The Positive Impact of Launching a 1-1 iPad Project – The Data from Hove Park School
In April 2013 Hove Park School launched a 1-1 iPad deployment for 1600 students. What has been the impact on progress, behaviour and attitudes to learning?
Evidence based on the tracking of achievement data shows that the introduction of Hove Park’s 1-1 iPad Learning Transformation Project has made a positive contribution to the school’s work to eliminate the gap between the progress of economically disadvantaged students and their peers. Since the introduction of iPads 1-1 the progress of students eligible for pupil premium funding has accelerated compared to the progress of the cohort as a whole.
Analysis of behaviour data at Hove Park has shown that the use of iPads has resulted in a significant decrease in sanctions across the school for the first two terms working 1-1 compared with the same period in 2012. Most tellingly, the sanctions received by the pupil premium cohort of economically disadvantaged students has decreased at a faster rate over the same period.
Hove Park used pupil premium funding to provide eligible students with iPads and a suite of educational apps. These early results show that working 1-1 with iPads has had a clear and positive impact on these students who are now engaging with learning better and achieving at a faster rate.
Student Perceptions Of Learning
In order to gauge the initial feedback from students, the school asked 500 students at Hove Park to evaluate the quality of different aspects of their work before the introduction of iPads and again after 10 weeks of working with an iPad in lessons. In measuring the proportion grading the quality of work good or outstanding in a 4-point response scale, the results were extremely encouraging.
Enjoyment of lessons
Before students had an iPad only 4.7% of students rated the enjoyment of lessons as excellent. Now students have an iPad 47.8% of students rate their lesson enjoyment as excellent. 86.9% of students rate the enjoyment of lessons as good or excellent compared to 31% of students before they had an iPad.
Learning in Groups
Before students were using iPads 61.2% rated learning in groups as good or excellent, compared to 79.6% now.
Support from Peers
There were 58.1% of students who rated the support from friends as good or excellent before they had an iPad, compared to 67.3% now they are working with an iPad.
Sharing Work With Other Students
Before students used iPads 23.9% were sharing work with other students on a regular basis. This has increased to 62.7% of students sharing their work on a regular basis with other students.
It is clear that the use of iPads in lessons very quickly has a positive influence on students’ collaboration and sharing of their work.
66.6% of students rated independent learning in lessons as good or better before using an iPad. This rose to 79.6% of students rating it as good or excellent with the introduction of iPads at school.
Time in Lessons to Explore and Develop Your Ideas
This saw a shift from only 15.8% of students saying they were given time in lessons on a regular basis to 94% of students saying they now are given time to explore and research their own ideas on a regular basis in lessons.
The range of tools in the iPad and the speed with which they can be accessed during a sequence of learning activities means that teachers can plan to hand more responsibility to students for aspects of their learning during lessons.
Completion of Homework
64.5% of students rated the completion of homework as good or better before they used an iPad, compared to 74.7% of students since having an iPad.
Feedback from Teachers
Feedback from teachers was rated as good or excellent by 52.9% of students before they had an iPad. Since students have an iPad, 66.9% of students now rate the feedback from teachers a good or better.
In the first ten weeks, teachers experimented with a range of vehicles for setting and assessing homework. These increases in student responses mark the first steps in the journey to dramatically improve and personalise feedback to students in order to accelerate their achievement.
Sharing Work With Parents
Only 15% of students were sharing their work on a regular basis with parents. Since the introduction of iPads 55.6% of students are now sharing their work with parents on a regular basis.
One of the key aims of the Hove Park iPad learning Transformation Project is to bring parents into closer contact with their children’s learning. This early gain in the frequency of sharing work at home gives us a good platform to build on as we begin to share our lesson materials on iTunes U in the coming months.