Acer tablet trial. Using tablet devices in primary school classrooms

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1 Acer tablet trial Using tablet devices in primary school classrooms June 2013

2 Table of contents Background...3 Participant classes...3 Devices...5 Connectivity...6 Findings...7 Device management...7 Digital pedagogy...8 Teacher perceptions Student feedback Recommendations For schools For the department Conclusion... 14

3 Background The Department of Education, Training and Employment reviews and trials a range of existing and innovative technologies to support schools in meeting the needs of learners and ensure the latest technology is suitable for all students. The department previously conducted trials with tablet devices, specifically ipads, to examine the educational suitability in various school settings. The results concluded many educational benefits, in particular the ability to engage students and assist students with special needs. The Acer tablet trial was conducted to evaluate the suitability of an alternative tablet device 3G enabled Windows 7 Acer tablets. The aim of the Acer tablet trial was to: evaluate student use of tablet devices in primary school classrooms; assess curriculum integration with Curriculum into the Classroom (C2C) resourcing; investigate device management options; review device compatibility with the department s Enterprise Platform; and determine recommendations for Queensland classrooms considering the implementation of tablet devices. The trial took place at two primary schools during Semester 2, Incorporating two classes from each school, participants were selected via an expression of interest process. Data was collected via monitoring 3G data usage, school visit observations and survey feedback from teachers and students.

4 Participant classes The trial was conducted in a Year 4 and Year 6 class in two primary schools settings Hatton Vale State School and Nundah State School. Year 4 and Year 6 classes were selected to trial the devices to limit the impact on the National Assessment Program Literacy and Numeracy (NAPLAN) occurring in other year levels. School details: Hatton Vale State School Nundah SS Region Darling Downs Metropolitan Year level Year 4 Year 6 Year 4 Year 6 Class enrolment Device scenario 1-to-1 Shared 1-to-1 Shared Classroom connectivity Wi-Fi Wi-Fi Wi-Fi Wi-Fi

5 Devices Each trial school was provided Acer Iconia W501 Wi-Fi tablets (as pictured in Figure 1), protective screens and cases. These were loaned by Acer Computer Australia. The mobile touch screen tablets had a removable keyboard and Windows 7 capability. Figure 1: Acer Iconia W501 tablet Technical specifications for the tablets were: Acer Iconia W501 tablet technical specifications Processor AMD T-50 Fusion 1GHz Graphics DirectX 11 - Integrated Radeon HD6250 Screen 10.1-inch screen with a native resolution of 1,280 x 800 pixels RAM 2GB of DDR3 RAM Hard Drive 32GB Wi-Fi Integrated ability to connect automatically Ethernet Can use blue cable when docked Battery life Averages 4 hours Weight Approximately 970g

6 With the ability to run the Windows 7 operating system, the standard Managed Operating Environment (MOE) 3.0 was installed. Devices were also installed with the Microsoft Touch Pack, which included six programs that allowed students to explore the touch capability of device. 3G Connect software was also installed to allow access to departmental filtered internet via the Telstra 3G network. Each school received tablets to allow one device per student in the Year 4 class and a group of five devices to share amongst students in the Year 6 class. The devices were not part of a take home model during trial. A loan device was given to each teacher with a class in the trial at an introductory workshop day prior to the commencement of the trial. The workshop explored Curriculum into the Classroom (C2C) English, Maths and Science units specific to the time of trial and brainstormed possible ways to incorporate tablet devices into learning. Teachers and school technicians were supported through regular school visits, and phone contact. They were also provided with the Acer trial information pack outlining the purpose of the trial, device information, connectivity information and C2C ideas. Prior to the trial, each teacher familiarised themselves with the device and software available. This assisted in the planning of curriculum alignment, as well as device fundamentals and management. Connectivity All four classrooms had wireless infrastructure adequate for the trial. This connected trial devices to the department s network, ensuring departmental student filtered internet access. In addition to this, each device was embedded with a 3G SIM card with student filtered 3G network access. This provided a solution if wireless connectivity issues were encountered with the school network and further enabled and supported the mobile nature of the devices. For example, devices could still have internet connectivity if taken outside the classroom.

