Chromebook pilot: Findings and results - 8 Dec 2015

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Chromebook Research and Professional Development Programme

Roger BlamireSenior AdviserEUN Partnership AISBL

What was learnt?

1: Overview

Aim: Understand how Chromebooks support innovation in the classroom and school as a wholeAssess impact on pedagogical practicesIdentify management and technical issues and solutions

Qualitative approach: Capture and analyse pedagogical practice and classroom perceptions

SourcesOnline questionnaires: April 2015: November 2015: Teacher/student voice: Case studies, webinars, blogs, videosInterviews with parents, student surveys

ICT and innovation at school, ICT experience and teaching practice, pedagogical scenarios, professional development and supportNov: the project (no. classes, Chromebook home?), learning (competencies deveoped), teaching (changes), impact on the school, advice to others


2: Baseline data

Schools (6, Netherlands, Spain, UK):Primary, lower and upper secondaryTeachers (9): Eight have taught for more than 20 years, two less than fiveMost mention having good leadership support and being in a school that encourages and supports innovationICT experience and support: Six teachers have used ICT for more than 10 yearsAll already work with students using Chromebooks Most have good technical, pedagogical and CPD supportICT provision:Generally good access to hardware, software and wifiMost dont allow students to take Chromebooks home

Intentions at start

Teachers intended to focus on promoting collaborative activitiesAlso creativity, flipped classroom, personalisation, enquiry- and project-based learningWide range of digital age competencies targeted for developmentEspecially digital, collaboration and communication skillsScenarios to develop these activities and skills

3: Findings

From a self-reporting, small number of schools, we found that:

Scenario-based learning supported innovationThink outside daily practiceActivities promoted digital age practices and skillsIn particular collaboration, creativity, the flipped classroom, independent learningThere was impact on:The schoolLearningTeaching


Findings: whole school

Impact across the whole school was achieved, by:Involving senior management and stakeholders inScenario designing workshopsPlan carefully, set goals and only then procureImplementation: weekly meetings with head teacherWorking in the Cloud Using apps that do more than Substitute, e.g. ClassroomChoosing apps that teachers readily pick up, to achieve educational aims Teachers, parents, students, all were engaged:Targeted pedagogy-led, onsite, in context PDWalking the talk: creating KahootsParents eveningsGoogle Experts SchemeThere were effective strategies for changeFocusing on a few curriculum areas e.g. EnglishNot trying to do everything e.g. focus on just three apps at firstSchools got the infrastructure rightReliable broadband, wifi (and home too), devices and appsChromebooks liked: practical, technically robust, functionality suited to school, fast and always work


Findings: learning

Students developed their skillsThe possibilities of Google education tools are excellent for 21st century skills. Collaboration of pupils is much better than before and adopted new ways of workingChildren are getting good at evaluating each others workThey can work wherever they have web accessYou can stay at home doing the homework with the group (student)Learning was more efficientEffective learning time has increased enormouslyThey dont have to carry books back and forth (parent)Everything they need is handy (teacher)It isn't a very big computer, and I can do my homework without worrying, because the computer goes very fastYou have all the information that you need in a computer. And you can share information with other people (student)There was more personalisationStudents work at their own levelMore collaboration was evidentThey can easily work in teams, using the instant synchronization featureThanks to the laptops, they dont need our help to do their homework (parent)

Students and teachers quotes7

Findings: teaching

Teachers adopted new rolesOur teachers have learnt to change their role from teacher to coach, letting go of students Students acquire more autonomyTeaching became seamless Students are learning to use digital follow-up: flipping the classroom is no longer scary. On the Chromebooks the teachers can see what you are doing, if you are in class or at home (student)Teachers rated apps highlyGoogle docs: collaborative working anytime anywhereGoogle Classroom: to make different groups in the same grade, plan tasks, help students acquire organising skills and take responsibilityKahoot: interactive, competitiveScreencastify: recording voice, screen and imageStorybird: edit stories created by the students

Students and teachers quotes8


Equipment / learning resourcesTo take home or not to take home?How to ensure sustainability and affordability?How to work with non-native (English) language environments and apps? How to ensure always on wifi? Sometimes the wifi goes and we can't do anything (Student)

PrivacyHow much information to share?

Effective learningHow to provide variety in a digital learning environment? With paper books we had more variety of work, more different activities than with Chromebooks (student)We spend 6h per day on the computer (student)

Thank you!

Compton CE Primary School, Plymouth 10