adopting technology & adapting classroom practice

ADOPTING TECHNOLOGY & ADAPTING CLASSROOM PRACTICE The use of tablets on a one to one basis

December 2017

Rachel Shanks Do Coyle Paul Thomson

Adopting technology & adapting classroom practice

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December 2017

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CONTENTS EDUCATIONAL CONTEXT

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DEVELOPING A THEORY OF PRACTICE

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CASE STUDY 1 How student reflection through blogging can help aid recall of information

CASE STUDY 2

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Reflection in education using 1:1 technology

CASE STUDY 3

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Using iPads to develop independent learning in pupils with dyslexia

CASE STUDY 4 Do pupils’ perceptions and confidence in their ability with using technology have an effect on their progress and achievement?

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CASE STUDY 5 One-to-one technology and its potential to improve science learning in a Scottish secondary school

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USING TABLETS FOR TEACHING & LEARNING

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USEFUL WEB LINKS

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FURTHER READING & REFERENCES

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Acknowledgements This report is the result of teaching, action research and development work conducted by five teachers at Baltasound Junior High School, alongside their pupils, the pupils’ families and two academics at the University of Aberdeen. We would like to acknowledge and thank the following for their commitment and enthusiasm in participating in the project: Laura Bird, Angela Fraser, Margaret Pennington, Paul Thomson and Emily Tulloch. These teachers devoted considerable time and effort in studying a Masters course - Developing a Theory of Practice, which entailed carrying out an investigation into how they adopted 1 to 1 iPads in their classrooms and how they adapted and innovated their teaching practices. This project was facilitated and funded by Shetland Council in collaboration with the University of Aberdeen. The report was designed by University of Aberdeen, IT Services: Media Services 2017. To cite this report: Shanks, R., Coyle, D. and Thomson, P. (2017) Adopting technology & adapting classroom practice: one to one tablet use. University of Aberdeen: Aberdeen.

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Adopting technology & adapting classroom practice

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EDUCATIONAL CONTEXT This project arose from the Shetland Islands Council Quality Improvement Framework, developed by the Shetland Learning Partnership. One of the work streams of the Shetland Learning Partnership is to promote online access to the curriculum. The Shetland Islands Council asked Baltasound Junior High School to run a pilot project to investigate the possibilities from using tablets for online access to the curriculum. From August 2015, all pupils in the first three years of secondary school at Baltasound Junior High School, and their teachers, had access to their own dedicated tablet, an iPad Air device. Being selected as the pilot in this forward-looking initiative had a positive impact on the school which is constantly looking to use technology to improve teaching and learning in the Northern Isles. Baltasound Junior High School is the most northerly in the United Kingdom and works closely with its neighbouring school Mid Yell Junior High School.

While some of the teachers used iPads to facilitate pupil reflection, every teacher reflected on their practice and the impact of the adoption of the iPads. Student reflection has gained prominence recently and the process of documenting learners’ thinking and recording achievements is now a normal part of school experience for pupils in Scotland.

The teachers who took part in the school ranged from a teacher in their induction year to one who was about to retire. There had been changes in the computing hardware available in the secondary school with a reduction in the number of PCs before the introduction of an iPad for every secondary pupil and teacher.

The dedicated apps that each student has access to on their iPads, across many different subject areas, include MemRise (for learning Modern Languages), MathSpace (for individualised maths learning and target setting), Socrative (for assessing understanding), Inku (to support students with dyslexia).

The various ways that the teachers used the iPads ranged from pupils using blogs for reflection to assisting in the transition process for three pupils with dyslexia. In the transition work it was hoped that giving both pupils and teachers the tools to access the curriculum independently the pupils would be more engaged in their learning. Developing independent learning in pupils with dyslexia requires attention in order to raise pupils’ self-esteem as well as for academic success, thus working with the whole child and their wellbeing. One teacher focused on whether reflection in Glow blogs aided pupil recall and another investigated whether pupils’ perception of and confidence in their ability to use new technology had an effect on their progress and achievement in school.

Exciting areas that developed over the course of the project included every student having access to Glow (the Scottish online learning environment which provides access to Word, Excel, PowerPoint, OneNote, Sway, Yammer and more) and all students reflecting on their learning using their own learning blog. In Science, the OneNote platform was used as a way of taking/sharing notes as well as a digital method of learning and assessment.!!

