Thank you to the parents who attended the last of the series of BYO iPad Workshops on Wednesday 23rd October and for your commitment to sending an iPad to school with your child in 2020.
The Digital Technologies Committee has now coordinated and presented two information workshops over the last eight weeks and the response to these has been pleasing, with the vast majority of parents who attended the final session committing to send an iPad to school in 2020.
In order for the BYO iPad program to operate successfully it requires a majority of families to send their child to school with an iPad in 2020.
At the final workshop we announced that we would be setting up a Purchasing Portal through JB HiFi in Osborne Park to enable families wishing to purchase an iPad to send to school in 2020, the ability to do so at discounted prices (education price).
The Portal is now “live” and can be accessed via this link.
Click here for the BYO iPad intention form
Please note Yr 5 Parents will not need to purchase an iPad for their child however if you have an iPad at home and it has iOS 11 on it we would strongly encourage you to send it along.
To help you make your decision, please find below some key points from each of the workshops, in case you were unable to attend them.
Key Messages from Workshops 1&2
The integration of digital technologies as an effective learning tool supports and enhances the teaching and learning program at Woodlands PS. Teachers incorporate digital technologies into learning and assessment to create environments focussed on developing creativity, problem solving and critical thinking. Woodlands PS develops responsible digital citizens who are accountable for their online behaviour and learning.
Creation over Consumption
The difference between "using ICT" and "creating ICT" is like the difference between using a game and being able to create a game. It is the difference between using an Instagram filter and being able to create your own photo filters. Learning how to create involves having an appreciation and understanding of how the technology and applications we use work. It's the "science" of technology.
Teaching Method and Practice
We acknowledge that the successful implementation of any technology program is reliant on quality professional learning, linked to the Australian Professional Standards for Teachers. We will continue to ensure that professional learning around the implementation of all initiatives including BYO iPads will provide:
* A strong focus on pedagogy first, technology second.
* Time for teachers to become familiar with devices and applications.
* The opportunity to attend formal professional learning sessions.
* Informal collaborations with other teachers.
* The support of an iPad mentor school?
The Substitution, Augmentation, Modification and Redefinition (SAMR) model offers a method of highlighting how computer technology can impact teaching and learning. It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.
‘Substitution and „Augmentation’ – enhance the accomplishment of ‘traditional’ tasks that have by the use of technology. It is in the next two stages – ‘Modification’ and ‘Redefinition’ - where technology can transform learning to incorporate rich, open-ended, student centred activities with a focus on a wider audience. All levels of the SAMR model are valuable in the learning process, however teachers are encouraged to plan activities in a sequence of learning that includes technology enhanced learning from ‘Substitution to Redefinition’. It is our belief, based on the current and emerging research that BYOD represents the next step in the transformation of our educational context from one in which technology merely supports the initial stages of learning to one where students are authentic participants and co-creators of knowledge, skills and values.
Learning outcomes for students:
* Higher scores on literacy tests for students using iPads compared to students that don’t use the device.
* Math test scores increased 20% compared to students using traditional textbooks
* An improved ability to implement reading strategies to comprehend narrative and informational texts.
* An improved ability to read and interpret a range of multiple choice questions, identifying what was being asked.
* Instant feedback students received when participating in reading tasks resulted in increased enjoyment and motivation when completing set tasks..
* Higher levels of engagement in learning, with students more willing to participate because the apps were interactive and stimulating, especially students with attention difficulties.
* Enhanced ability /opportunity to peer teach.
* Increased responsibility for the care of iPads
* The quality and quantity of students’ writing has improved and students displayed greater confidence in learning.
BYO iPad Program benefits:
* iPads enhanced learning by enabling authentic integration across learning areas
* BYO has allowed greater opportunities for personalised learning where students have excelled at their own pace
* Students have become effective technology problem solvers
* BYO iPads have enhanced communication between students and parents about their learning
* BYO students have taken initiative to extend their own learning outside of school hours
* Resources have been maximised, allowing a greater percentage of school funds to be spent on teacher professional learning and school infrastructure
* Increased opportunities for all students to access curriculum content regardless of learning style and ability level.
