(2012)BringYourOwnTechnology:TheBYOTguideforschoolsandfamiliesAustralianCouncilforEducationalResearchPresshttps://shop.acer.edu.au/acer-shop/product/A5291BK/136Pachler,P,N.B.BachmairandJ.Cook.Ed.G.Kress(2010).MobileLearning:Structures,Agency,Practices.NewYork,Springerhttp://www.springer.com/us/book/9781441905840Pachler,N,C.Preston,J.Cuthell,A.AllenandPinheiroTorres(2011)TheICTCPDLandscapeinEnglandBectadownloadhere.Thisreportcontainsasectionaboutteacherswhoarereluctanttouselearningtechnologiesinclassroomsthatyoucandownloadhere.Preston,C.(2008).BraidedLearning:anemergingpracticeobservedine-communitiesofpractice.SpecialIssue:OnlineLearningCommunitiesinContext.InternationalJournalofWebBasedCommunitiesIndersciencePublishers.GuestEditors:OveJobringandPietKommers(4.2).www.inderscience.comPickering,J.(2007).Teachers’professionaldevelopment:notwhetherorwhatbuthow.NewDesignsforTeachers’ProfessionalLearning.(eds)J.Pickering,C.DalyandN.Pachler.London,BedfordWayPapers.Preston,C.(2004).LearningtouseICTinClassrooms:teachers’andtrainers’perspectives:anevaluationoftheEnglishNOFICTteachertrainingprogramme(1999-2003).Summary,fullevaluationreportandemergenttrendsforteachereducatorsandstaff-trainers.London,fundedbytheTeacherTrainingAgencywww.mirandanet.ac.uk/tta.Sharples,M.Ed.(2012,2013,2014,2015)InnovatingPedagogy.OpenUniversity.Coventryhttp://www.open.ac.uk/blogs/innovating/Younie,S.andM.Leask(2013)Teachingwithtechnologies:theessentialguide,OpenUniversityPressNotes

1. TheMirandanetFellowshipisacommunityofpracticethatisfreetojoin:mirandanet.ac.ukMostofthecontentsoftheKnowledgeHubisaccessiblebynon-membersexceptsomedraftpapersandthemirandalinkarchive.

Generalmembers'publicationsarehere:http://mirandanet.ac.uk/knowledgehub/publications/publications/ReviewsofbooksbyMirandaNetmembersarehere:http://mirandanet.ac.uk/knowledgehub/book-reviews/Consultationsubmissionsarehere:http://mirandanet.ac.uk/knowledgehub/white-papers/

2. MichaelFullan:MotionLeadershiphttp://www.michaelfullan.ca/3. Impactofsmartphonesonbehaviourinlessonstobereviewed

https://www.gov.uk/government/news/impact-of-smartphones-on-behaviour-in-lessons-to-be-reviewed

4. http://www.theguardian.com/education/2015/jun/20/tom-bennett-school-behaviour-tsar-class-discipline

5. https://www.tes.com/news/school-news/breaking-news/ofsted-warns-against-extremely-disruptive-tablets-school

6. https://cogitateit.wordpress.com/2015/12/16/disruptive-technology-part-2/

7. Mirandalinkdebatescanbeaccessedbymembers:http://mirandanet.ac.uk/join/joining-the-fellowship/

8. MirandaNetassociates,TabletAcademy,runcourseforschoolsaboutusingtabletscreativelyinschools.http://www.tablet-academy.com/

9. MirandaNetactionresearchnotescanbefoundherehttp://www.mirandanet.org.uk/researchexchange/events-2/research-themes/action-research-the-main-principles/

10. DetailsabouttheiCatalystactionresearchprogrammecanbefoundhere:http://mirandanet.ac.uk/icatalyst/professional-development-approach/

11. LondonMobileLearningGrouphttp://www.londonmobilelearning.net/