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inspiring learning through technology

Techknowledge studies

Techknowledge for schools

Techknowledge For Schools has been a like-minded charity for the last two or three years and has put a lot of energy into compiling valuable research and case studies during which time the work they have produced represents a valuable resource that we are very happy to share here. Below you will find the Techknowledge Case Studies; some of these overlap with our own but, as they have taken a different approach with their studies and undertaken these at different times, we felt that there was value in showing both perspectives.


 The Techknowledge Case Studies…

Alec Hunter Academy

Alec Hunter AcademyCase study undertaken: August 2013
Location: Braintree, Essex
Headteacher: Trevor Lawn
Assistant Head Teacher: Hamish Birley

Website: www.alechunterhumanitiescollege.co.uk


"Template apps (apps that can be used across a range of subjects), will be more helpful for schools in the long term.”

Alec Hunter Academy reported a number of benefits arising out of using mobile devices for teaching and learning:

  • Student motivation increased since students valued the devices and felt motivated to use them since they made subject matter more engaging.
  • The device were also excellent as a research tool, with students researching collaboratively and sharing information.

Read the case study for more information:

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Carter Community School

Cater Community School

Case Study undertaken:  September 2013
Location:  Poole, Dorset
Principal:  Rob Davies

Website: www.carter.poole.sch.uk


When smart tablets were introduced, Carter Community School aimed to supply equal access to the Internet for their students as well as providing all of the benefits of a mobile technology platform. This case study shows how their goals were achieved and what the effects were for parents and pupils alike.

Mobile devices were introduced at Carter Community School to ensure students had equal access to the Internet and the benefits of mobile technology. The school wanted students to learn more independently, and to develop problem-solving skills. They also thought that the portability of mobile devices would result in greater collaboration.

These devices were indispensable in achieving their goals. But they also led to parents becoming more involved with their children’s learning, taking a more active role in their education.

Read the case study for more information:

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Cedars School of Excellence

Cedars School of Excellence

Case Study undertaken:  September 2013
Location: Greenock, Renfrewshire
Head of Computing and IT:  Fraser Speirs

Website: http://cedars.inverclyde.sch.uk


Cedars School of Excellence gave iPads to students to ensure that the education that they offer is relevant in a world where technology is becoming increasingly accessible.

The school noticed benefits almost immediately: motivation increased since students had more options in their learning. Features such as the camera and microphone, in particular, enabled creative teaching and learning. Teachers noted not only that the devices were easy and quick to use, but that tablet technology provided better software than laptops.

Read the case study for more information:

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Chiswick School

Chiswick School

Case Study undertaken:  September 2013
Location: London
Headteacher: Anthony Ryan

Website: www.chiswickschool.org


Chiswick School introduced iPad Mini and Nexus 7 tablets to students, to support independent learning and problem-solving as well prepare them for the digital age. They found students collaborating much more and creating learning environments from previously empty spaces. Find out what learning benefits were uncovered!

The student body at this West London school is diverse, with pupils from both affluent families and socially deprived areas. Many are SEN students, and half speak English as a second language. Given this diversity, the school wanted to ensure that all 1200 students had equal access to the Internet and its vast resources.

The school introduced mobile tablet devices, one for every student and found impressive improvements in a number of areas, including independent research and problem-solving (particularly in Maths). Head Teacher Tony Ryan wrote about the school’s vision for 1:1 mobile learning and its benefits here.

Nexus 7 and iPad Mini tablets were given to children students from years 5-6 to prepare them for the digital age, and support independent learning and problem-solving. They weren’t disappointed – students found themselves collaborating much more, and empty spaces suddenly became potential learning spaces. The time invested in convincing teachers and stakeholders really paid off in terms of learning benefits.

Read the case study for more information:

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Cramlington Learning Village

Crammlington Learning Village

Case Study undertaken:  September 2013
Location:  Cramlington, Northumberland
Principal:  Rob Davies (now Wendy Heslop)

Website: http://www.cramlingtonlv.co.uk


Cramlington Learning Village set out to encourage independent learning and create more digital learning content. On introducing mobile devices, they realised these benefits and more.