* Enhanced access to devices enabling authentic integration across learning areas.
* They have become conscientious digital citizens and continue to impress us with the rate at which they develop their skills and understandings in this area.
* Positive Behaviour Support (PBS) is embedded in all learning experiences, as we encourage children to show the school values when using technology.
Benefits of 1:1 BYO iPads in the Classroom
* have improved their self-assessment skills and have taken responsibility for their learning
* have become effective technology problem solvers
* do not need to wait for a particular time of day to access a shared device enabling efficient and effective use of learning time
* are familiar and comfortable using their own device, which has allowed them to focus on learning rather than learning how to use the device
* have developed the understanding that technology is a tool for learning
* have become responsible users of their iPads
* are ethical users of technology
* have shown increased engagement and motivation towards their learning
* 1:1 iPads have enhanced:
* learning by enabling authentic integration across learning areas
* opportunities for personalised learning where students have excelled at their own pace
* communication between students and parents about their learning
* opportunities for creativity and independence
* student initiative by extending their own learning outside of school hours
Resources have been maximised, allowing a greater percentage of school funds to be spent on teacher professional learning and school infrastructure
Latest research makes the following screen time recommendations:
* 0-18 months- none
* 18m - 2y - yes, some, with an adult
* 2-5y - 1hr assisted with adult
* 6 + no defined time, it all depends on the quality of the screen time as not all screen time is of equal quality.
The types - passive (watching) stimulating (games) and learning (Creating). Learning is the highest quality use,
creation over consumption. In our classes students are not sitting, staring for long periods of time being passive users, instead it is mainly 10-15 mins of use spread throughout the day.
Our commitment is no more than 90min max, with 20 min maximum in one go. intervals - Interactive, engaging, difficult to measure. To assist parents manage screen time at home, we say that on a typical day allow for I hour at school and then set your daily limit at home.
Communicating About Your Child’s Learning
Research over the last decade has shown students are entering schools in OECD countries with less oral vocabulary. Vocabulary is a critical element in children achieving well in all aspects of English. Therefore we strongly encourage parents to engage with your child about their learning using the iPad in order to develop their vocab, as they will be excited to share it with you. There’s no need to go through everything. Ask your child to select something to show you and have a conversation about it. Over time discuss a variety of learning areas and apps. These conversations are beneficial to your child’s learning as they are reinforcing concepts they have learned while developing their oral vocabulary. Parents should respond as an audience/reader as opposed to a critic. Feedback can be about asking questions that prompt the child to reflect on their work, “What are two things you think you did well and what is one thing you think you could do better next time?”
Students, parents and teachers all have an iPledge statement to sign. This promotes good digital citizenship. The iPledge outlines each person’s responsibilities to ensure correct use of the iPad. Staff will discuss the iPledge statement with the students and parents are expect to reinforce this at home.
Term 1 Timeline
Below is the proposed timeline for the beginning of 2020. It is important to note that the first three weeks there is a greater focus on Kagan Cooperative Learning, including class building activities, and the development of class routines.
- iPledge documents sent home
- Policy, Procedures and iPledge unpacked and practised n class
- no iPads to school
- Students bring iPad to school to have covers fitted and Zuludesk installed
- Class Parent Information Sessions, as per usual but with sometime allocated to discuss the BYO iPad program
- Signed iPledge documents returned to school
- Students bring iPads to school daily for learning
Families need to consider, the amount of time children will spend on devices, the age appropriateness of games/applications, when devices will be used, where devices are used and stored etc. There are several systems that allow parents to completely manage the iPad while at home. These systems allow you to regulate the length of time iPads can be used for, when they can be used and what can be accessed. FamilyZone and Parent Power are examples of such systems.
The Zuludesk license purchased by the school to manage student iPads at school, also allows you access to Zulu Parent to manage the iPad at home – free of charge.
Parents/Carers may even like to consider developing a Family Use Agreement, similar to the iPledge statements used at school. (examples of these can be found on the school Website.
If you require any more information we suggest you refer to the Q and A or the BYO iPad Management Procedures emailed out last week.