London know|edge Lab

2013
What the research says
|ads |n the C|assroom
W||ma C|ark and kosemary Luck|n

2
LkLCU1IVL SUMMAk

ln Lhe Lhree years slnce Lhe lad was flrsL lnLroduced, Lhere has been a rapld upLake of lads and
oLher 'osL-C' LableL devlces ln schools boLh ln Lhe uk and globally. Lnormous lnvesLmenL ls belng
made, buL do we have Lhe evldence Lo supporL Lhls show of falLh?
1he adopLlon and lnLegraLlon of LableL devlces lnLo school sysLems ls noL wlLhouL lLs conLroversles,
and Lhe purpose of Lhls reporL ls Lo explore lf we know enough Lo demonsLraLe lf, how and when
lads supporL learnlng. Cur alm ls Lo ldenLlfy key ldeas from Lhe llLeraLure on Lhe effecLlve use of
lads and oLher 'osL-C' LableL devlces, Lo dlscuss Lhe lmpllcaLlons of LableL Lechnologles for school
leaders, neLwork managers, Leachers, learners and Lhelr parenLs, and Lo seL Lhls wlLhln Lhe wlder
global conLexL. 1he Lerm 'osL-C' LableL ls used Lo encompass Lhe pleLhora of new-look moblle
LableL devlces.
1hls reporL ls based upon a revlew of Lhe llLeraLure, lncludlng newspaper reporLs and blog posLs as
well as academlc and corporaLe research papers. 1he reporL ls dlvlded lnLo flve secLlons:
1. An lnLroducLlon,
2. WhaL Lhe research says abouL 1eachlng and Learnlng wlLh lads,
3. WhaL Lhe research says abouL lmpllcaLlons for ueclslons Makers,
4. WhaL Lhe research says abouL lmpllcaLlons for ulfferenL user Croups,
3. A revlew of Lhe 8esearch ConLexL.
8efore proceedlng, lL ls lmporLanL Lo sLaLe LhaL Lhls reporL has an unapologeLlc emphasls on lads ln
schools: 1) because LhaL ls where mosL of Lhe currenL research on 'osL-C' LableL devlces ls Lo be
found, and 2) ln Lhe knowledge LhaL Lhere are neverLheless common lessons Lo be learned LhaL are
appllcable Lo oLher LableL devlces and Lhelr use ln educaLlon.
When lL comes Lo 1each|ng and Learn|ng sLudenLs are generally reporLed Lo be poslLlve abouL Lhe
lads, seelng Lhem as essenLlal for 21sL cenLury educaLlon. WlLhln Lhls reporL Lhere are examples of
lads belng used Lo supporL learners beyond slmple drlll and pracLlce games, Lo support
co||aborat|ve |earn|ng, Lo provlde persona||sed |earn|ng experlences, lads Lo augment and
enhance deep learnlng, as ub|qu|tous, d|str|buted and connected learnlng Lools. We also dlscuss Lhe
ways ln whlch lads can conLrlbuLe Lo D|g|ta||y-Lnhanced Mon|tor|ng and Assessment.
lads can supporL seam|ess |earn|ng, allowlng learners Lo easlly swlLch learnlng conLexLs -
from formal Lo lnformal or personal Lo soclal - and Lo Lake conLrol of Lhelr own learnlng. lor
example, Lo supplemenL whaL Lhey are learnlng ln class ln real-Llme Lhrough addlLlonal web-
based lnqulry, or by maklng dlglLal noLes.
1he flnger-drlven lad lnLerface can mot|vate and engage students, keeplng Lhem
lnLeresLed ln conLenL for longer, and allowlng groups Lo lnLeracL wlLh Lhe devlce aL Lhe same
Llme and wlLh Lhe same ob[ecL. 1hls enhances and st|mu|ates s|mu|taneous opportun|t|es
for face-to-face soc|a| |nteract|on ln ways LhaL deskLop, lapLop and even neLbook compuLlng
wlLh Lhelr mouse-drlven screen, 'lndlvldual' perlpherals, flxed locaLlon, welghL and overall
deslgn do noL.
8esearch suggesLs LhaL Lhe adopLlon and use of lads ln and beyond Lhe classroom allows
sLudenLs Lo augmenL and enhance the|r |earn|ng |n ways that were prev|ous|y not poss|b|e
or noL so easy Lo do.
1eachers, sLudenLs and parenLs reporL LhaL Lhe mulLlple communlcaLlon feaLures, rouLlne
avallablllLy and easy accesslblllLy of lads ln Lhe classroom and ln sLudenLs' homes make
commun|cat|on between teachers and students, and schoo| and home eas|er and more
rouLlne.
3
A key poLenLlal beneflL of lad-llke devlces lnvolves Lhelr work|ng |n comb|nat|on w|th other
techno|og|es. ln comblnaLlon wlLh efflclenL neLwork connecLlvlLy and cloud sLorage Lhey
offer ever-lncreaslng capaclLy for Lhe collecLlon and collaLlon of daLa abouL learnlng acLlvlLy
wherever learners are. 1he analysls and represenLaLlon of Lhls daLa abouL learnlng ls vlLal Lo
format|ve eva|uat|on, assessment, se|f-assessment and ref|ect|on.
lor dec|s|on makers, such as school leaders, Lhere ls pressure Lo enhance learnlng and lads offer
poLenLlal Lo help. Many schools have adopLed Lhe lad or slmllar 'osL-C' LableL devlces, whllsL
many oLhers are looklng Lo do so ln Lhe near fuLure. We can learn from Lhelr experlences. Cur
research revealed mu|t|p|e dr|vers and |mp|ementat|on mode|s for lads ln schools and classrooms.
1he ma[orlLy of 1:1 |mp|ementat|on models were dr|ven by government bod|es and schoo| |eaders.
Sma||-sca|e approaches, such as class seLs, and shared group lads, tended to or|g|nate from other
groups: lndusLry plloLs, researcher-supporLed sLudles, lndlvldual Leachers or dlglLal champlons and
lndlvldual schools. r|mary schoo|s were more ||ke|y to go for shared dev|ces and class seLs,
whereas secondary schoo|s tended to a|m for 1:1 devlces. Lar|y adopters tended to fund dev|ces
whereas more recent adopters are more ||ke|y to seek fund|ng Lhrough parenLal conLrlbuLlons or Lo
arrange leaslng opLlons for sLudenLs.
Cur revlew suggesLs LhaL schoo|s w|sh|ng to use tab|ets shou|d have a c|ear rat|ona|e for adopLlng
Lhls Lechnology. Successfu| |mp|ementat|on of tab|et techno|og|es |n schoo|s requ|res carefu|, |ong-
term p|ann|ng before, dur|ng and after the event. Such plannlng lnvolves conslderaLlon of exlsLlng
Lechnlcal neLworks, ownershlp models, Lhe Lechnology llfecycle, broad sLakeholder preparaLlon and
on-golng engagemenL (parenLs, Leachers, learners, Lechnlcal managers, eLc.) as well as plans for
capLurlng progress and evaluaLlon.
ln Lhe currenL uk cllmaLe, fundlng ln schools ls very LlghL and many feel LhaL Lhe hlgh cosL of rolllng
ouL 1:1 LableL lnlLlaLlves requlres sLrong [usLlflcaLlon. 1he potent|a| |mpact of |n|t|a| and fo||ow-on
costs on whaL ls an already llmlLed fundlng sLream ls a parLlcularly conLroverslal lssue for some,
especlally ln Lhose lnsLances where parenLs are belng asked Lo 'Lake up Lhe slack'. A var|ety of
ownersh|p mode|s were ldenLlfled. lL ls lmporLanL Lo recognlse LhaL Lhe range and varleLy of
ownershlp models do, however, have |mp||cat|ons for organ|s|ng students' |earn|ng, cont|nu|ty of
access to students' work and |earn|ng data, as we|| as to management, ma|ntenance and secur|ty
of the dev|ces.