Peer-to-peer communication increased since students found it much easier to communicate and collaborate with personal devices.

Students were also more engaged with subjects, mainly because lessons could be structured more flexibly as teachers were able to customise content. Students could also move around and use different spaces for learning. Feedback became more relevant: teachers had immediate access to student work and could provide guidance and correction that students could act on immediately. Read the case study to find out more.

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Dixons City Academy

Dixons City Academy

Case Study undertaken:  September 2013
Location: Bradford
Principal: Shirley Watson

Head of ICT Strategy:  Tait Coles
ICT Strategy: Daniel Ibbitson

Website: http://www.dixonsca.com


Dixons City Academy introduced tablets to ensure that students had equal access to the Internet, and to support independent learning. They also wanted students and staff to understand how technology impacts learning through being involved with this research project.

"We are trying to make it as organic as possible and also need-related. We have student leaders and I hope they will become the real champions, as well as an action group of real enthusiasts”

Perhaps the biggest benefit was the ability to offer more flexible teaching: teachers simply had more options in the kind of materials they could use or customise. This meant that they could tailor teaching to student needs. Other benefits included increased motivation and more independent learning.

Read the case study for more information:

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ESSA Academy

Essa Academy

Case Study undertaken:  September 2013
Location: Bolton, Lancashire
Director:  Abdul Chohan
Director: Andy Peet

Website: http://www.essaacademy.org


ESSA Academy was really keen to encourage independent learning and problem-solving and found that personal mobile devices exceeded their expectations. Students were much more motivated and engaged, and their devices made it easier to communicate with their peers and teachers.

"Pupil engagement, and their access to learning and the ability to ask questions whenever students need to, as well as cost savings on traditional resources”

Students could also more easily access educational material such as e-books and reference tools, and as all students had the same device, everyone had the same opportunity to use this content.

Read the case study for more information:

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Greenford High School

Greenford High School

Case Study undertaken:  September 2013
Location: Ealing, London
Assistant Head Teacher: Paul Nock

Website: http://www.greenford.ealing.sch.uk


The introduction of mobile tablets gave every student access to a more active and engaging learning environment. Motivation, collaboration and problem-solving were increased and pupils adapted to their new technology in innovative ways. Find out what what was uncovered in their case study.

"A noticeable increase in independent studies, collaboration, motivation and engagement”

Before the introduction of mobile tablet devices at Greenford High, the computer-to-pupil ratio was 1:2. After the project began every student had access to their own personal device, allowing a greater opportunity for active and engaged learning.

With over 2,000 students, staff were extremely pleased to find a noticeable increase in independent learning, motivation, collaboration, and problem-solving. Students initially used their devices extensively for online research but went on to discover more educational and innovative ways to use their tablets.

Read the case study for more information:

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Harrogate Grammar School

Harrogate Grammar School

Case Study undertaken:  September 2013
Location:  Harrogate,West Riding of Yorkshire
Assistant Head Teacher: Katie Nicholson

Website: http://www.harrogategrammar.co.uk


"Much of the best CPD has occurred in an informal way between teachers or between teachers and students”

Harrogate Grammar School wanted to see how iPads prepared students for working in a digital age. The school leadership had specifically wanted to improve feedback and mobile devices had a positive impact on this aspect of teaching.

The 1:1 nature and mobility of tablet devices made feedback faster and more effective: teachers could provide on-the-spot personalised feedback. The school also noted that students were more engaged and creative, collaborating more yet learning independently as well.

Read the case study for more information:

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Honywood Community Science School

Honywood Community Science School

Case Study undertaken:  September 2013
Location: Coggeshall, Essex
Headteacher: Simon Mason
Acting Assistant Head Teacher: Louisa Sanderson

Website: www.honywoodschool.com


Honywood gave iPads to Year 7 mainly to enable independent learning, self-led research, and problem-solving. Their remarkable success points to the value of having a strong learning ethos in place beforehand, and taking time to provide training and set up a good infrastructure. Check out the results of their project to find out what they achieved!

