What is the actual impact after the ‘Take Action’ phase?
Data shows our inquiry was worthwhile and the children were more engaged and increasingly on task. The students are continuing to use these apps to enrich their literacy time. As with Stoll and Temperley’s (2015) research showed, we began our inquiry using hand-picked pupils in order to obtain rich data as we were time poor. It was exciting to observe the peers around our target group begin to collaborate with and learn from them. This new learning is now naturally filtering through to the whole hub! The active engagement of these students motivated them to not only use technology but “to share their learning and teach others.” (Ministry of Education, n.d.). This was very inspiring!
How is the impact different or similar to the anticipated one?
Our initial hunch was correct, integration of iPads in the junior hub can enrich the literacy programme although we were interested to find out that not all apps are created equal in terms of collaboration and staying power. Information gained from our analysed data is being used to address gaps for example, to ensure talk time is promoted for PuppetPals and further data is being gathered to note any change in student behaviour
What is the impact on future inquiry/practice?
In retrospect there are things we would do differently in future inquiries. We would collect more data and feedback during the teaching sessions to improve our app selection so that the apps are better suited to identified areas of student needs. Allowing more time at this stage of the inquiry would help ensure our outcomes were providing richer relevant data. Spirals of Inquiry require a big investment of time as it is “fundamental to sustainable success.” (Stoll and Temperley, 2015, p.15)
In our classroom practice, we noted that although it was good to observe rich conversations and language used between the Senior Googler’s and junior students, at times they did the work for the students instead of showing them how to do it themselves. A bit of training and additional guidance would be useful.
Also, we are looking into adding further apps to offer more student choice. We will make it clear to the students the purpose and possibilities for different apps and further evaluate their app selection as a means to show their learning. More opportunities and time to share their work is also essential.
References:
Ministry of Education (n.d.). Primary school teachers use maths assessment to increase student
agency. Retrieved from
http://elearning.tki.org.nz/Teaching/Snapshots-of-Learning/Spirals-of-inquiry-Maths-assessment
Stoll, L., and Temperley, J. (2015). Narrowing the Gap with Spirals of Enquiry: Evaluation of Whole Education’s Pilot. Whole Education, UK. Retrieved from http://www.wholeeducation.org/download,634
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