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In 2012, The Hertfordshire & Essex High School decided to roll out a 1:1 iPad scheme, starting with their 200 sixth form students. However, they were unsure whether to also offer the devices to staff, as teachers were already provided with a school-managed laptop. They worked with our e7 team to set up a term-long trial in which 40 key staff members were given an iPad.
“There’s obviously been a huge shift in focus away from desktop PCs towards mobile devices,” explained the school’s Strategic Leader of ICT, Ross Woodall, when asked about the decision to roll out iPad. “We wanted to have a device that was friendly and intuitive for the students to use, and we didn’t want to deploy a Windows-based device and make it part of our domain, because a lot of our services are delivered via web interfaces. We thought that iPad was well made and well supported, and it really engaged and enthused the students. We trialled it with a few students and they were particularly keen on iPad over any other device.”
The school rolled out iPad to their sixth form first, partly due to the increasing popularity of the sixth form but also because “we really wanted to provide a device that they could embed in their lessons [from the start of the academic year].” However, after the initial rollout, it was clear that a few of the staff were a bit uncomfortable because some of them were less familiar with Apple products. “We decided to do the e7 trial so that the staff could get some hands-on experience with the iPad and see if it was beneficial as a teaching resource.”
Although our e7 deployments are usually split between staff and students, we were impressed by what the school had planned, and worked with them to identify 40 key staff members who would receive an iPad for a term. The school already provided staff with laptop computers, and one of the main aims of the trial was to assess whether providing an iPad as well would be an effective use of the school’s ICT budget.
“I think the e7 Project was very helpful in reassuring us that iPad for staff was a worthwhile expenditure,” Ross said. “Trialling the device enabled us to see the benefit it brought, while actually supporting the staff. This meant that they could make better use of the hardware with the students, as well as using it themselves. It meant that their teaching became much more mobile. They were able to teach out in the field or the playground if they needed to, and could do audio and video recordings in lessons with no planning needed in advance. Things like that were much, much less viable with a traditional laptop.”
When the school joined the e7 Project, our team met with them to discuss how they planned to manage their iPad deployment. While many schools are locking down their ICT equipment and filtering the type of apps that their students can download, the Hertfordshire & Essex team decided that when it came to getting older students to buy into the scheme and use their devices as much as possible, freedom was key.
“We felt that in order for the students to really embrace the iPad and make sure it was something that they used constructively, it was more helpful to have the students register them to their own iTunes accounts as opposed to a centralised one that was managed by the school,” explained Ross. “We already have a system where students can borrow laptops, and we found that this was underused because there wasn’t the flexibility [to allow students to put] their software on the laptop they were using, whereas with the iPad, freedom has allowed them to become a much more valuable resource rather than just being another item to carry round. We have very responsible students, so I’m sure we have the odd game installed on the devices, but we see them being used a lot for taking notes and recording lessons (to video or audio). I think that’s really valuable for them, the ability to access the teaching outside of the lesson.”
For more information on how iPad can transform your classroom, get in touch with the team on 03332 409 290 or emaileducation@Jigsaw24.com.
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