So. I’ve done it. The PGCE is over. What did it entail, in brief?
- Very late nights and very early mornings
- Thousands and thousands of words of assignments.
- Lesson plans
- And evaluations
- Paper in plastic wallets.
It was hard work and tiring, but it’s over!
The final title of my 1c research assignment was:
A critical investigation using a case study approach into the extent to which low-attaining Year 10 students’ learning about reading unseen texts is supported by the use of iPads.
The use of tech in the classroom is something that I am extremely interested in. More specifically, the effective use of technology in the classroom. There isn’t much point in using a fancy piece of tech if it doesn’t actually improve educational outcomes (IE higher grades) for students, or increase engagement: tech is usually expensive.
While my own research was rather inconclusive – my research methods were not particularly “robust” and the sample was incredibly small – it does fit with the broader literature.
Ipads can increase engagement, but they can also increase barriers to learning. Using tech requires both the student and the teacher to be proficient in how to use the tech/application itself. If they aren’t, then the tech will not be using effectively. New barriers, such as increased off-task behaviour (Angry Birds, anyone?) can be witnessed.
In a PGCE session, we presented our research to our peers. As my actual research was rather inconclusive, I took two of the apps I’d used and provided a slightly broader exploration of the effective use of tech in the classroom. Many of my peers were surprised to hear what I said – “Surely using an iPad or an app gets kids engaged?” – until I said that we’ve all sat and browsed the internet, or sent a text, during a lecture or seminar… why would we expect our students to be any different?
The PGCE is now over and summer is here. It’s time to retire the PGCE blog and convert it into an NQT blog… (with more frequent posting.)
Let the adventure begin!