8eyond declslon makers Lhere are slgnlflcanL lmpllcaLlons for oLher user groups. 1he techn|ca|
support |mp||cat|ons are s|gn|f|cant. 1he apparenL ease of LranslLlon LhaL many of Lhe uk schools
LhaL have successfully lmplemenLed an lad lnlLlaLlve exhlblLed was masked due Lo Lhe facL LhaL Lhey
had recenLly moved Lo new, we||-equ|pped schoo| bu||d|ngs. 8eyond Lhe provlslon of Lhe neLwork,
Lhe |ntegrat|on process can be made worse lf new devlces llke LableLs are noL provlded by Lhe school
or college and belong Lo learners, are of dlfferenL makes and Lypes and use dlfferenL operaLlng
sysLems. 1he cons|stency of Lhe lad operaLlng sysLem and lnLerface and Lhe avallablllLy of apps, as
well as lssues of secur|ty, backup, restore and ||fecyc|e support was ldenLlfled as an lmporLanL
beneflL of lads over oLher devlces. Powever, oLher devlce manufacLurers have upped Lhelr game
and can now compeLe ln Lhls lmporLanL area. ln Lhls respecL, the rap|d pace of deve|opment |n the
area of tab|et comput|ng |s a key |ssue for schoo|s as Lhey plan for fuLure Lechnology needs and one
LhaL requ|res a process of cont|nuous eva|uat|on.
lor teachers, Lhere ls evldence LhaL lads enhanced the |earn|ng exper|ence and transformed
teach|ng pract|ce. MoblllLy, porLablllLy and general ease of use as well as rapld one-Louch access Lo
Lools (compared wlLh Llme consumlng loglns and resource-booklng requlremenLs for neLworked
compuLers) enab|ed a w|der range of |earn|ng act|v|t|es to rout|ne|y occur ln Lhe classroom. 1he
avallablllLy of a wlde range of apps and connecLlvlLy Lo cloud compuLlng as well as Lhe lmmedlacy of
communlcaLlon (vla emall, faceLlme, eLc.) wlLh sLudenLs afforded by Lhe omnl-presenL lads enabled
4
Leachers Lo exp|ore a|ternat|ve act|v|t|es (3u, lnLeracLlve, mulLlmodal, vlrLual Lours, eLc.) and forms
of assessment. ln addlLlon, Leachers felL LhaL Lhe devlces enabled Lhem, as Leachers, Lo promote
|ndependent |earn|ng, to d|fferent|ate |earn|ng more eas||y for dlfferenL sLudenL needs and Lo easlly
share resources boLh wlLh sLudenLs and wlLh each oLher. 1here are however some lmpllcaLlons for
tra|n|ng and developmenL and we ldenLlfy LhaL there are recogn|sab|e phases ln Leacher
famlllarlsaLlon wlLh Lhese devlces and Lhelr lnLegraLlon lnLo classroom acLlvlLy. 1he ldenLlflcaLlon of
Lhese phases can lnform Cu.
1he evldence from parents ls poslLlve ln Lhe maln. 1hey ldenLlfy beneflLs such as: |ncreased
engagement and |nterest |n |earn|ng, ga|ns |n know|edge and techno|ogy sk|||s, more t|me spent on
homework and more opportun|ty to make |earn|ng re|evant and authent|c. arenLs sLaLe LhaL
home-schoo| commun|cat|on |s |mproved wlLh Lhe lnLroducLlon of 1:1 LableL devlces and LhaL noL
havlng heavy school bags Lo carry around ls a ma[or beneflL. arenLs do also express some anx|ety
about breakage, theft, |oss or m|suse of Lhe devlces by chlldren, and express concern about costs
and lnconslsLencles ln whaL parenLs are expecLed Lo conLrlbuLe.
lor |earners lads are easy Lo use and aLLracLlve. 1he research on lad use and adopLlon
overwhe|m|ng|y reports that tab|et dev|ces have a pos|t|ve |mpact on students' engagement w|th
|earn|ng. llndlngs reporL lncreased moLlvaLlon, enLhuslasm, lnLeresL, engagemenL, lndependence
and self-regulaLlon, creaLlvlLy and lmproved producLlvlLy.
No tecbooloqy bos oo lmpoct oo leotoloq lo lts owo tlqbt, totbet, lts lmpoct JepeoJs opoo bow lt ls
oseJ. lloJs ote oo exceptloo to tbls ooJ lo tbls tepott we lJeotlfy woys lo wblcb lloJs coo be oseJ to
soppott teocbloq ooJ leotoloq. 1bete ls evlJeoce tbot tbey coo belp teocbets, leotoets ooJ poteots lo
moltlple woys to be mote effectlve. 1o levetoqe tbese leotoloq beoeflts, tbe lloJ sboolJ ploy tbe
soppottloq tole to tbe leotoloq octlvlty. 1be poestloo tbot sboolJ be oskeJ ls oot coo lloJs soppott
leotoloq?, bot totbet bow coo lloJs be oseJ to soppott collobototlve leotoloq, ot explotototy
leotoloq, ot wbotevet. 1be lloJ lt ls ooe of o tooqe of tools tbot coo belp leotoloq, ooJ wbeo oseJ
wlsely lt coo be effectlve. lot scbools, teocbets ooJ poteots tblokloq of lovestloq lo lloJs, tbete ls
mocb to be leotot ftom tbose wbo bove olteoJy tokeo tbls potb, ooJ oo locteosloq ottoy of Jevlces
ooJ owoetsblp optloos to cboose ftom. As wltb oll tecbooloqy, tbls ls oot o ooe-off Jeclsloo ooJ tbe
oo-qoloq costs, ooJ tbe oeeJ fot oo-qoloq evolootloo ooJ mooltotloq sboolJ oot be ooJetestlmoteJ.

3

CCN1LN1S
LkLCU1IVL SUMMAk 2
Ak1 1: IN1kCDUC1ICN AND 8ACkGkCUND 6
Ak1 2: WnA1 1nL kLSLAkCn SAS A8CU1 1LACnING AND LLAkNING WI1n IADS 9
Ak1 3: WnA1 1nL kLSLAkCn SAS A8CU1 IMLICA1ICNS ICk DLCISICN MAkLkS 14
Ak1 4: WnA1 1nL kLSLAkCn SAS A8CU1 IMLICA1ICNS ICk DIIILkLN1 USLk GkCUS 19
Ak1 S: 1nL kLSLAkCn CCN1Lk1 2S
ALNDICLS 29


6
Ak1 1: IN1kCDUC1ICN AND 8ACkGkCUND

A recenL Porlzon reporL on emerglng Lechnology ln educaLlon (nMC, 2012) suggesLs LhaL LableL
compuLlng ls one of tbe hoL Lrends for Lechnology adopLlon ln schools ln 2013, alongslde moblle
devlces and apps. 1here ls evldence of lncreased adopLlon of 1ableL Cs, lads and oLher 'osL-C'
LableLs ln schools around Lhe world (e.g. nMC, 2012, Culllan, 2011, Penderson & ?eow, 2012, Saenz,
2011) and, more recenLly, ln Lhe uk (e.g. 8LSA, 2012, nAACL, 2012). Powever, Lhe adopLlon and
lnLegraLlon of LableL devlces lnLo school sysLems has noL been wlLhouL lLs conLroversles - be Lhey
pedagoglc, Lechnlcal, soclal or economlc.
A recenL arLlcle ln 1lme (1ech), for example, suggesLs LhaL lads mlghL be good for learnlng, buL we
don'L have Lhe evldence" (Subramanlan, 2012). Slmllarly, Larry Cuban, a professor emerlLus of
educaLlon aL SLanford unlverslLy, has urged cauLlon, suggesLlng LhaL, 1here ls very llLLle evldence
LhaL klds learn more, fasLer or beLLer by uslng Lhese machlnes ... lads are marvelous Lools Lo engage
klds, buL Lhen Lhe novelLy wears off and you geL lnLo hard-core lssues of Leachlng and learnlng" (Pu,
2011).
ln conLrasL Lo such vlews, however, school leaders lnvolved ln an lad sLudy aL 8oslyn PelghLs school
ln new ?ork argue LhaL Lhe lad ls noL [usL a cool new Loy buL raLher a powerful and versaLlle Lool
wlLh a mulLlLude of appllcaLlons, lncludlng Lhousands wlLh educaLlonal uses" (Pu, 2011).
asL research has shown LhaL schools and classrooms are complex sysLems requlrlng a consldered
approach Lo Lechnology lnLegraLlon and lLs poLenLlal lmpacL on Lechnlcal, soclal and economlc
lnfrasLrucLures. lor school leaders, Lechnlclans, parenLs, pollcymakers and Laxpayers, Lhe laLLer
lssues are [usL as lmporLanL as pedagoglcal effecLlveness when lL comes Lo new Lechnology adopLlon
ln schools. So far as Lhe new range of app-enabled LableL Lechnologles are concerned, Lhe poLenLlal
lmpacL of lnlLlal and follow-on cosLs on whaL for many schools ls an already llmlLed fundlng sLream ls
a parLlcularly conLroverslal lssue for some, especlally ln Lhose lnsLances where parenLs are belng
asked Lo 'Lake up Lhe slack' (1hls ls 8rlsLol, 2011, ually Mall, 2011, 2012). lor Lhls and oLher reasons,
Lhe added value of Lhese devlces and Lhe ldenLlflcaLlon of effecLlve adopLlon models are currenLly an
lmporLanL quesLlon for many. 1hus, whllsL lL ls evldenL LhaL Lhere ls lncreaslng lnLeresL ln Lhe use of
'osL-C' LableL devlces by schools, Lhere are neverLheless concerns abouL schools '[umplng on Lhe
lad bandwagon' (koble, 2011) wlLhouL fully comprehendlng Lhe naLure of Lhls poLenLlally dramaLlc
Lechnology shlfL ln Lhe classroom. WlLh such lssues and concerns ln mlnd, our alm ls Lo ldenLlfy key
ldeas from Lhe llLeraLure on Lhe effecLlve use of lads and oLher 'osL-C' LableL devlces for learnlng,
speclflcally Lhe alms of Lhls revlew are:
! Lo provlde a summary revlew of Lhe llLeraLure on Lhe use of lads and oLher 'osL-
C' LableL devlces ln Lhe classroom,
! Lo ldenLlfy and dlscuss Lhe lmpllcaLlons of LableL Lechnologles for school leaders,
neLwork managers, Leachers, learners and Lhelr parenLs.
