E-LEARNING PAGE
1-1 devices
We introduced 1-1 devices in 2013.
In the first year, both teachers and students were getting used to the idea of having the devices in the classroom. Working out how to best utilise this tool, with support from the technology we currently had in our rooms, was the question on everyone's lips.
We began by setting up User Agreements, which both student and parent/guardian had to sign and return to school. To begin with only approximately 60% of our students had a device.
Our first problem was trying to use 1-1 devices, when, in fact, they weren't 1-1. We needed to make sure we planned tasks for students who did have access to the devices as well as for those who did not. Initially, we used the iPads as a tool for warm ups in mathematics lessons, encouraging students to work together. When it came to use the devices to create presentations and demonstrate their learning, those without reverted back to the desktop and notebook computers or creating large posters.
As the year progressed and both teachers and students became more adept at using the technology, more and more families took up the program. This year we now have approximately 90% of students with a device.
The important thing to remember is that we, the teachers, don't need to be experts in using the technology in our classrooms. The students are going to be leaps and bounds ahead of us. We need to make sure we are providing the opportunity for the technology to be used. It doesn't replace good teaching, but it should enhance the existing practices, eventually leading to the development and creation of new practices.
In the first year, both teachers and students were getting used to the idea of having the devices in the classroom. Working out how to best utilise this tool, with support from the technology we currently had in our rooms, was the question on everyone's lips.
We began by setting up User Agreements, which both student and parent/guardian had to sign and return to school. To begin with only approximately 60% of our students had a device.
Our first problem was trying to use 1-1 devices, when, in fact, they weren't 1-1. We needed to make sure we planned tasks for students who did have access to the devices as well as for those who did not. Initially, we used the iPads as a tool for warm ups in mathematics lessons, encouraging students to work together. When it came to use the devices to create presentations and demonstrate their learning, those without reverted back to the desktop and notebook computers or creating large posters.
As the year progressed and both teachers and students became more adept at using the technology, more and more families took up the program. This year we now have approximately 90% of students with a device.
The important thing to remember is that we, the teachers, don't need to be experts in using the technology in our classrooms. The students are going to be leaps and bounds ahead of us. We need to make sure we are providing the opportunity for the technology to be used. It doesn't replace good teaching, but it should enhance the existing practices, eventually leading to the development and creation of new practices.