innovatED Magazine - Issue 4 - Spring 2020

The research shows that simply giving devices out has
no statistically significant impact on learning outcomes.
This I can agree with. It means that, if we don’t consider
for the planned use, teacher motivation, teacher
technology skills and experience etc., and simply give
out devices, there will most likely be no significant
positive impact on outcomes. I am not sure this is a
surprise. Do we give out calculators and expect Maths
results to go up, or do we give out textbooks and
expect subject knowledge to increase?
At this point I want to take another look at the Hattie
research and this time focus on those activities which
are indicated, unlike one to one laptops, to have a large
positive effect size, which IS statistically significant.
Lets consider, for example, feedback;
Feedback
Hattie identifies feedback as having a 0.74 effect size or
the “potential to considerably accelerate student
achievement”. Through technology this feedback can
be facilitated much more quickly as it can delivered
electronically as opposed to waiting for the next time a
student sees a particular teacher or attends a class.
Feedback can be provided in different formats
including the usual written feedback, verbal feedback
and even video based feedback, again facilitated by
technology and one to one devices. In addition,
feedback can be more of a two way discussion
allowing students to seek clarification on the feedback
they receive in a safe online environment rather than
trying to question it in lessons or around school in the
sight of other students.
Interventions
Interventions for students with learning needs is indicated
to have a 0.77 effect size. One to one devices support a
student with learning needs in a number of ways.
Microsoft and Google both have accessibility at the heart
of their learning tools, for example, supporting students in
a number of ways to allow easier access to digital content
including supporting the reading out of text content and
changing text background colour to name but two. Also
through technology, discussions or activities in lessons
can easily be reviewed or continued outside lesson
through collaboration platforms and digital video and
audio recording among other methods.
Conclusion
Technology in the form of one to one devices cannot be
expected to simply have a positive impact on outcomes.
Teaching and learning isn’t that simple. There are lots of
considerations required including teacher motivation,
experience and skills, availability of support and training,
school culture, and many other factors. If technology is to
have a positive impact these things need to be
considered and the application of technology carefully
planned and implemented. It is not the giving out of the
devices which has the impact but how a skilful educator
goes about using them, to support feedback and
students with learning needs, to encourage discussion
and encourage students to act as problem solvers •
Reference
(1) http://bit.ly/garyhenderson
Hattie actually emphasises that strategies focusing on
meta cognition and self regulation can have positive
impact on outcomes, such as help seeking among
pupils with a 0.72 effect size. Surely one to one devices
which allow students to seek help from teachers easily
both in and outside class is a positive thing?
Classroom Discussion
Classroom discussion is another influence which Hattie
identified, this time with a 0.82 effect size. Without one
to one technology this is limited to classroom time.
With technology, a record of discussion is easily
retained for evaluation or revision later, plus the
conversations can continue beyond the time or
geographical bounds of a class based lesson. Students
unable to attend classes for whatever reason are also
able to engage after the lesson. Those students who
have difficulty keeping pace with discussion or who
may be reluctant to engage in classroom discussion
can also do so via technology.
Gary Henderson is currently the Director of IT of
Millfield school in the UK. Prior to this he worked as a
Head of Learning Technologies, working with public
and private schools across the Middle East; this
included leading the planning and development of IT
within a number of new schools opening in the UAE.
Gary is a trained teacher with over 15 years working in
education. His experience includes UK state
secondary schools, further education and higher
education, as well as experience of various
international schools teaching various curricula. In
addition, he is also a Google and Microsoft Certified
Educator, a Microsoft Innovative Educator Expert and
an Apple Teacher.
S P R I N G 2 0 2 0 | I N N O V A T E D | I S S U E 4 | P A G E 2 9