! Lo provlde a conLexL for currenL demand for lad and oLher 'osL-C' LableL devlces
ln Lhe classroom,
lAuS Anu C1PL8 'CS1-C' 1A8LL1S ln 1PL CLASS8CCM
7
When Lhe new Medla ConsorLlum descrlbed LableL compuLlng as a hoL Lrend for 2013 (nMC, 2012)
Lhey are referrlng Lo Lhe recenL so-called 'osL-C' LableLs such as Lhe lad or Coogle Androld devlce.
noL Lo Lhe earller generaLlon of sLylus-drlven 1ableL Cs and handheld devlces (SlaLes, uAs, lMs)
whlch flrsL sLarLed Lo appear commerclally ln Lhe early Lo laLe 1990s. 1he deslgn and use of Lhls new
generaLlon of LableLs are characLerlsed by Lhelr adopLlon of:
a moblle CS,
capaclLlve hlgh-resoluLlon Louch-screens, wlLh
mulLl-Louch flnger-drlven lnLerfaces,
backed up by a well-provlsloned apps markeLplace, and
a much broader range of connecLlvlLy opLlons lncludlng wlreless broadband, 3C, 4C, eLc.
ln conLrasL Lo early 1ableL Cs, whlch falled Lo galn ground ln Lhe face of llghLer, more efflclenL
lapLops and neLbooks, Lhe new generaLlon of LableL devlces have proflLed from fasL movlng
developmenLs ln Lhe relaLed area of moblle phone Lechnology. 1hey are rapldly galnlng ground as
consumer Lools of cholce for general medla consumpLlon and lnformal learnlng. lncreaslngly, Lhey
are belng adopLed as poLenLlally useful Lools for Leachlng and learnlng.
LA8L? 1A8LL1 CCMu1lnC ln SCPCCLS
1he ldea LhaL porLable, handheld and moblle devlces are useful Lools LhaL enhance Leachlng and
learnlng ls cerLalnly noL new and, lndeed, lL ls worLhwhlle referrlng back Lo earller sLudles ln uk
schools Lo ldenLlfy Lransferable lessons from work already carrled ouL. uA-CS pro[ecLs llke
Savannah (luLurelab, 2004) or Mudlarklng ln uepLford (nesLa, 2003), for example, comblned web-
based resources wlLh moblle devlces Lo encourage lndependenL and collaboraLlve learnlng amongsL
groups of puplls ln and ouL of Lhe classroom. Such sLudles conLlnue Lo provlde some baslc conLexL for
undersLandlng how Lo lnLegraLe LableL Lechnologles lnLo classrooms Lo promoLe learner lnqulry,
collaboraLlon and communlcaLlon skllls. 1he Pomework pro[ecL demonsLraLed Lhe effecLlve use of
LableL Lechnology Lo llnk home and school ln supporL of young learners' maLhs educaLlon and
lllusLraLed Lhe conLexLuallsed personal learnlng power LhaL well deslgned sofLware can brlng Lo bear
when runnlng on Lhese devlces (Luckln, 2010).
CLher uA-Lype sLudles lnclude Lhe eScape (CCA, 2003-4) pro[ecL LhaL looked aL sLudenLs' use of
uAs Lo generaLe coursework eporLfollos for deslgn Lechnology and oLher sub[ecLs llke geography, as
well as Lhelr use as a supporL for assessmenL, learner creaLlvlLy and Leamwork. 1hls Lype of sLudy
provldes useful lnslghLs lnLo Lhe uLlllLy of porLable Lools ln faclllLaLlng sLudenL moblllLy and
collaboraLlon ln pracLlcal workshop seLLlngs and Lhe use of porLable handheld LableL devlces Lo
capLure work ln progress ln LexL, annoLaLlon, lmage and audlo or vldeo.
A ma[or 1ableL C lnlLlaLlve ln Lhe mld-2000s was MlcrosofL's '1ableL Cs ln Schools' programme
(8ecLa, 2003). 1he MlcrosofL 1ableL C dldn'L really Lake off ln Lhe uk and was gradually superceded
by lapLops and neLbooks. Llke Lhe sLudles menLloned earller, however, 8ecLa's '1ableL Cs ln Schools'
reporL also offers a very relevanL sLarLlng polnL for conslderlng Lhe poLenLlal lmpllcaLlons for Lhe
adopLlon and use of 'osL-C' LableLs llke Lhe lad or Coogle Androld or oLher slmllar devlces. lL
provldes deLalled guldellnes on evaluaLlng LableL Lechnologles whllsL reporLlng on emergenL
pracLlces and processes ln Lhe effecLlve adopLlon and use of moblle LableL devlces as a supporL for
Leachlng and learnlng, as well as Lhelr lnLegraLlon lnLo school sysLems more generally.
8
'CS1-C' 1A8LL1 uLvlCLS C1PL8 1PAn 1PL lAu
Slnce Lhe lnLroducLlon of Lhe lad ln !anuary 2010, oLher new-look 'osL-C' LableL devlces have
rapldly galned ground, bulldlng on Lhe popularlLy and funcLlonallLy of moblle devlces such as
SmarLphones. AlLhough a year or so behlnd Apple ln brlnglng Lhelr moblle LableL devlces Lo markeL,
Apple's key compeLlLors now lnclude producers of Coogle Androld CS devlces such as Samsung wlLh
lLs Calaxy range as well as a wlde range of oLher players, llke Sony wlLh lLs 1ableL 3, Asus's nexus and
Lee ad, 8lackberry's laybook and, laLLerly, MlcrosofL wlLh lLs Wlndows 7 and 8 devlces. More
recenLly a rafL of new, mlnlaLurlsed LableL devlces, lncludlng Lhe new lad mlnl, have also begun Lo
appear. And, alongslde Lhese, a range of LableL-lapLop hybrlds by makers such as 1oshlba, Sony, uell,
Asus and Lenovo alLhough, wlLh a prlce Lag even hlgher Lhan Apple's lad, lL seems unllkely LhaL Lhe
laLLer currenLly represenL serlous compeLlLors Lo Lhe 'osL-C' LableL markeL.
ln addlLlon Lo Lhe above-menLloned app-enabled LableL devlces, a broad selecLlon of e-readers such
as Lhe Sony e-reader, Amazon's klndle and oLhers llke Lhe kobo, nook, eLc. ls also avallable LogeLher
wlLh an emerglng range of hybrld e-reader/LableL-llke Louch devlces provldlng faclllLles noL only for
full-colour LexLbook readlng buL also, lncreaslngly, as wlLh Amazon's klndle llre for example, offerlng
access Lo Lhe web, emall, soclal neLworks, mulLlmedla and apps.
lL ls clear LhaL Lhere ls an lncreaslngly wlde range of 'osL-C' LableL devlces avallable, each wlLh Lhelr
lndlvldual beneflLs and llmlLaLlons. Successful adopLlon, use and lnLegraLlon of such Lools lnLo
schools Lhus requlres LhaL relevanL sLakeholders Lake sufflclenL Llme noL only Lo undersLand Lhe key
feaLures of avallable devlces buL, more lmporLanLly, Lo ldenLlfy wheLher and how Lhe varlous devlces
mlghL 'besL flL' Lhe needs of Lhelr schools and Lhe wlder 'school communlLy'. A key alm of Lhls revlew
of Lhe llLeraLure ls Lo ald sLakeholders ln LhaL process.