As noted on the school’s website

‘having access to this technology allows students to take more responsibility for their learning and opportunities for learning outside the classroom. The school is regularly looking to explore opportunities for students to access materials, resources and courses not available locally and this technology is the starting point for that’.

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DEVELOPING A THEORY OF PRACTICE Researchers at the University of Aberdeen’s School of Education were approached for their advice and support to pilot the use of tablet PCs in teaching and learning at Baltasound Junior High School.! With funding for Masters level courses from the Scottish Government, five of the teachers at the school took part in the course ‘Developing a Theory of Practice’. Using this course as a launch pad for the implementation of the devices meant that pedagogy was at the forefront of the process rather than the hardware itself.

1] A rationale for the choice of practice area or focus of their study; 2] A vision of ideal practice - how things would be in an ideal world; 3] An initial analysis of practice – what happens in the real world, identifying specific components of practice and examples of it; 4] Critical analysis of relevant literature (focusing on a small number of key texts); 5] Reflection on own practice, for example using photos or video clips; 6] Selection or whittling down of evidence; 7] Articulation of own theory of practice, for example a mind map or other visual representation or a piece of creative writing, such as a poem.

In the Developing a Theory of Practice course we started by identifying successful practice rather than, as education practitioners often do, focusing on problems and situations which could be improved. By considering success and a new area to focus on the teachers were able to identify an area of practice into which they could introduce the tablet PCs.

TABLETS + REFLECTION

During the course participants gathered information for a portfolio which included:

The portfolio contained a narrative explaining the first iteration of understanding of practice alongside a critique of relevant literature and evidence of practice.

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BLOGGING WITH A PURPOSE

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support to examine existing practice in the light of new knowledge and insights. ! Furthermore, we aimed to enable practitioners ! upon the range of experiences and to build different perspectives found among the group of colleagues to support their professional ! learning by exposing these to sustained ! discussion and critical appraisal. Throughout ! the course, we deliberately linked learning ! to participants’ experiences and used shared ! responsibility for learning. Based on ! an action research process the course! linked learning to participants’ experience of professional activity – teaching, ! continuing professional learning and other ! We encouraged self-evaluation, contexts. critical! reflection and collaboration with !! as effective means to develop colleagues confidence and capability.

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• The course was launched with a twilight session face-to-face at the school with two academics from the University of Aberdeen and ten teachers. • For the rest of the time the participating teachers and the academics met virtually using the video conferencing tool Skype in monthly twilight sessions.

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• Teachers spoke together at school and communicated with university staff through the institutional virtual learning environment and via email.

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CASE STUDY 1 FOCUS

How student reflection through blogging can help aid recall of information

•! Use of blogging to aid recall •! Bringing together practical work and theory

! Background Reflective learning is an “intentional social process, where context and experience are acknowledged in which learners are active individuals, wholly present, engaging with others” (Brockbank and McGill, 2007, p.35). I have chosen to research reflection and how it can help pupils remember information that has been taught in class. I feel that in education we do not value reflection, in particular with aiding recall. I often find in Home Economics that pupils understand the information during class but when asked a week later about the same information they have forgotten it. As new teachers, we are constantly encouraged to be reflective practitioners and learn from our experiences in the classroom. So, if reflection is so important to a teacher to develop their knowledge, why can’t this principle be applied to pupils and have the same effect? At the start of the school year all pupils were given an iPad to be used in class to support their learning. Teachers were asked to use them in the classroom to see if the iPad help and support pupils’ learning. As a teacher of a practical subject I initially struggled to think of how I could use iPads to enhance learning. I then thought about what challenges I face in my subject and how I could use the iPads to overcome these challenges. One challenge I face is that pupils are enthusiastic and motivated during practical lessons but when it comes to the theory they can often become disinterested and struggle to make links in their learning. I decided to focus on the unit Scottish Dietary Goals. This area of the curriculum continues right through to Higher and, therefore, it is important that the pupils have a good understanding from S1.

Throughout the unit, practical and theory were linked but pupils were still forgetting key information. I felt that if the pupils could apply the information to their home life this would help them to understand it and, therefore, make it easier to remember. I decided to see if linking theory to the pupils’ everyday life was an effective way to aid recall.