7 Findings Trial findings categorise into four major areas: Device management Digital pedagogy Teacher perceptions Student learning Device management Schools were provided with MOE imaged devices, meaning there was no set up required by the school, except for joining to the network. This was completed with assistance of school technicians and a departmental technician. Most classes managed the tablets with ease and students took the majority of responsibility for the care of the devices. Labelling tablets allowed students to quickly identify their tablet, and also allowed administrators to manage the allocation and collection of devices No schools used a commercial charging station/cart. Devices were locked away and charged in an additional space overnight, for example, either in a back storeroom in the classroom or library. Hatton Vale State School utilised a tidy tray trolley on wheels to transport devices, which also provided ease of access for students. Charging the devices overnight proved efficient as schools reported the battery successfully lasting the length of the school day. The devices were used to varying degrees during the day and this influenced their storage. For example, the 1-to-1 classes tended to keep the devices on the top corner of their desks for quick access, whereas the classes sharing devices kept them off to the side on tables and trolleys to access when needed. The model of Acer Iconia was reported by both students and teachers as being top heavy. When the keyboard was attached to the screen, mimicking a normal laptop ready for typing, the screen was heavy in comparison to the keyboard and would easily tip backwards. This was reported to Acer, and is no longer an issue with the release the latest model. As the devices were small and portable, students moved regularly to different spaces within the classroom to work with peers to complete small group and reading activities. Interestingly, teachers reported they didn t plan outside lessons involving the devices, resulting in the devices

8 not being taken outside the classroom very often. The general adjustment of implementing the devices within the classroom walls was enough, and most thought they would have ventured outside with the devices if the trial had been longer. No devices were significantly damaged during trial, even though all students didn t utilise the cases. A limited number of sustained scratches and marks were noted, however nothing that impacted usability or performance. During the trial, all students used their school wireless networks to access the Internet. All classrooms had the latest H3C access points providing sufficient coverage for trial participation. Due to this, and the lack of outside the classroom activities, the 3G coverage provided to devices was used in a very limited capacity. Contemporary Practice Teachers integrated devices into many curriculum areas and reported students as having faster and more convenient access to C2C resourcing. Assessment of feedback from students and teachers on the usage of devices, in particular curriculum areas, found both groups reporting the heaviest use in the Australian Curriculum subjects; English, Maths and Science. Refer Figure 2. Figure 2: Learning area integration (as reported by students) Devices were made integral to many classroom lessons during trial. Teachers developed lessons utilising various sources such as ideas from the introductory trial workshop, collaborating with fellow teaching staff, whole school plans, own professional research, C2C curriculum plans and QSA curriculum. One of the schools was fortunate to have an elearning Facilitator who assisted teachers with lesson ideas. All teachers were varied in their approach to the integration of the

9 devices due to their own ICT skill and contemporary practice levels. This will be explored further in the Teacher Perceptions section of this report. Collaboration with students from other classes was fostered, in particular in the 1-to-1 classes. As an example, one of the Year 4 teachers devised a buddy system with the adjoining Year 4 class. Teachers paired students where one student had greater ICT skills than the other. To manage this, each device was labelled with both students names and time was allowed for the trial class to collaborate and share their newly acquired knowledge and skills with their buddy. This increased student engagement and further extended upon the trial to benefit extra students outside the initial trial scope. An end of trial survey revealed what students had predominantly accessed on the devices during trial. Not surprisingly, games were high on the list, however installed MOE software including Microsoft Office programs such as Word and OneNote also rated high. Refer Figure 3 for the results. Figure 3: Software and accessories accessed (as reported by students)

10 Examples of ideas and activities implemented with trial classes are: Microsoft OneNote Collect and collate data for a project, then record oral presentations including audio and video using the in-built camera Re-tell a story using felt paddle pop stick puppets they made of different characters playback to hear Internet Explorer Access C2C resources, e.g. learning objects Post blog entries in class edstudio for C2C units Create find-a-words using Wordle Bookmark an online dictionary such as dictionary.com as a reference for literacy work Download Natural Reader for students who are struggling readers. it inserts text so students can hear their own 'scribed' story back Access Learning Place resources: Book Raps, Virtual Classrooms, edstudios Access instructional software such as Reading Eggs and Mathletics which assist in reinforcing ACARA Download and read ebooks online via We Give Books in silent reading time Microsoft Word Colour code syllables in words Writing tasks such as editing texts and typing own Create reports required in C2C units Audacity Record student s reading oral presentations