9

Ak1 2: WnA1 1nL kLSLAkCn SAS A8CU1 1LACnING AND LLAkNING WI1n
IADS

ln Lhe Lhree year perlod slnce !anuary 2010, when Lhe lad was flrsL lnLroduced, Lhere has been a
rapld upLake of lads and oLher 'osL-C' LableL devlces ln educaLlon and, lncreaslngly and more
recenLly, ln schools (nMC, 2012). As of !anuary 2012, Apple reporLed some 1.3 mllllon lad devlces
belng sold lnLo educaLlonal lnsLlLuLlons, lncludlng more Lhan a Lhousand reflecLlng 1:1 deploymenLs
(Apple, 2012). A year laLer, ln !anuary 2013, Lhe general consensus ls LhaL whllsL Lhe lad ls sLlll Lhe
preferred leader for school-based LableL Cs, lLs compeLlLors are rapldly caLchlng up. Samsung, for
example, had recenLly begun Lo roll ouL plloL pro[ecLs for lLs Calaxy 1ab 10.1 devlce boLh ln lLs naLlve
SouLh korea and, more recenLly wlLh parLner schools ln Memphls, uSA (Samsung, 2012). CLhers, llke
Learnad (Learnad, 2013) or lrog4CS (lrog1rade, 2012), meanwhlle, are quleLly developlng
educaLlon-focused LableL-based conLenL managemenL sysLems akln Lo learnlng plaLforms ln Lhe hope
of caLchlng Lhe currenL wave of enLhuslasm for LableL devlces, parLlcularly ln Lhe uk.
lAuS ln 1PL CLASS8CCM - 1LACPlnC Anu LLA8nlnC
WhllsL many parenLs are concerned abouL Lhe hlgh cosL of LableL devlces and someLlmes flnd lL hard
Lo see Lhe value ln Lhem as a supporL for sLudenLs' learnlng, Leachers and sLudenLs are generally
reporLed Lo be poslLlve abouL Lhe devlces, seelng Lhem as an essenLlal 'Loolbox' for Lhe 21
sL
cenLury
classroom (Clarke, 2012).
LLA8nL8S: knCWlnC WPA1 1PL? knCW Anu nLLu
As parL of Lhelr 1:1 lad lnlLlaLlve, Longfleld Academy ln kenL surveyed Leachers, sLudenLs and
parenLs Lowards Lhe end of Lhe flrsL year of Lhe whole school roll ouL. SLudenLs reporLed use of Lhelr
lads ln almosL all sub[ecL areas, wlLh key uses belng: researchlng Loplcs onllne, bralnsLormlng (mlnd
mapplng) and presenLaLlons. 1hey furLher lndlcaLed LhaL Lhey wanLed Lo use Lhelr lads more ofLen
Lo replace pen, paper and books, Lo Lake noLes, deslgn games, make muslc, do onllne research and
homework, and Lo access Lhe school vLL. 1hlngs sLudenLs felL Lhelr lad supporLed whlch couldn'L be
done (as easlly before) were descrlbed by sLudenLs as: easy lnLerneL access, use of l8ooks, access Lo
LranslaLlon Lools, easy access Lo educaLlonal games and apps Lo supporL learnlng, rouLlne access Lo
Lools LhaL supporL reflecLlon, e.g. dlglLal mlnd mapplng and annoLaLlon of LexLs. (Pelnrlch, 2012).
8elng able Lo undersLand whaL a learner knows and undersLands ls key Lo Leachlng and learnlng.
Learners need Lo be compleLlng Lasks LhaL are approprlaLely challenglng, wlLhouL belng so dlfflculL
LhaL learners are bound Lo fall. lL ls Lherefore vlLal Lo ask lf Lhere ls a rlsk LhaL lads mlghL rlsk
'dumblng down' by maklng learners percelve ease of use as a key facLor ln Lhelr engagemenL wlLh
learnlng. 1here may be reasonable grounds for problng Lhe exLenL Lo whlch some lad drlll and sklll
games are Loo slmple and noL adapLed for educaLlon. Powever, Lhere are also examples ln whlch
lads play a role ln learnlng acLlvlLles LhaL enhance, augmenL and supporL deeper learnlng (sclence,
maLhs), auLhenLlc learnlng (forelgn languages), and vlrLual vlslLs (asLronomy, hlsLory). 1here are
some dlfflculLles Lo negoLlaLe, such as Lhe facL LhaL Lhe devlce ls noL deslgned for producLlvlLy, and
10
has no keyboard oLher Lhan Lhe Louch screen. Powever, lf Lhese dlfflculLles are overcome Lhere are
clear opporLunlLles for greaLer collaboraLlon, connecLlvlLy, and dlsLrlbuLed supporL neLworks.
8lC uA1A: ulCl1ALL?-LnPAnCLu MCnl1C8lnC Anu ASSLSSMLn1
A key poLenLlal beneflL LhaL lad-llke devlces offer ls Lhe posslblllLy Lo use Lhem ln comblnaLlon wlLh
Lhe ever lncreaslng capaclLy for Lhe collecLlon and collaLlon of daLa abouL learnlng acLlvlLy LhaL ls
afforded by efflclenL neLwork connecLlvlLy and cloud sLorage. 1he analysls and represenLaLlon of Lhls
daLa abouL learnlng whlch ls vlLal Lo furLher developlng Lechnology enhanced Leachlng and learnlng.
A small, porLable devlce LhaL ls personal Lo a learner and Lhrough whlch Lhey conducL learnlng
acLlvlLles ls noL only a wlndow for learnlng, buL also a wlndow Lhrough whlch lnvaluable daLa abouL
Lhe learner and Lhelr lnLeracLlons can be capLured, sLored and analysed. Powever, whllsL some
recenL sLudles on adopLlon and use of lads made reference Lo monlLorlng sLudenLs' learnlng, glvlng
feedback and lmproved ease of sharlng assessmenL and grades, as yeL Lhese were few ln number,
alLhough ln one reporLed example an Lngllsh Leacher aL Lodl ulnlfled School ulsLrlcL ln Callfornla ls
sald Lo be uslng Lhe app Ldmodo Lo alerL sLudenLs abouL asslgnmenLs and keep Lrack of Lhelr
homework submlsslons whllsL sLudenLs use lL Lo Lurn ln work, share noLes and check Lhelr grades
(nMC, 2012). ln anoLher uk example, Lhe Lssa Academy ln 8olLon (88C, 2013) ls maklng use of
LableL-based LesLlng ln some sub[ecL areas, llke MaLhs and Sclence, whlch glve lmmedlaLe feedback
Lo sLudenLs LhaL can also be shared ln real-Llme wlLh Lhe Leacher.
Cverall, however, lL seems LhaL Lhe rollouL of LableL devlces llke Lhe lad may sLlll be Loo new for
lmpacL ln Lhe area of assessmenL and feedback Lo have been fully lnvesLlgaLed. We know LhaL can
collecL, collaLe and share daLa, conducL baslc analysls ln real-Llme Lo enable monlLorlng and
feedback on sLudenLs' learnlng as lL happens Lo supporL formaLlve assessmenL and self-assessmenL.
Schools are sLarLlng Lo monlLor sLudenL learnlng wlLh Lhese devlces ls ln Lhelr use as a dlglLal
porLfollo, wlLh sLudenLs maklng use of Lhe Lool ln comblnaLlon wlLh cloud compuLlng Lo sLore a
record of Lhelr ongolng work, as ls Lhe case aL 8oslyn Plgh School on Long lsland (Pu, 2012) and,
lndeed, uk schools llke Lhe Lssa Academy ln 8olLon (88C, 2013) and Longfleld Academy ln kenL
where Lhe cloud/dropbox model ls also ln evldence. WhllsL sLorage capaclLy of Lhe lad devlce may
be llmlLed, access Lo cloud based sLorage ls clearly belng used by schools Lo allevlaLe Lhls consLralnL.
AL Lhe same Llme, Lhls necesslLaLes adequaLe access vla wlreless or neLworks, wlLh aLLendanL
concerns regardlng securlLy of daLa, neLwork sLablllLy and rellablllLy (Penlrlch, 2012). ln Lhe Longfleld
lad evaluaLlon, Leachers dld lndlcaLe LhaL havlng a personal LableL devlce dld help Lhem wLh daLa
managemenL ln areas llke pupll reglsLraLlon (Pelnrlch, 2012). Slmllarly, ln a uS sLudy on Lhe use of
lads by school prlnclpals, parLlclpanLs lndlcaLed LhaL Lhe moblllLy and mulLlmedla Lools of Lhe lad
helped Lhem monlLor and assess Leachers ln classrooms and Lo manage everyday admlnlsLraLlve
Lasks more effecLlvely (Wlnsolow eL al., 2012).
WhllsL Leacher lnLeracLlon wlLh such porLfollos for assessmenL purposes was noL expllclLly dlscussed
ln Lhe revlewed research, lessons may be drawn from earller research sLudles on Lhe use of dlglLal
porLfollos and assessmenL uslng earller generaLlons of LableL C (uAs) such as Lhe CCA eScape
pro[ecL ln Lhe uk (CCA, 2003-4).
