“Phone-tastic” learning


“Phone-tastic” learning
“Phone-tastic” learning
A ‘Road Trip’ to Embed ICT across school
[email protected]
Friday, 28 November 14
Friday, 28 November 14
Friday, 28 November 14
Friday, 28 November 14
John West-Burnham
Friday, 28 November 14
Photo James Wheeler
Friday, 28 November 14
Friday, 28 November 14
Friday, 28 November 14
‘For learners iPads are easy to use and
attractive. The research on iPad use and
adoption overwhelmingly reports that tablet
devices have a positive impact on students
engagement with learning.’
Clark & Luckin 2013
iPads in the classroom
Friday, 28 November 14
Friday, 28 November 14
Father Christmas Survey
% of devices student owned 2009
iPod or MP3
Nintendo DS
iPhone or iTouch
Smart Phone
‘Other’ Phone
Friday, 28 November 14
What can BYOD look like in the
Multimedia,YouTube, stop frame animation, filming,
editing bespoke movies, Edutube, school radio,
graphic design, photo-editing e.g. photoshop and
digital photography, podcasting, voxpops, blogging,
social networking, website design, e-books &
publishing, WIN, Twitter, web tools e.g. Padlet, apps,
web searches, wiki’s, journals, go animate, pinterest
Skype, sound recordings, Quizdom, BBC School
report, Animoto, Socrative, Google Apps (inc Gmail,
Google Drive...) e-reg, e-markbook, Flickr, word
clouds; Wordle, Facebook, Tumblr, Foursquare, Google
+, Google hangouts, QR codes, Apps for good...
Friday, 28 November 14
Get a Tech Bar
Friday, 28 November 14
Provide a real audience - from Wikipedia, blogs with comments,
YouTube, school radio podcasts, Twitter, school TV etc…
Offer a choice of outputs (written, typed, poster, presentation,
video, podcast etc…) the input (thinking, planning, note-taking,
drafting, re-drafting, collaboration etc…) remains the same and
the most important bit
Real time - news, events and global happenings
Fostering creativity as students become creators of content
Promoting self confidence and self esteem
Friday, 28 November 14
“From 5, children will learn to code and program,
with algorithms, sequencing, selection and repetition;
from 11, how to use at least 2 programming
languages to solve computational problems; to
design, use and evaluate computational abstractions
that model the state and behaviour of real-world
problems and physical systems; and how instructions
are stored and executed within a computer system.”
Friday, 28 November 14
“These are precisely the sort of skills which
the jobs of the future - and, for that
matter, the jobs of the present - demand.
From now on, our reforms will ensure that
every child gets a solid grounding in these
essential skills - giving them the best
possible start to their future.”
Michael Gove, BETT 2014
Friday, 28 November 14
The hour of code
Friday, 28 November 14
Friday, 28 November 14
Friday, 28 November 14
From Bobby:
As I start the mission it makes me feel like I have butterflies in my stomach, as the
freezing weather and thick snow breezes across my face. All I can hear is the rustle of
the trees hitting themselves.
From Josh:
The sniper rifle is held steadily in front of me, as I tread carefully. The snow is white as a
dove and crunches under foot. The sunlight glares into my eyes.
From Miguel:
I hear a chopper come from the sky. The snow starts going mad when it lands on the
building. I get on straight away. They get me out of there in the space of five to ten
seconds. The enemy troops end up looking like ants.
As I look back there is an explosion on the building where I was standing and I realise
how close I was to death.
Friday, 28 November 14
Student Leaders
Friday, 28 November 14
The technology you use will
impress no-one.
The experience you create
with it is everything.
Friday, 28 November 14