11 Teacher perceptions Students peer-tutored each other, which was great. Accessing the C2C learning objects on an individual basis was great. The C2C demands were able to be met by having this level of access (other classes found this difficult). Year 4 teacher, Nundah State School The students enjoyed having them in the class. It was convenient having access to more computers to research on in particular. Year 6 teacher, Hatton Vale State School The trial determined the fundamental importance of the teacher when implementing new technologies with students. The teacher, their pedagogical approach and tasks they implemented were critical in realising the potential benefits of the tablet device. Teachers reported most success when they embedded the device into authentic and student-centred tasks, allowing students to utilise the many features. Teachers were extremely positive about participating in the trial and agreed there was real benefit having tablet devices in a primary school setting. They reported that student ICT skills increased, as well as student interest and engagement. Most demonstrated preference for incorporating devices into rotational shared small group sessions, rather than implementing a 1- to-1 model with younger students. For example, one of the Year 4 teachers reported, working in small groups was more productive as students were able to navigate together and support each other. With a class of 31 students, simple issues such as forgotten passwords, or entering incorrect web URLs proved to be time consuming to manage and support. Teachers also reported: they needed time to consider how to implement the tablet device in their learning environment and class context to yield maximum results; the devices improved the quality of their C2C lessons; professional development was essential to assist with device functionality and classroom integration; using the devices saved time for some activities, for example accessing virtual classrooms and instructional software, however also noted that other activities took longer than traditional paper-based to access, such as accessing an online maths book; students could engage with most programs with ease due to prior knowledge from using desktop computers at school; significant savings on photocopying time as students could access activities from the class student page on their intranet and work that way;

12 lots of peer-teaching and sharing of ideas on how to troubleshoot challenges that arose. Having to fix technical problems through own trial and error processes further developed teacher s ICT skills and confidence. Student feedback I enjoyed using the tablet for schoolwork because it made it much more fun. Year 6 student, Nundah State School The Acer is the best thing ever. I think they are a big improvement for school and our class. Year 6 student, Nundah State School The software on the computer was easy and fun to use. Year 6 student, Hatton Vale State School As the trial involved primary school Year 4 and Year 6 classes, the age range of students was predominantly between 9 and 12 years old. Based on observations, students were more engaged, enthusiastic and positive when working on the device. Most had only worked on desktop computers in previous classroom situations, the school computer lab or at home, so students were eager to explore the possibilities of using a tablet device with their teachers. The standard MOE image meant that students were familiar with logging on, the layout of the image and the software available. Upon receipt, students personalised devices quickly by adding backgrounds such as favourite celebrities and configured screen savers. Many of the Year 4 students at Nundah State School brought in personal accessories from home to use with the device such as headphones, mice and stylus pens. The majority of students found the devices light, a useful size and the touch screen easy to use, however, like teachers, found the screen too heavy for the keyboard. Students reported that the tablets contained enough software to support them in completing their school work. Many reported they did not use the computers every day, and wanted to use the devices more than they got to. Many wished they could have taken them home with one student stating, I would LOVE to take the computer home and show if off to my family. Unlike teachers, students enjoyed using the computer more on an individual basis rather than sharing with peers. Students experienced positive outcomes during the trial, including: A group of boys, who didn t enjoy reading, started showing enthusiasm at silent reading time as their teacher allowed them to read electronic books on the device.

13 One group of students regularly stayed back during lunch to work on their online maths activities. Many students found the combination of the touch screen, microphone and camera while using OneNote very useful and fast in creating oral presentations for C2C assessment. Teachers were grateful that students could easily interact with devices and they didn t have to teach them a new system, as the devices had a Windows operating system, in which students were already familiar. Students exhibited an increase in ICT skills such as accessing programs, using specific program functionality, keyboard skills, and Internet searching.

14 Recommendations For schools: Allow teachers sufficient time to become familiar and confident with any new tablet devices before implementing into the classroom. Schools must budget for additional costs beyond the initial outlay for tablet devices to ensure they are effectively implemented in the classroom. Infrastructure costs and teacher professional learning are two essential components. Employ an agreement between the school and students outlining student responsibilities for care and appropriate use of the device. Professional learning is encouraged for teachers to consider the best contemporary practice approaches that optimise device use in the classroom. Visit the Smart Classrooms website for the latest news and updates on the ICT information for Queensland state schools. Obtain technical guidance in terms of classroom wireless connectivity before implementing tablet devices. Carefully consider how to store and share student content created on tablet devices. Younger students may need practice logging onto the school network to avoid future time delays during class activities. For the department: Continue research into tablet devices and their utilisation in school settings, including BYOx. Develop a MOE lite image to cater for devices with less capacity than desktops and laptops. For example, as these particular devices only had a 32GB hard drive and 2GB of RAM, installation of the full MOE image limited capacity for storage of student work.

15 Conclusion The Acer tablet trial was focused on evaluating the effectiveness of tablet devices in primary school classrooms. It sought to provide teachers and school administrators with evidence-based information about the use of tablet devices, their impact on teaching and learning, and logistical considerations that need to be addressed in schools deploying either 1-to-1 or shared devices. The trial resulted in many successful benefits for students. Engagement and enthusiasm was demonstrated by students throughout trial, and teachers reported positive outcomes in both curriculum alignment and student engagement. The devices were robust, required minimal technical support and provided students with an appropriate amount of software to support classroom work. The valuable feedback from trial teachers and students will assist schools with the implementation of tablet devices.

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