Choosing the Right Mobile Learning Device
Last week, even by my standards, was an EdTech overload. I spent a day at BETT 2013 and followed this up with a visit to The Brewery in London for the Apple Education Leaders Summit.
Aside from the fact that they were both free, the two events could not have been more different. One was chaotic, overwhelming in its size, underwhelming in its ability to inspire and poorly lit, the other was cool, calm, slick and intelligently indoctrinating. It doesn’t take a genius to work out which was which.
For all it’s faults, BETT was one of the better exhibitions I’ve seen at the Excel centre and it does give you a quick snapshot of what is out there right now. I was able to see all the tablets on offer, including a very interesting prototype device from Promethean, which has real potential in the primary market. What was evident immediately though was the lack of Apple’s presence. It’s hard to imagine how Microsoft’s Surface would hold up to a direct comparison with an iPad and I left BETT with the realization that there are a lot of teachers and directors of ICT who ma;y never have that opportunity. Because without this side by side comparison it’s just not possible to answer the most fundamental question when considering what you’re going to invest your money in:
Which device fits the needs of my school?
Is this the question people ask though? Do they simply look at the Surface and think, great, it has Windows and a USB port, i knowhow to work that, it is what I want. Or do they look at the iPad and think, great, I’ve got an iPhone, Apple is cool, the kids will love this.
It’s important to be as clear about your needs as possible before you go to an event like BETT because it’s so easy to be jollied along by a good salesman, or turned off by a bad one. Which mobile learning device to buy is probably one of the most important decisions anyone in your school is going to make in the next few years, with regards to teaching and learning. Not because the device itself will make students more or less clever, but because if you get it right, everything you do could change for the better.
If you choose the right device, students will be more engaged, attendance improves, learning is recognizably more independent and more thorough. Choose wrong and things won’t get worse, they will simply stay the same.
Whatever you think of Apple, they understand what is needed in the classroom to make positive changes happen. No, they’re not cheap, no they don’t make it as easy as it could be to integrate with your Windows environment or you plutonium-grade filtering system, but when you get the technology to work, you can really see results.
The reason for this is that they do exactly what author/speaker Simon Sinek suggests: they start with the WHY?
At the Apple Education Leaders Summit I found myself sitting in this classy venue, listening to motivated and engaging speakers constantly hitting me with answers to that question – Why Apple?
Whether the answer was ‘engagement’, or ‘results’, or ‘pedagogy’, they had an answer based in evidence and inspiration.
When I asked why the Microsoft Surface would be the answer to my classroom needs, I was told that it ran Windows 8 and had a USB port.
The Surface is a great product that IT departments are going to love, because it offers a solution that fits in with their current ecosystem.
As a teacher I don’t care if the device has a USB port, what I care about is that there is a workflow which means students can have access to their work whenever and wherever they are and that they can get that to me. Ports and sockets aren’t the only way to facilitate this.
There are a lot of different ‘why?’ questions that you might need to ask. The answer might be that you end up with a device you didn’t expect. The most important part of this process however is not 1 person in an exhibition hall, conference or shop floor thinking that they have found an answer; the answer can only come once you have put devices in the hands of staff and students and shown them (or had them show you) what that device can do for teaching and learning. If it becomes a centre-piece, it’s failed, if it becomes invisible, then you’ve got it exactly right. The device must facilitate good practice, it cannot replace it.
In no particular order, these are the criteria that I looked for when choosing the right device. On a physical level the device must allow:
- creating ebooks
- creating video
- creating presentations
- sharing of screens with peers and teachers
- making and curating notes in multiple mediums
- annotation of different mediums
- cloud-based storage and sharing of files
Most importantly, the device must be simple enough to use that it facilitates independent learning, whether there is a teacher to supervise this or not.
A good friend of mine (also a teacher) came over for lunch last week and he said to me that his school, like so many others across the western world right now, are in the process of making ‘the decison’ – what device and when? Actually that’s two decisions, and he wasn’t even quite convinced that mobile learning works yet. I thought he scepticism was refreshing. I’m often surrounded by people that are pushing an agenda; my device, my app etc is the best and you should use it.
He said to me that he had been on a couple of courses and no one had yet addressed what he believes to be the most important question – where’s the proof that this method works. Where’s the actual evidence that results are going to get better?
There are a lot of answers to this question.
The evidence is out there. But, the evidence is only out there for schools that were really struggling before they got the devices, so how much if the impact is about improved attitudes, confidence and feeling that if someone has given them this deivce that they are really investing faith and time in them? What about ‘ordinary’ or even ‘good’ schools where results aren’t an issue? Do students get that same buzz? Time will tell.
Maybe we’ll find that results don’t get better. Maybe results don’t matter as much as the fact that you’re not ‘deskilling’ them; we’re not sending them off into the world of work without the knowledge of how to work using these devices. In a few years time, certainly by the time the current generation are done with school, we/they will laugh about ‘desktop’ computers. They might well laugh at the concept of tablets too, but at least we’ll have pointed them in the right direction.
Legacy counts for a lot – we are always going to teach; the way we do it will and should change, and it’s important that the generations that pass through the hands of teachers see that they engaged them with skills and ideas that were put in place to help them. The fundamentals of science, how to spell, what happened in a certain year, the water cycle, these things will live on in ‘schools’ whatever they might be, but just because fundamental knowledge doesn’t change, doesn’t mean the way it is delivered should also remain static.