Read the case study for more information:

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Hove Park School

Hove Park School

Case Study undertaken:  September 2013
Location: Hove, East Sussex
Headteacher: Derek Trimmer

Website: www.hovepark.brighton-hove.sch.uk


iPads were introduced to ensure that all students had equal access to the Internet, and to help them become "21st-century learners" using mobile tablet technology.

Read the case study for more information:

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Longfield Academy

Longfield Academy

Case Study undertaken:  September 2013
Location:  Longfield, Kent
Principal: Anne Davis

Website: www.longfieldacademy.org


The school leadership at Longfield Academy introduced iPads for a number of reasons. They wanted to avoid the cost of PC suites and thought personal devices would support anytime, anywhere learning and enable independent research and problem-solving.

"It fits with students’ lifestyles and abilities; they already have this technology in their pocket”

The “cool” factor of mobile devices meant that students were more motivated. Communication increased, allowing teachers to provide continuous feedback. Perhaps most importantly, mobile devices provided alternative forms of communication for SEN students: teachers could differentiate between learners and provide different problem-solving options.

Read the case study for more information:

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Mounts Bay Academy

Mounts Bay Academy

Case Study undertaken:  September 2013
Location: Penzance, Cornwall
Principal: Sara Davey
Vice-Principal: Les Hall

Website: http://mounts-bay.cornwall.sch.uk


Mounts Bay Academy had ambitions to transform learning and enable development of the curriculum, and saw mobile devices as a way to do so.

"I did not imagine the cultural transformation between parents and staff. It provides access via email and increases access to the website”

Once they were introduced, Mounts Bay saw an increase in the speed and ease of carrying out everyday tasks, in addition to improved communication and engagement. There were also significant benefits for SEN students with regard to reading, writing, and numeracy. Overall, the mobile devices supported broader and deeper learning.

Read the case study for more information:

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Penwortham Priory Academy

Penworthham Priory Academy

Case Study undertaken:  September 2013
Location: Preston, Lancashire
Headteacher: Jim Hourigan

Website: www.priory.lancs.sch.uk


One of the benefits that the school wanted to realise was to “engage and enthuse” students with mobile technology since it was the most relevant to them in the digital age.

"If they are used at the right time and in the right place they are nothing other than advantageous”

One key indicator of success was a rise in attendance figures due to greater engagement. And when it came to teaching and creating content, teachers are now able to differentiate between pupils, rather than setting assignments common to the whole class.

Read the case study for more information:

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UCL Academy

UCL Academy

Case Study undertaken:  September 2013
Location:  London
Vice-Principal: Robin Street

Website: www.uclacademy.co.uk


UCL Academy wanted to make it easier to engage in independent learning and problem-solving, and to prepare pupils for working in a digital age. In particular, the school had positive experiences of using mobile devices for specific apps, and for researching and collecting evidence.

Over the first year…pupils had learned how to use them appropriately and were now regarding them as tools for learning rather than exciting gimmicks”. The school had a number of concerns including potential cost, and sustainability. Their main challenge was the lack of a functioning e-portfolio system.

The school also noted that it was essential to invest in professional development training and provide ongoing support to use technology in the school in order to take advantage of other technologies and opportunities.

Read the case study for more information:

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Wallace High School

Wallace High School

Case Study undertaken:  September 2013
Location: Lisburn, Northern Ireland
Vice-Principal: David Cleland

Website: www.wallacehigh.org


Wallace School, a Northern Irish School with over 1000 pupils, gave iPads to their students in order to support independent research and problem-solving with the aim of encouraging students to become resilient and adaptable learners. There had also been parental enquiry around mobile devices, and the school itself wanted to create an up-to-date technology environment.

The introduction of mobile devices resulted in greater independence, collaboration, and increased motivation to learn. Students were also more confident with doing research tasks and sourcing material. The educational content itself improved since teachers could customise it to individual students needs.

 

Read the case study for more information:

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Writhlington School

Writhlington School

Case Study undertaken:  September 2013
Location: Radstock, Somerset
Headteacher: Mark Everett

Website: www.wsbe.org.uk


Read the case study for more information:

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