Government and partners

1:1 access to mobile learning devices

Researchers from the University of Bristol are investigating the educational impact of personal access to mobile learning devices at Key Stage 2 and Key Stage 4 in five schools.

This development and research project is using mixed methods to evaluate the impact of using personal digital assistants (PDAs) on learners' learning skills, attendance, behaviour and attainment. It will also review the success of the implementation and sustainability of the schools' PDA initiatives and provide examples of emerging good pedagogic practice.

The final reports from the project will be available in autumn 2008. Interim outputs will be published periodically.

You can download the January 2008 interim report in Word (206KB) | PDF (151KB) | ODT (91KB) format.

The executive summary of the interim report is also available in Word (99KB) | PDF (44KB) | ODT (66KB) format.

You can download the July 2007 interim report in Word (156KB) or PDF (172KB) format.

Emerging recommendations

Implementation - policy

• The initial implementation of mobile projects is logistically challenging.
• The open negotiation of contracts of acceptable and responsible use with learners and parents can be very useful in clarifying issues and building mutual trust.
• When learners expect devices to be used, they are more likely to bring them to school every day and keep them charged. When all pupils in a class have their devices with them, the learning benefits are optimised.
• Teachers need to play an integral role in choosing software and content to ensure that it is relevant to learners' needs. They are then more likely use the devices.
• Where possible, all relevant staff - especially teaching assistants, ICT co-ordinators and teachers - should be provided with mobile devices.

Implementation - technical

• It is beneficial to ensure reliable wireless connectivity.
• It is useful to consider systems for dealing with breakages and temporary loss of use of devices. This may involve planning for temporary loan stock.
• Systems for storage of and access to work need to be developed. Teachers and learners need to access digital work to provide and receive feedback.
• Consideration can usefully be given to possible software solutions to teachers' issues around observing process, tracking progress and formative assessment.

Professional development of teachers

• Teachers benefit from having time to explore what the devices can do before integrating their use into planned learning.
• Using mobile devices is likely to increase learner autonomy. Teachers need to ensure that learners are able to evaluate resources, think critically and reflect.
• It is important to consider the ways in which mobile devices are integrated with other (ICT and traditional) tools in learning at home and at school.

Bookmark with