11
1he vlsuallsaLlon of analysed daLa on Lhe lad offers lmporLanL supporL for assessmenL, feedback
and personal reflecLlon and Lhe poLenLlal for Lhe wldespread use of Lools LhaL can capLure Lhe
progress of a learnlng eplsode, lndlvldual or [olnL ls parLlcularly powerful. 1he recenL developmenL of
more school-frlendly LableL-based learnlng plaLforms for Androld CS by companles llke Samsung
(Samsung, 2012), Learnad (Learnad, 2013) and lrog1rade (lrog1rade, 2012) may go some way Lo
faclllLaLlng Lhe Lransfer of daLa beLween moblle LableLs, school neLworks and Lhe 'cloud'. 1he
Samsung SmarL School SoluLlon, for example, lncorporaLes a SLudenL lnformaLlon SysLem LhaL allows
Leachers Lo Lrack sLudenL daLa, lncludlng grades and aLLendance (8urke, 2012).
1he comblnaLlon of Lhe apps-based envlronmenL of Lhe LableL devlce, wheLher lad or Androld, wlLh
web-based sysLems and cloud compuLlng also offers a poLenLlally unlque opporLunlLy for
Lransferrlng learners' dlglLal daLa beLween sysLems, e.g. when uslng game-based learnlng or
lnLeracLlve learnlng apps LhaL provlde Leachers and learners wlLh lnsLanL feedback on Lhelr learnlng
progress, e.g. Lhe SocraLlve app, descrlbed as an 'lnsLanL assesmenL' e-cllcker devlce, whlch allows
Leachers Lo creaLe (and share) LesLs, qulzzes and games-based learnlng or lnsLanL voLlng, and Lo
collaLe feedback from sLudenLs lnsLanLly and anonymously (SmarLerLearnlng, 2013).
L8SCnALlSLu
All learners are dlfferenL and requlre Leachlng and learnlng lnLeracLlons LhaL acknowledge Lhese
dlfferences and provlde sulLable supporL. A Lechnology, such as an lad, LhaL ls owned by an
lndlvldual learner and populaLed wlLh maLerlal and appllcaLlons LhaL are parLlcularly sulLable for
Lhelr needs could be a powerful, porLable, personal learnlng parLner.
lor many sLudenLs, havlng noL only petsooollseJ occess Lo Lhls sLaLe-of-Lhe-arL Lechnology buL also
loJlvlJool owoetsblp of Lhe devlce, ls hlghly moLlvaLlonal. lndeed, 8urden eL al. (2012) found LhaL
personallsed access and lndlvldual ownershlp ls a cruclal elemenL ln successful adopLlon and
effecLlve use of Lhe lads ln Lhelr sLudy.
Penderson & ?eow (2012) reporLlng on an lad sLudy ln a new Zealand prlmary school polnL, for
example, Lo Lhe ldea LhaL such devlces can supporL seamless learnlng, allowlng learners Lo easlly
swlLch learnlng conLexLs - from formal Lo lnformal or personal Lo soclal - and Lo Lake conLrol of Lhelr
own learnlng, e.g. Lo supplemenL whaL Lhey are learnlng ln class ln real-Llme even as Lhelr Leacher
speaks, Lhrough addlLlonal web-based lnqulry or by maklng dlglLal noLes, pracLlces also ldenLlfled by
sLudenLs as a beneflL of one-Lo-one lad ownershlp ln a uk sLudy evaluaLlng a whole-school rollouL
of lad devlces aL Longfleld Academy ln kenL (Clarke, 2012).
ln 'shared lad' pro[ecL ln a norweglan prlmary school, sLudenLs were able Lo 'own' Lhe lad on a
rosLered basls, Laklng Lurns Lo Lake Lhe devlce home (Casparlnl, 2012). SLudenLs were free Lo add
apps, allowlng a degree of personallsaLlon. 8esearchers laLer collecLed Lhe lpads, lnLeresLed Lo see
whaL klnd of apps sLudenLs had lndependenLly selecLed. 1hey dlscovered one sLudenL (pseudonym
!osh) had organlsed hls apps lnLo LhemaLlc groups. AddlLlonally, he had lnsLalled some free apps LhaL
supporLed LexL-Lo-speech. 1hrough observaLlon and dlscusslon wlLh Lhe class Leacher, Lhey ldenLlfled
!osh as havlng readlng dlfflculLles. 1hus, !osh was able Lo use Lhe apps feaLure of Lhe lad Lo ldenLlfy
and obLaln useful asslsLlve Lechnology Lo supporL hls addlLlonal needs, an acL LhaL would have been
far less llkely Lo occur wlLh a deskLop compuLer where such speclallsL sofLware ls Lyplcally expenslve
Lo buy and lnsLalled by school Lechnlclans. !osh's experlence lllusLraLes Lhe ease wlLh whlch lads
and slmllar LableL devlces can, where personallsaLlon ls permlLLed, be cusLomlsed Lo sulL lndlvldual
needs.
12
ersonallsaLlon can, however, Lake many
forms - wheLher LhaL ls Lhrough
ownershlp of Lhe devlce, Lhe deslgn of
lndlvlduallsed learnlng acLlvlLles and
personallsed assessmenLs, or someLhlng
as baslc as avallable cholce of sofLware
and perlpheral Lools as a supporL for
Leachlng and learnlng. ln a class pro[ecL
on PalLl, a uS educaLor supporLed young
learners ln engaglng wlLh recenL
lmmlgranLs Lo Lhelr class wlLh shared use
of 3 class lads. Worklng ln groups,
learners were able Lo self-selecL
approprlaLe apps and Lools Lo supporL
Lhelr learnlng ln an approach LhaL noL
only allowed Lhe learners' volces Lo be
capLured buL also faclllLaLed a sLudenL-
cenLrlc consLrucLlon of knowledge
(8earson eL al. 2012).
leotoet-selecteJ opps . mynoltl
ln Lhls sense, even when shared amongsL a group of learners, LableLs llke Lhe lad can sLlll supporL a
hlgh degree of personallsaLlon ln sLudenL learnlng.
CCLLA8C8A1lvL
We know LhaL human knowledge arlses from soclal lnLeracLlon. Soclal lnLeracLlons can Lake Lhe form
of LradlLlonal Leacher and learner lnLeracLlons, peer-cenLred lnLeracLlons, or parLlclpaLlon ln
acLlvlLles wlLh large groups or communlLles. 8esearch evldence suggesLs LhaL 'osL-C' LableL devlces
llke Lhe lad can conLrlbuLe Lo beLLer quallLy collaboraLlve, co-operaLlve or cross-conLexLual learnlng
experlences for sLudenLs.
1he porLablllLy of devlces llke Lhe lad may also help Lo develop Lhe coherence of Lhe learner's
experlence, whlch can ln Lurn relnforce prlor learnlng and creaLe deeper undersLandlngs?
A sLudy of lad use ln a new Zealand prlmary school classroom, for example, reporLed LhaL Lhe
porLablllLy of Lhe lad, lLs mulLl-Louch, roLaLable screen, range of apps and general ease of use
provlded learners wlLh much beLLer opporLunlLles for collaboraLlon Lhan were posslble ln Lhe pasL"
(Penderson & ?eow, 2012). 1he flnger-drlven lnLerface moLlvaLes and engages sLudenLs, keeplng
Lhem lnLeresLed ln conLenL for longer perlods of Llme, and allows sLudenLs Lo lnLeracL wlLh Lhe
devlce aL Lhe same Llme and wlLh Lhe same ob[ecL, enhanclng and sLlmulaLlng slmulLaneous
opporLunlLles for face-Lo-face soclal lnLeracLlon ln ways LhaL deskLop, lapLop and even neLbook
compuLlng wlLh Lhelr mouse-drlven screen, 'lndlvldual' perlpherals, flxed locaLlon, welghL and overall
deslgn do noL. 1he class Leacher summed up Lhe collaboraLlve naLure of Lhe lad as a learnlng Lool:
oo bove to o) btloq o qtoop to tbe compotet ooJ b) bove to kloJ of slt otoooJ lt,
wbeteos lf yoo woot to sbow someboJy wotk oo tbe lloJ yoo coo fllp lt ovet ooJ tbe
scteeo woolJ fllp. Ooce yoove flolsbeJ wltb lt yoo coo poss lt to tbe closs lo
secooJs, wbeteos o Jesktop compotet yoo bove to sboffle evetyboJy to tbe
compotet.
13
Cn Lhe oLher hand, Leachers observlng use of Lhe devlce by groups of sLudenLs dld reporL LhaL Lhe
mulLl-Louch faclllLy of Lhe lad LableL, alLhough a Lechnlcal reallLy, dld noL work very well ln pracLlce
as Lhe devlce slze was Loo small for more Lhan one sLudenL Lo manlpulaLe Lhe Louch-screen aL one
Llme. Where lL was more successful was ln Lerms of lLs porLablllLy and Lhe ablllLy of sLudenLs Lo
generaLe lnformaLlon and easlly pass Lhe devlce Lo a peer for sharlng. AnoLher useful collaboraLlve
aspecL was Lhe ablllLy Lo use Lhe neLworked naLure of Lhe lad Lo collaboraLe or compeLe uslng
shared apps (Penderson & ?eow, 2012).