“Another benefit of using Glow blogs is that members of the community are able to see what pupils are learning about” !

Laura Bird, Class Teacher

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Research Aims and Approach

Results and Outcomes

The research was carried out with S1 pupils and they all consented to take part. Pupils were asked to choose one item from their tea-time meal and apply it to a dietary goal. They were then asked to write a short blog about that dietary goal. This was to be done on Glow. Before the introduction of iPads, I would have asked pupils to write on paper and hand it in. Often the paper was either lost or forgotten and it made it very difficult to keep track of what the pupils were writing about or even completing the homework at all. They wrote about one dietary goal for each night of the week and then completed a short assessment. Pupils were asked to take the test twice, before they started blogging and afterwards.

The results showed a significant improvement in test scores when pupils blogged about the information prior to the test. All pupils saw an improvement in test scores. One pupil not only gained more marks but their quality of answer also improved. The answers were in greater detail and highlight that the pupil had a deeper understanding of the goals.

As pupils were using Glow blogs I was able to monitor their progress and leave comments on how they were progressing and check the information was accurate. As pupils had the iPads at home they could access Glow and research the information they needed for their blogs.

The pupils had sat the test before but there was a marked improvement in results.

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CASE STUDY 2

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Reflection in education using 1:1 technology

FOCUS •! How 1:1 technology can enhance the student reflection process

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Background Student reflection has gained prominence in recent years as a useful way to document learner thinking and to record achievements. It is widely encouraged in education and is embedded in the learning journey for all Scottish students. At our school student reflection has been part of the curriculum for several years and is timetabled weekly for all S1 to S3 students.

From August 2015, as part of a pilot, all S1 to S3 students enrolled in BJHS had access to their own dedicated tablet, specifically an iPad Air device. The use of 1:1 technology and its ability to enhance the student reflection process was explored.

Students use the designated time in order to reflect on what they are learning throughout the week and ask themselves questions regarding what they have achieved and its relevance in the wider world. In doing so, students are reflecting on their achievements, which then feeds into the student profile created in S3. The tool used to reflect on learning and record achievements is the WordPress blogging platform, available through the Glow online learning environment, which all students and staff within the school have access to. As the years have progressed, the process of reflecting on learning has improved greatly and students are more familiar with what is required when reflecting. The experience of staff leading these student reflection sessions has also improved and resources such as sentence starters (“these skills could be used …” and “I am learning this because …” and “in the future this would help me with …”) and example posts are used to highlight good practice. As students get used to the process they become more willing to expand on their reflections, including using images and hyperlinks to other relevant resources.

“The technology allows far greater opportunities for enhancing the process of reflection”

Paul Thomson, Acting Head Teacher

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the vision of enhanced student reflection is one where there is no designated time ! for reflection, where there is less teacher! led instruction and where pupils take ! responsibility for their own learning and ! their own reflection. An environment where ! and reflection happen within and out learning ! classroom, as and when appropriate, with the and students become effective, reflective ! learners, ! enjoying the reflection process and taking !the initiative to document their own learning and record their own achievements.

! ! This vision would include students being ! enthusiastic about reflection and want to share their learning journey with their ! peers, !their teachers and their parents. For students to improve their skills and ! track their progression and for students ! to gain confidence in their ability to describe ! this with others, further improving and share ! their literacy and communication skills. All the secondary students were surveyed about ! reflection and blogging. Questions also ! explored the dedicated use of technology, ! in particular the use of the iPad Air tablet. !

Results and Outcomes Students were positive about using technology as opposed to a paper based system of reflection and they liked how the process fed into the creation of the S3 profile. They did not like the repetitiveness of the process, nor being unable to personalise their blog more. They also disliked the time it took to blog; this was mainly due to the process of authentication on Glow in order to access their blog. Students rarely used their blogs to record and reflect on experiences and achievements out with school. This is an area to be further explored and promoted by the school.

