A research report and poster describing a small scale action research project examining what tutors can learn from each other to make effective use of mobile technologies for their learners across three age brackets.
The project focussed initially on understanding the beenfotstto tutors and learners of using technology within education. Some learners were provided with iPads for regular periods of entry-level maths lessons to assess their technical skills and support requirements. The project also focussed on comparing in-principle and actual outcomes. Mid and end-point reviews were used to assess progress in the use of technologies and to re-allign the research according to the findings.
Lower level adult students needed technical support in accessing the iPads before exploring maths and ESOL apps. They often lacked access to technology at home. Younger students seemed to need a balance between teacher and student-led activities which left little time in lessons for students to use the ESOL apps on the iPads. When using the class iPads there was less of a classroom management issue than when students used their own devices becaue of the risk of distraction via social media. There was more variation in response for adult learners but they often wanted to engage more with the teacher than the technology in class. Collaborative peer support for action research helped teachers learn from each other to make effective use of technology and build on learners’ pre-existing skills. The portability and ease of use of the technology for learners was a particular benefit, but also depended on 'ground rules' to ensure learners stayed on task.