AuCMLn1Lu Anu LnPAnCLu
1he research suggesLs LhaL Lhe adopLlon and use of lads ln and beyond Lhe classroom allows
sLudenLs Lo augmenL and enhance Lhelr learnlng ln ways LhaL were prevlously noL posslble or noL so
easy Lo do (Pelnrlch, 2012, uLLCu, 2011).
AL Lhe Auburn School ln Maryland, uSA, for example sLudenLs were able Lo mlx and maLch from a
wlde range of apps Lo enhance Lhelr learnlng abouL 1.S. LlloL's '1he WasLeland' - all from a slngle
devlce, lncludlng vldeo lnLervlews wlLh auLhors and scholars, podcasLs, dedlcaLed 'easy-noLes' apps
on Lhe LexL and Lo use Lhe ln-bullL Lools of Lhe lad Lo make Lhelr own annoLaLlons, e.g. hlghllghLlng
LexL or recordlng audlo reflecLlons or noLes (nMC, 2012).
u8lCul1CuS, ulS18l8u1Lu Anu CCnnLC1Lu
ln many sLudles, Leachers, sLudenLs and parenLs reporLed LhaL Lhe mulLlple communlcaLlon feaLures,
rouLlne avallablllLy and easy accesslblllLy of lads ln Lhe classroom and ln sLudenLs' homes made
communlcaLlon beLween Leachers and sLudenLs and school and home easler and more rouLlne
(Pelnrlch, 2012, 8urden eL al., 2012, Clarke, 2012).
AnoLher way ln whlch Lhe lad can be parLlcularly effecLlve ls Lhe way ln whlch lL can easlly puL
people ln Louch wlLh each oLher when Lhey are ln dlsLanL physlcal locaLlons, Lhrough wl-fl or phone
neLwork connecLlons and uslng sofLware appllcaLlons such as laceLlme or Skype. ln one 1exas school
whlch had lmplemenLed a 1:1 lad program, Leachers communlcaLed wlLh parenLs uslng laceLlme,
whllsL Lhe poLenLlal for Lhls feaLure of Lhe lad Lo be used Lo provlde a venue for guesL speakers,
lnLervlews and peer dlscusslons" was also recognlsed (llgrlm eL al., 2012). Slmllarly ln a uk sLudy of
LableLs ln schools, a key flndlng was LhaL Leachers, puplls and parenLs agreed LhaL communlcaLlon
had lmproved Lhrough LableL use, enabllng puplls Lo use Lhelr lads Lo collaboraLe on homework
acLlvlLles uslng laceLlme (Clarke, 2012). WhllsL oLher Lechnologles also allow for vldeo-conferenclng
feaLures, Lhe porLablllLy, speed and ease of use of Lhe lad and Lhe proprleLory naLure of laceLlme
allows for addlLlonal rellablllLy and securlLy, whllsL Lhe devlce lLself, wlLh lLs ablllLy Lo supporL add-on
apps also allows for flexlblllLy ln Lhls area. ln Lhls respecL, whllsL Lhe lad ls noL unlque ln lLs offerlng,
Lhese early examples do appear Lo suggesL LhaL lL offers a hlgh quallLy plaLform for shared learnlng.
We know LhaL Lhe clrcumsLances of learnlng make a greaL dlfference Lo Lhe efflcacy of learnlng. 1he
people, places, and Lhlngs wlLh whlch learners lnLeracL are cruclal elemenLs ln Lhelr developlng
undersLandlng of knowledge and skllls. 1he moblllLy of Lhe lad can offer greaL opporLunlLles for
learners and Lhelr Leachers Lo bulld meanlngs and experlences across dlfferenL locaLlons.

14
Ak1 3: WnA1 1nL kLSLAkCn SAS A8CU1 IMLICA1ICNS ICk DLCISICN
MAkLkS
WhaL Lhls revlew of Lhe research has revealed ls LhaL ln Lhe Lhree years slnce Lhe lad was
lnLroduced, many schools have adopLed Lhe lad or slmllar 'osL-C' LableL devlces, whllsL many
oLhers are looklng Lo do so ln Lhe near fuLure. non-lad devlces reporLed ln Lhe research are as
varled as Androld LableLs, e-8eaders, klndles, lod 1ouches, all Lhe way Lhrough Lo Lhe recenL
phenomenon referred Lo raLher comlcally as 'phableLs' (smarLphones wlLh screens beLween 3 and 7
lnches). WhllsL sales of Lhe lad have grown very fasL, wlLh predlcLed sales of more Lhan 60 mllllon
unlLs for 2012 and furLher predlcLlons LhaL Lhe comblned sales of lad and Androld LableLs wlll soon
ouLsLrlp C sales, lnformaLlon on Lhe adopLlon and use of Lhese devlces ln schools remalns small.
lurLher, whllsL, as lndlcaLed above, evldence abouL learnlng ln schools wlLh lads ls gradually
beglnnlng Lo emerge, whaL Lhere ls remalns varlable ln quallLy. WhaL ls clear ls LhaL llLLle ls cerLaln
when lL comes Lo Lhe fuLure of LableL compuLlng ln schools. lL ls agalnsL [usL such a conLexL LhaL
Pelnrlch (2012) suggesLs LhaL tbe key lesson from Lhe research ls LhaL schools need Lo have a 'clear
vlslon and sLraLegy' for lmplemenLlng any 'osL-C' LableL scheme - and LhaL means knowlng whaL
you wanL, why you wanL lL, how Lo geL lL and how Lo lmplemenL lL when you do.
lnl1lAL u8lvL8S
1he research revealed mulLlple drlvers and lmplemenLaLlon models for lads ln schools and
classrooms:
! CovernmenL (SouLh korea, uSA, AusLralla)
! 8eglon, dlsLrlcL or local auLhorlLy (Canada, uSA, ScoLland)
! lndusLry (Apple, Samsung, MlcrosofL and oLhers)
! 8esearch (8LSA, nAACL, nL8, lamlly ?ouLh and klds, unlverslLy of Pull and oLhers)
! School leadershlp
! 1echnology Leam, manager or deparLmenL
! lndlvldual Leacher or dlglLal champlon (ofLen Lralnee Leachers or Leachers sLudylng for hlgher
degrees)
lMLLMLn1A1lCn MCuLLS Anu lunulnC
1he ma[orlLy of 1:1 lmplemenLaLlon models, parLlcularly Lhose almed aL whole school provlslon were
drlven by governmenL bodles and school leaders (ofLen asslsLed by Lechnology Leams, managers or
deparLmenLs). Small-scale approaches (class seLs, shared group lads) Lended Lo orlglnaLe wlLh
lndusLry plloLs, researcher-supporLed sLudles, lndlvldual Leachers or dlglLal champlons and lndlvldual
schools. rlmary schools were more llkely Lo go for shared devlces and class seLs, whereas secondary
schools Lended Lo alm for 1:1 devlces where posslble, and class or sub[ecL seLs where fundlng was
LlghL. Larly adopLers Lended Lo fund devlces whereas more recenL adopLers are more llkely Lo seek
parenLal conLrlbuLlons or Lo arrange leaslng opLlons for sLudenLs.

5ome exomples ftom tbe teseotcb (Clobol cootext).
13
! South korea: A governmenL-led, cenLrally-funded uS$2 bllllon 1:1 LableL provlslon
scheme for every school chlld. Llnked Lo a wlder dlglLal currlculum pollcy focuslng on
LableL-based e-learnlng beLween home and school, e-LexLbook provlslon and cloud
compuLlng. llrsL lnLroduced ln 2007 and seL Lo be compleLed by 2013. lnlLlally plloLed
ln 30 schools, and uslng Samsung Calaxy 10.1 Androld LableLs. 8elaLed developmenL of
LableL-based learnlng plaLform and LableL-enabled school managemenL sysLem
sofLware. 1ableLs and sofLware now belng rolled ouL Lo oLher counLrles. Pome pro[ecL
meanwhlle belng cuL back due Lo concerns over sLudenL over-rellance on dlglLal
devlces. L-LexLbooks wlll no longer replace LexLbooks buL boLh wlll co-exlsL slde by
slde. ?oung learners (1
sL
and 2
nd
grade) may noL use Lhem aL all. (Saenz, 2011)
! Un|ted States: varlable lmplemenLaLlon and fundlng models. Many schools lnfluenced
by general governmenL focus on dlglLal currlculum and e-LexLbooks ln parLlcular.
McAllen CounLy, 1exas - dlsLrlcL-wlde and dlsLrlcL-funded 1:1 LableL provlslon scheme
for all school age chlldren for a LoLal of some 23,000 lads. SLaggered roll ouL.
(Sherman, 2012).
