iPad – The Importance of a School Visit

LEARNING

A developing pedagogy, infrastructure issues and staff/student/parental concern provide overwhelming demands on an iPad project in education. There isn’t a template to follow, an expert with ALL the answers or indeed full support of the teaching fraternity.

So what to do? Try to visit as many schools/people as possible who can provide a balanced view of learning with the technology.

It quickly becomes clear that following Mr iPad on twitter, reading all positive reviews and jumping on bandwagons is not the answer. You also need the viewpoint of the vehement sceptic to inform debate and ensure the validity of decision making.

The balance can come from within your own organisation, but how many have had a chance to get to grips with the iPad and it’s potential? You can consult your PLN (personal learning network) where thankfully advice will inform debate and lead to deeper connections. However, visiting a school can reap the most rewards.

An example can be found at Clevedon School, Bristol who have been trialling iPads this academic year. I was fortunate to be invited to visit the school (with thanks to @ICTEvangelist and @James_Bowkett) and did so with an open mind. The purpose of the visit centred around the need to discuss/compare the trials and tribulations of iPad implementation.

Summary

• A robust wireless network is key to the successful implementation of the iPad in education
• Pedagogy is the focus not the device
• Senior Leaders must have a clear vision that the iPad is part of a learning project not just technology
• Perseverance is crucial to successful implementation as many issues arise
• Prepare for every type of question from staff, students and parents and treat them all with the same consideration
• Offer support to iPad users as often as possible – face to face, formal training and via email
• Create opportunities for people to see the iPad supporting learning

It also struck me, at Clevedon, how staff were keen to progress with the iPad in their classroom once they had had time to ‘play’ with it. The level of enthusiasm was infectious but was tempered by tales of initial apprehension and difficulty. It does take time to understand how a device may help learning and being told will not work for teachers who are already excellent practitioners. In fact it was these practitioners who offered tips on independent and personalised learning and not just how to use the iPad.

Clevedon School is an excellent example of how clear vision and staff support can lead to an iPad project moving forward. If you are considering a similar scheme I can strongly recommend a visit to a school who are developing learning with iPads. It is amazing how many successes and issues are shared and how often the answer is found when discussing experience.

May the collaboration continue.