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CASE STUDY 3

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Using iPads to develop independent learning in pupils with dyslexia

•! To give pupils with dyslexia a more equal footing at the start of secondary school •! Pupils involved will be able to confidently help others once in secondary school •! Pupils able to produce

work which better reflects their true ability

Background Primary pupils, especially those who are dyslexic, have easy and frequent access to computers in each classroom. They have access to special software such as Clicker 6 which assists them with reading and writing, allowing them to be more independent. As an Additional Support Needs (ASN) teacher I had concerns for some pupils in Primary 7 who were beginning the transition process into secondary. As the Secondary Department at the school were involved in a pilot project using iPads I asked if these pupils could be included, as part of their enhanced transition.

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By giving both pupils and teachers the tools to access the curriculum independently, I hoped to encourage the pupils to be more engaged in their learning. Developing independent learning in pupils with dyslexia should be concerned as much with raising pupils’ self-esteem, as it is with academic success. I have always tried to look at pupils holistically: their physical and mental health and wellbeing can impact on their learning. Involving parents from the start is vital, for example seeking their views of how dyslexia is affecting their child. As pupils enter their final year in Primary School they become more self-conscious and concerned about how their peers view them. This can lead to a reluctance to accept help from a Learning Support Worker. Some pupils would rather struggle than accept the help offered. Assessing the pupils’ views was difficult as they were reluctant to share their feelings, but I could see a way that using the iPad could help overcome this. By encouraging them to use it as a video diary, they could share their views without the embarrassment of actually speaking directly to someone.

“I would recommend that teachers be given time to become familiar with the iPad before they embark on projects with pupils” ! Margaret Pennington, ASN Teacher

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Research Aims and Approach

Results and Outcomes

Initial plans were too ambitious as there were restrictions on what the Council IT Department would allow with the iPads. I had hoped to customise each iPad to a pupil’s individual needs by purchasing applications to suit their needs.

Both pupils and teachers have learnt to use the various apps on the iPad together. The pupils have used their iPad at home for research, reading e-books and writing work using the Notes app. They have also used Siri to help them find information on the internet. Their self-esteem and confidence has improved by producing and presenting a PowerPoint on dyslexia and dyscalculia to the whole Primary Department.

In inclusive environments software applications that can be downloaded on mobile devices allow pupils with dyslexia the opportunity to be successful by enabling them to have their own individualised technological toolkit (Reid, Strnadova and Cumming, 2013). It was difficult to foster independence when pupils cannot print out their own work. Furthermore, access to the internet within school cannot always be guaranteed while access to the internet at home is wholly dependent on the parents’/ carers’ wishes to install it and their ability to afford internet access. There are parts of the island with very slow internet speeds. Using Siri, for example, is dependent on access to the internet.

The school is still waiting for Apple to give the pupils individual login details so that we can buy multiple copies of apps and assign them to individual pupils.

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CASE STUDY 4

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FOCUS

Do pupils’ perceptions and confidence in their ability with using new technology have an effect on their progress and achievement?

•! Comparison of pupils’ access to technology

Background

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•! Analysis of pupils’ level of confidence with new technology

•! Learning maths with iPads and the Mathspace and Sumdog apps

Secondary teachers at my school were asked to incorporate the use of the iPads into their everyday teaching in class and consider undertaking an action research study about the project. As well as teaching maths and physics I have a Pupil Support remit. This often involves working with pupils on their self-esteem and confidence and on promoting resilience and positive attitudes. I had reservations about my own ability to use the technology effectively, and that was what eventually led me to an area to explore. I decided to investigate with my S1/S2 composite class if the pupils’ own opinions about their ability and confidence in using new technology had any effect on the academic outcome in a discrete piece of maths learning. There are many other contributory factors in relation to the pupils’ eventual achievement and they cannot all be quantified in such a small study as this, for example teacher competence with new technology, suitable software/ applications, the amount of time pupils spent on their work. Other factors which may have had motivational effects and positively influenced the outcomes are the self-directed nature of the work the pupils did and their personal target setting to decide what they should be learning. Also, the possible view that working on the iPads wasn’t really work!

“Total immersion in the iPad probably diluted its effectiveness” ! Angela Fraser, Class Teacher

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FOCUS FOCUS •! •! ToTo explore explore visible visible learning learning •! •! For For learners learners toto bebe more more independent independent and and take take more more responsibility responsibility forfor their their own own learning learning •! •! The The role role ofof technology technology (iPads) (iPads) toto support support learning learning

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Coming from a science and engineering background where precise quantitative ! measurement is crucial I had misgivings ! about how you measure confidence and ! achievement using technology. Eventually I asked! the pupils to rate themselves out of ten on how confident they were using the new iPads. I devised a simple questionnaire ! to get !some idea of their previous experience of using ! technology at home and how long they reckoned they spent using it each day.