! Canada: governmenL-funded, school-led 1:1 lad provlslon - Calgary Sclence School -
plloL school. 8oll ouL Lo one year group of 100 Crade 7 sLudenLs. arenLs asked Lo
conLrlbuLe Lo lnsurance cosLs - CAu$60 per annum and CAu$100 excess. (eLronech,
2012)
! Austra||a: governmenL-funded 1:1 lad provlslon - 8lngwood norLh rlmary,
Melbourne. Apple-relaLed plloL. 136 ?ear 4 and 3 sLudenLs. (uLLCu, 2011)
! Norway: research-funded lad provlslon. 6 lads ln one 4
Lh
grade class (age 8-9).
8esearcher-led sLudy. 1 lad for Leacher, 1 for each group of 3 sLudenLs. Loaned for
one school year. Wlreless had Lo be speclally lnsLalled for Lhe pro[ecL. SLudenLs
allowed Lo Lake lads home on roLaLlonal basls. (Casparlnl, 2011).
! New 2ea|and: school-funded provlslon of lads, shared class seLs 3/6 lads per class,
managed collaboraLlvely by school leaders, lC1 manager and class Leachers.
(Penderson & ?eow, 2012).
5ome exomples ftom tbe teseotcb (uk cootext).
! nonywood Commun|ty Schoo|, Lssex: Apple plloL school. School-funded, cosL
300,000. 1:1 lad 2 provlslon Lo all 1200 sLudenLs. arenLs asked Lo donaLe 30
Lowards lnsurance. Academy sLaLus (Clarke, 2012).
! Longf|e|d Academy, kent: Apple plloL school. Leaslng scheme wlLh Apple. 1:1
provlslon, 726 unlLs as of March 2012 (76 of puplls), addlLlonal 100 sLudenLs had
lads noL supplled by school. lmplemenLaLlon led by senlor managemenL Lhrough an
lLearnlng Croup led by Lhe prlnclpal. arenLal conLrlbuLlon of around 16 per monLh
over 3 year leaslng perlod requesLed (Clarke, 2012).
! Wa||ace n|gh Schoo|, 8e|fast: Apple plloL school. Leaslng scheme wlLh Apple. 330 1:1
lad provlslon for puplls ln years 8-11 for use ln class and homework. arenLal
conLrlbuLlon of 170 per year requesLed. lmplemenLaLlon led by sLaff worklng group,
led by vlce-prlnclpal (an Apple ulsLlngulshed LducaLor) blah (Clarke, 2012).
! Lssa Academy, 8o|ton: 1:1 provlslon of lads, 840 sLudenLs, school-funded. (88C,
2013)
! C|evedon Schoo|, 8r|sto|: 1:1 lad provlslon. Lease or purchase scheme. arenLal
conLrlbuLlon of approxlmaLely 16 per monLh requlred. School-led wlLh exLenslve
16
parenLal consulLaLlon and addlLlonal lnformaLlon evenlngs for lncomlng ?ear 6
sLudenLs. Cnllne porLal - lClevedon Lo supporL LableL lnlLlaLlve. (1hls ls 8rlsLol, 2011)
WhaL ls evldenL from Lhese uk models ls LhaL Lhe Apple leaslng opLlon aL a cosL of around 16 per
monLh over 3 years appears Lo be Lhe mosL commonly accepLed model for more recenL adopLers.
1PL 8A1lCnALL lC8 1A8LL1 AuC1lCn
A revlew of Lhe llLeraLure suggesLs LhaL schools wlshlng Lo use LableLs should have a clear raLlonale
for adopLlng Lhls Lechnology. 1he 8edoubL rlmary School ln Auckland, for example, ldenLlfled Lhe
wlde range of avallable apps as one of Lhe mosL compelllng reasons for adopLlng lads as a supporL
for Leachlng and learnlng (Penderson & ?eow, 2012). AccesslblllLy, ease of use, lncreased
producLlvlLy and Lhe poLenLlal for collaboraLlve, co-operaLlve, personallsed and seamless learnlng
were also clLed as good reasons by many early adopLers (Penderson & ?eow, 2012, Clarke, 2012,
nMC, 2012, 8urden eL al, 2012). CLhers polnL Lo Lhe lad as an easlly accesslble Lool for accesslng
learnlng conLenL ln Lhe form of e-LexLbooks, web-based maLerlals, and conLenL noL generally
avallable ln prlnL LexLbooks or readlly acccesslble on a 1:1 basls oLher Lhan ln school compuLer labs,
e.g. 3u envlronmenLs, vlrLual learnlng envlronmenLs and lnLeracLlve maLerlals (Saenz, 2011, Pu,
2012, Culllan, 2011, Pelnrlch, 2012, 88C, 2013). School leaders and Leachers, meanwhlle, polnL Lo
Lhe ease of access, porLablllLy and real-Llme monlLorlng and assessmenL of sLudenL learnlng and
progress and Leacher Cu (88C, 2013, Wlnslow eL al, 2011). WhaLever Lhe raLlonale, Lhls suggesLs
LhaL any adopLlon of such Lools for schools, requlres a parLlcular focus on Leachlng and learnlng,
school managemenL sysLems, and added value for learners and parenLs, especlally where parenLal
conLrlbuLlon Lo leaslng agreemenLs ls requesLed. AddlLlonally, as wlLh any new Lechnology, Lhese
devlces requlre slgnlflcanL sLraLeglc plannlng Lo ensure adequaLe and approprlaLe lnLegraLlon wlLh
exlsLlng sysLems and negoLlaLlon of Lhe general llfecycle of Lhe Lechnology. WhllsL one Leacher aL
Longfleld, for example, has clalmed LhaL lads have revoluLlonlsed learnlng" aL Lhe school, Lhe
school managemenL Leam responslble for lmplemenLlng Lhe roll ouL were also qulck Lo esLabllsh LhaL
effecLlve pro[ecL managemenL has been crlLlcal Lo Lhe success of Lhls developmenL" (Pelnrlch,
2012).
8CLL Cu1 MCuLLS Anu S18A1LClLS lC8 lMLLMLn1A1lCn
A ma[orlLy of exlsLlng 1:1 roll ouLs ln uk schools from Lhe early adopLers (Cedar, Ponywood,
Longfleld, Wallace Plgh School) Lo more recenL adopLers (Clevedon, Lssa and 8osseLL) have shown
LhaL successful lmplemenLaLlon of LableL Lechnologles ln schools requlres careful, long-Lerm plannlng
before, durlng and afLer Lhe evenL (Pelnrlch, 2012, 88C, 2013, 1hls ls 8rlsLol, 2012, 8urden eL al,
2012). Such plannlng lnvolves conslderaLlon of exlsLlng Lechnlcal neLworks, ownershlp models,
Lechnology llfecycle, broad sLakeholder preparaLlon and ongolng engagemenL (parenLs, Leachers,
learners, Lechnlcal managers, eLc.) as well as plans for sLepplng progress and evaluaLlon. 1he Leam aL
Longfleld, for example, suggesL a nlne-lesson model (Pelnrlch, 2012).
1. uevelop a clear vlslon and sLraLegy.
2. ueflne your learnlng culLure.
3. ueflne and creaLe your user experlence and supporL model.
4. Work wlLh a Lrafflc llghL and reporLlng sysLem.
3. LvaluaLe your exlsLlng poslLlon.
17
6. know how many sLaff/sLudenLs already own an lCS devlce.
7. lnvolve all sLakeholders - don'L leL a percepLlon grow LhaL lL ls a 'done deal'.
8. CeL devlces lnLo Lhe hands of Leachers and learners as soon as posslble.
9. 8ecord and share your experlences.