! ! I then allocated three levels of “confidence” to the !pupils: • very! confident (those who rated themselves 10/10) ! • confident (those who rate themselves 7-9/10) ! • and not confident (those who rated ! themselves 5-6)

No one! rated themselves lower than 5/10.

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The number of items of technology pupils owned or had access to at home, ranged from 1 to 4. Then I compared the number of items of technology with their selfdetermined confidence ratings.

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“Very confident” pupils tended to have access to more technology at home than less confident pupils. Pupils who were “not confident”, tended to have access to less technology at home than more confident pupils.

Results and Outcomes A common thread in pupils’ comments was that always using the iPads was too much and they would prefer a mixture of teacherled class lessons and textbook work along with using the iPads. There appeared to be no link between pupils’ self-determined “confidence” at using new technology and the actual success they achieved in a piece of maths learning using the new technology. Even if pupils do not present as very confident, that is not necessarily going to adversely affect their academic outcomes.

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CASE STUDY 5

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One-to-one technology and its potential to improve science learning in a Scottish secondary school

•! To explore visible learning •! For learners to be more independent and take more responsibility for their own learning •! The role of technology (iPads) to support learning

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Background Within the school setting, a focus on learning and teaching is the core work of teachers, identified and regulated according to the national Curriculum for Excellence (CfE). The concept of learning in CfE consists of targeted experiences and outcomes which pupils should have the opportunity to experience in school. However, the theory of conceptualising learning according to individual experiences is open to debate and individual pupil learning is something that is hard to quantify. Assessment is different to other types of testing as it is not about sorting pupils by ability. Rather, assessment provides schools with information about how much (or little) their pupils learn. For teachers, seemingly simple tasks of making learning experiences more prominent, enables discussion, evaluation and reflection to take place and provides the teacher with a deeper understanding of their own classroom practices. According to Ritchart and Perkins (2008) if learning is to be more visible within my classroom then pupils and parents need to become more aware of the learning goals that I, as a teacher, want pupils to achieve. Along with this prominence of bringing learning goals to the forefront, lies the need and opportunity to build a learning community that is based on trust and respect so that we are ensuring that all stakeholders are involved actively and positively in the learning process. I would like more of my learners to become more independent, to strive to challenge themselves and me, and ultimately take more responsibility for their own learning.

This will involve providing a motivating environment for their learning and ways of enabling them to build confidence to be more independent. I believe that the way in which I monitor and record needs to be much more visible and available to pupils.

“Pupils were focused more where they were individually and in terms of their level of challenge.” ! Emily Tulloch, Class Teacher

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Research Aims and Approach I wanted to know how pupils' motivation for

learning may be impacted by giving them the resources they need to learn a topic of their choosing. I also wanted to know if, their learning might then be more effective given that in principle, they would have more control over it which would enable them to learn at a faster pace or at a deeper level appropriate to their own learning, e.g. moving on when they need to. This, in principle, suggests a classroom where individual, more independent learning strategies are being developed which are not reliant on the teacher being free to move a pupil on with the next task. The iPads might influence student achievement and represent a locus of learning.

I devised the following questions to guide my action research: 1] How does an alternative approach to learning (i.e. accessing digital resources and working on topics more independently) impact on pupil confidence/motivation? 2] What are the challenges and opportunities of this alternative approach? 3] What are the challenges and opportunities of using iPads to support an alternative way of learning?

Results and Outcomes Monitoring the pupils' learning would take place by questionnaires, first a prior knowledge questionnaire - done to gauge existing knowledge and understanding of the topic, then a post topic questionnaire, recording of learning conversations and iPad recording of learning by individual pupils. All learners had a tailored learning plan for this topic based on their traffic lighting results and discussions with teacher. The limitations of internet speed and connectivity was a major disadvantage in terms of speed for pupils.

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USING TABLETS FOR TEACHING & LEARNING Summary of case study findings From the five case studies, it can be seen that pupils and teachers alike were motivated to use their iPads in different ways. Teachers were able, after some time spent deliberating and experimenting, to find ways that iPads enhanced their practices, and in some cases, ways that they could innovate using these highly portable digital devices. Pupils, on the whole, preferred mixed methods of teaching rather than total immersion in the iPads. In future, one of the teachers planned to do more teacher intervention and teacher-led group work while still using the iPads. Reflection is an essential part of learning and allows the learner to analyse experiences, understand skills that are being developed and their relevance in the wider world. It allows learners to gauge and understand their own progression, to set their own goals and plan for improvement. There are many ways that reflection can be recorded and tools that can be used for this. These include journals, diaries, learning logs, blogs, notebooks, forms, quizzes and index cards. It was found that through blogging, school pupils have wider scope for reflection as it enables them to have an audience for their critical reflection, allowing learners to enhance the reflective process and include supporting evidence such as images, videos, audio clips or podcasts and links to other relevant material on the internet. More than a way of presenting reflective commentary, blogging ‘adds in the conversion’ (Larsen and Hole, 2009, p.2) which is key to the learner gaining a deeper understanding of the experience and encouraging the learner to explore further. Thus, the dialogue and the questioning between learner and teacher emerge in real-time. Reflection through blogging promotes the learner’s own opinion and their point of view (Larsen and Hole, 2009). Blogs encourage ownership and help develop learner confidence through giving the learner a voice and a platform for sharing their voice. More importantly, blogging as a means of reflection or tool for reflection allows for collaboration and sharing: it lets learners learn from and teach each other.

What the teachers learnt from this process was that they needed to give more guidance to pupils on the structure and composition of reflective blog posts, highlighting what constituted high quality reflection. They needed to ensure that learners were using higher order skills and questioning, not only what they had learnt, but also articulating its relevance. One area for improvement was to enlarge the spheres of activity which promoted pupils’ reflections and blogging. While the school’s core values include working with the community and volunteering, and many students are active locally, these experiences were not included in their reflections. Another future focus is on extending collaboration with other learners, teachers, families and the wider community. The school could open up access to the blogs and encourage students to read, comment, feedback and evaluate each other’s posts. This would encourage dialogue between learners and promote a deeper understanding of topics through peer learning. Easier access to the blogs for parents is also being explored to encourage dialogue. This may lead to less formal reporting at set points in the school year as parents and carers see students’ reflections on their learning year-round. From staff, it is clear that more time is needed to develop their skills using the one-to-one technology, Glow and WordPress for blogging. Students identified that more teacher feedback and dialogue would improve the quality of their reflections and blog posts. This will be an ongoing process and the advantage of the one-to-one technology is that this feedback can be provided immediately, thereby encouraging real-time discussion. The tablet technology has provided opportunities for enhancing students’ reflective processes and, over time, the school will help students become more independent and more reflective learners.

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USEFUL WEB LINKS Jigsaw 24 (2016) - 1:1 iPad impact study The Scale School Report examines the impact 1:1 iPad deployment has had on educational establishments throughout the UK. It features in-depth analysis of how schools and colleges have incorporated iPads into their teaching and learning, and focuses on a number of key points of improvement such as: Improved test results; Increased attendance; Stronger performance in reading and writing. http://www.jigsaw24.com/fcp/content/ipad-deployment-report/content

The Guardian (2017) – 20 ways to use a tablet in the classroom ‘From tuning into worldwide radio to experimenting with augmented reality, here are the best ways to use tablets in class for education and entertainment’ 17 February 2017

https://www.theguardian.com/teacher-network/2016/feb/17/20-ways-to-use-atablet-in-the-classroom

Paddick, R. (2015) – 1:1 tablets schemes, the way of the future? Some UK experts are asked how can schools implement 1:1 tablet schemes effectively. http://edtechnology.co.uk/Article/11-tablets-schemes-the-way-of-the-future

Clarke, B., Svanaes, S. Zimmerman, S. and Crowther, K. (2013) One-to-one Tablets in Secondary Schools: An Evaluation Study http://www.kidsandyouth.com/pdf/FK%26Y%20T4S%20Stage%203%20Tablets%20for%2 0Schools%20Report.pdf

iPads @ Clevedon School Clevedon School in North Somerset has been using iPads in school since January 2013, as part of its digital learning opportunity. http://www.iclevedon.co.uk

Marcinek, A. (2012) – What We Learned: A 1:1 iPad Reflection Roll out of around 1000 iPads at Burlington High School (Massachusetts) to all students. https://www.edutopia.org/blog/one-to-one-ipad-reflection-andrew-marcinek

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Adopting technology & adapting classroom practice

FURTHER READING & REFERENCES Below are a selection of readings which we think you may find useful. As far as possible we have used open access sources. • Brockbank, A. and McGill, I. (2007) Facilitating Reflective Learning in Higher Education, 2nd edition, Society for Research into Higher Education and Open University Press: Maidenhead • Chan, K-K. and Ridgway, J. (2006) Students’ perception of using blogs as a tool for reflection and communication. ALT-C Conference, 13th International Conference of the Association for Learning Technology, Heriot-Watt University, Edinburgh, Scotland, 5-7 September 2006. http://community.dur.ac.uk/smart.centre1/publications/ALT-CEdinburghCHAN.pdf • Dede, C. (2014) The Role of Digital Technologies in Deeper Learning. Students at the Center: Deeper Learning Research Series. Jobs for the Future: Boston, MA. http://www.jff.org/sites/default/ files/publications/materials/The-Role-of-Digital-Technologies-in-Deeper-Learning-120114.pdf • Fernholz, L., Lassig,T. and Schultz, K. (undated) Using the iPad for Literacy Learning: Engaging in Best Practice. http://www.wsra.org/assets/Convention/Handouts_2014/f19%20l_fernholz_using%20the%20 ipad %20for%20literacy.ppt • Fullan, M. and Langworthy, M. (2014) A Rich Seam: How New Pedagogies Find Deep Learning, Pearson: London. http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf • Larsen, A.K. and Hole, G.O.(Eds.) (2009). e-Pedagogy for Teachers in Higher Education. Virtual Book. http://www.virclass.net/eped • Nuttall, J.R. and Nuttall, L. (2013) Dyslexia and the iPad: Overcoming Dyslexia with Technology. CreateSpace Independent Publishing Platform. (e-book) • Reid, G., Strnadová, I. and Cumming, T. (2013), Expanding horizons for students with dyslexia in the 21st century: universal design and mobile technology. Journal of Research in Special Educational Needs, Vol. 13, pp. 175–181. http://onlinelibrary.wiley.com/doi/10.1111/1471-3802.12013/abstract • Reith, A. (2013) Exploring the Use of the iPad for Literacy Learning, https://prezi.com/gfrna9edowyi/exploring-the-use-of-the-ipad-for-literacy-learning/ • Ritchhart, R. and Perkins, D. (2008) Making Thinking Visible, Educ Leadership, Vol. 65 (5) pp.57-61. http://www33.homepage.villanova.edu/edward.fierros/pdf/Curriculum%20Assessment%20Readings/ Ritchhart%20Perkins%20EdL%20208.pdf • Rust, F. and Clark, C. (undated) How to do Action Research in your Classroom, Teachers Network Leadership Institute. https://www.naeyc.org/files/naeyc/Action_Research_Booklet.pdf • Sammons, P., Kington, A., Lindorff-Vijayendran, A. and Ortega, L. Edited by Riggall, A. (2012). Inspiring teachers: perspectives and practice. Summary report. CfBT Education Trust: Reading. https://www. educationdevelopmenttrust.com/~/media/EDT/files/research/2014/r-inspiring-teachers-full-2014.pdf • Walsh, K. (2015) The State of the iPad in Education in 2015. EmergingEdTech. http://www.emergingedtech.com/2015/08/the-state-of-the-ipad-in-teaching-and-learning-in-2015/ • Wartella, E. (2015) Educational Apps: What We Do and Do Not Know. Psychological Science in the Public Interest. Vol. 16 (1) pp.1-2. http://journals.sagepub.com/doi/10.1177/1529100615578662 • Whitby, G.B. (2007) Pedagogies for the 21st century. Having the courage to see freshly, ACEL 2007 International Conference, Sydney, Australia. https://robertsonss.eq.edu.au/Supportandresources/ Formsanddocuments/Documents/pedagogy-for-the-21st-century.pdf