8urden eL al. (2012) also slgnal Lhe lmporLance of engaglng parenLs and seeklng Lhelr vlews and
feedback aL all sLages: before, durlng and afLer Lhe pro[ecL. key parenLal concerns ln Lhe Longfleld
sLudy (Pelnrlch, 2012), for example, focused on value for money, hlgh cosLs of leaslng, especlally ln
mulLl-chlld famllles and fears over securlLy and safeLy of devlces. lollowlng a survey of parenLal
percepLlons, Longfleld declded LhaL more work was needed Lo make Lhe added value of Lhe LableL
lnlLlaLlve vlslble Lo parenLs, e.g. by provldlng more feedback on how Lhey were belng used ln school.
lunulnC
ln Lhe currenL uk cllmaLe, fundlng ln schools ls very LlghL and many feel LhaL Lhe hlgh cosL of rolllng
ouL 1:1 LableL lnlLlaLlves requlres sLrong [usLlflcaLlon. WlLh no cenLrallsed program and schools
rolllng ouL a range of dlfferenL models, some parenLs have expressed concern over Lhe dlsparlLy ln
fundlng models, wlLh some schools provldlng Lhe devlces free or for very llLLle cosL, whllsL oLhers
requlre long-Lerm, heavy leaslng paymenLs (1hls ls 8rlsLol, 2011, Mall Cnllne, 2012). CLhers
(Leachers, parenLs, school managers) have expressed concerns around supplemenLary cosLs, e.g. of
downloadlng apps, upgrades Lo exlsLlng Lechnology, e.g. wlreless neLworks and access Lo, sLorage on
and backup cosLs for cloud compuLlng as well as lnsurance, Lralnlng and general malnLenance cosLs
(Penderson & ?eow, 2012, Casparlnl, 2011, Pelnrlch, 2012, 8urden eL al., 2012). Some schools
adopLlng 1:1 roll ouL models, however, clalm Lo be able Lo make cosL savlngs ln relaLlon Lo
'paperless' learnlng wlLh less phoLocopylng and LexLbook cosLs (88C, 2013). CLhers argue LhaL cosLs
are [usLlfled as parL of Lhe general ongolng Lechnology llfecycle of Lhe school (Pelnrlch, 2012). Cnce
agaln, however, a key lssue here ls Lhe level of parenLal conLrlbuLlon requlred, for whaL purpose
(purchase, lease, lnsurance) and Lhe ablllLy of parenLs Lo meeL Lhose requesLs and, lf noL, how
schools deal wlLh sLudenLs whose parenLs are unable Lo fund a 1:1 LableL lnlLlaLlve. Ways ln whlch
schools do recognlse and meeL Lhese concerns lnclude provlslon of school-owned devlces on a
'lendlng' basls Lo lndlvldual sLudenLs where Lhls ls deemed necessary, and subsldlsed fundlng ln
whole or ln parL for mulLl-chlld famllles and Lhose on low lncomes (Pelnrlch, 2012), e.g. sLudenLs
who geL free school meals (1hls ls 8rlsLol, 2011).
CWnL8SPl MCuLLS
A varleLy of ownershlp models was ldenLlfled ln Lhe llLeraLure on lad use ln schools. 1hese
'ownershlp models' lnclude Lhe concepL noL only of 'provlslon', l.e. wheLher provlslon leaves
ownershlp and conLrol ln Lhe hands of Lhe school or Lhe sLudenL, buL also Lo 'physlcal' and
'economlc' ownershlp, l.e. who Lhe devlce ulLlmaLely belongs. 1he followlng 'provlslon' Lypes were
ldenLlfled ln Lhe research (Penderson & ?eow, 2012, Pelnrlch, 2012, 8urden eL al., 2012).
! 1:1 tab|et dev|ces - provlded for use by lndlvldual sLudenLs
o some only for use ln school,
o some for use aL home and school,
o some whole-school roll ouLs,
18
o some parLlal/sLaggered roll ouLs (1:1 buL by class, year, sub[ecL),
o fund|ng mode|s for 1:1 prov|s|on,
! free buL school-owned,
! 3-year lease, school-owned for duraLlon of lease, Lhen sLudenL-owned,
! ouLrlghL purchase - sLudenL-owned,
! 8?Cu - sLudenL-owned,
! Shared tab|et dev|ces - provlded for use by mulLlple sLudenLs
o some only for use ln school,
o some for use aL home and school (on roLaLlonal basls),
o generally parLlal/sLaggered roll ouLs raLher Lhan whole school,
o someLlmes class seLs or year group provlslon, more ofLen prlmary Lhan secondary
schools,
o someLlmes sub[ecL seLs, more ofLen secondary Lhan prlmary schools,
o fund|ng mode|s for shared tab|et prov|s|on,
! almosL unlversally school-funded and school-owned,
1he range and varleLy of ownershlp models do, however, have lmpllcaLlons for organlslng sLudenLs'
learnlng, conLlnulLy of access Lo sLudenLs' work and learnlng daLa, as well as Lo managemenL,
malnLenance and securlLy of Lhe devlces. Many schools, for example, placed resLrlcLlons on Lhe klnds
of apps LhaL could be lnsLalled and who could lnsLall Lhese (Penderson & ?eow, 2012, Pelnrlch,
2012), placlng addlLlonal consLralnLs on flexlble use of Lhe devlces by learners, especlally ln Lhe
home seLLlng and an addlLlonal burden on Lechnlcal supporL ln Lerms of managlng mulLlple devlces
wlLhln Lhe school sysLem. MosL schools deployed an accepLable use pollcy (Au) Lo deal wlLh such
lssues. See, for example Lhe Au for use of moblle devlces aL 8ellshlll Academy ln ScoLland (8urden
eL al., 2012, p 113).

19
Ak1 4: WnA1 1nL kLSLAkCn SAS A8CU1 IMLICA1ICNS ICk DIIILkLN1 USLk
GkCUS

1he lad sLudles ln Lhe uk were noL lmplemenLed wlLhouL lssue or concern. As lndlcaLed ln secLlon 3,
such lssues and concerns requlre close conslderaLlon by school leaders. ln addlLlon, Lhere are furLher
lmpllcaLlons for neLwork managers lf LableL devlces are Lo be successfully lnLegraLed lnLo classrooms.
1eachers, learners and parenLs all have Lhelr role Lo play Loo lf lads are Lo fulfll Lhelr poLenLlal Lo
supporL Leachlng and learnlng. We now, conslder Lhe lmpllcaLlons for neLwork managers, Leachers,
parenLs and learners.
lAuS Anu nL1WC8k MAnACL8S
1he level of resourclng for Lechnlcal supporL ln schools ls ofLen low and Lhe prospecL of mulLlple
devlces movlng ln and ouL of a school or college and Lhen re-connecLlng Lo a neLwork can be
challenglng. ln many of Lhe recenL uk lad plloLs, embeddlng LableL Cs lnLo classrooms requlred
lnsLalllng new, or upgradlng exlsLlng, wlreless neLworks Lo cope wlLh demand. ercelved ease of
LranslLlon was masked ln some sLudles due Lo Lhe facL LhaL many of Lhe uk schools who have
successfully lmplemenLed an lad lnlLlaLlve had recenLly moved Lo new, well-equlpped school
bulldlngs, e.g. Lssa Academy ln 8olLon (88C, 2013), Longfleld Academy ln kenL (Pelnrlch, 2012) and
Ponywood CommunlLy School ln Lssex (Clarke, 2012). ln an equlvalenL norweglan sLudy, Lhe
parLlclpaLlng school ln a researcher-led pro[ecL had no wlreless sysLem presenL aL Lhe sLarL of Lhe
pro[ecL and one had Lo be lnsLalled (Casparlnl, 2011).
1PL uLvlCL LllLC?CLL
lmporLanL Lechnlcal (and flnanclal) lmpllcaLlons of lad adopLlon and use ln schools were ldenLlfled
as relaLlng Lo Lhe devlce llfecycle and Lhe need for regular equlpmenL upgrades, lnsLallaLlon of apps,
ongolng malnLenance and upgradlng of Lechnlcal supporL neLworks, lnsurance cosLs for proLecLlon
agalnsL loss, LhefL or damage and malnLalnlng accuraLe records and logs for 1:1 devlces for a whole
school populaLlon. ln addlLlon, resource cosLs ln Lerms of monlLorlng and conLrolllng Lhe use of Lhe
devlces and malnLalnlng an accepLable use pollcy were also ldenLlfled as poLenLlally hlgh cosL lssues,
boLh economlcally and ln Lerms of Llme and people resources. 1hls was Lrue also for Lhe provlslon for
on-golng evaluaLlons of relevance and performance Lo ascerLaln wheLher LableL devlces conLlnue Lo
be a 'besL flL' for Lhe school wheLher for Leachlng and learnlng, home-school communlcaLlon, or
general admlnlsLraLlon and daLa managemenL (Penderson & ?eow, 2012, 8urden eL al., 2012,
Pelnrlch, 2012).
MlnC8 1LCPnlCAL lSSuLS
CLher, more general Lechnlcal lssues were ldenLlfled around compaLlblllLy of exlsLlng school sysLems,
llke school vLLs wlLh Apple sofLware such as Lhe Safarl browser (Pelnrlch, 2012) or Lhe lnablllLy of
Lhe lad Lo uLlllse llash, a plaLform upon whlch many exlsLlng school-based e-learnlng Lools (e.g. Lhe
very popular myMaLhs) are based (Pelnrlch, 2012). Schools were, however, able Lo meeL Lhese
'mlnor Lechnlcal lssues' e.g. by uslng an alLernaLlve app such as Lhe uffln Web browser (Pelnrlch,
2012).
8LnLll1S Cl lAuS CvL8 8?Cu Anu AL1L8nA1lvL 'CS1-C' 1A8LL1S
20
1he lnLegraLlon process can be made worse lf new devlces llke LableLs are noL provlded by Lhe school
or college and belong Lo learners, are of dlfferenL makes and Lypes and use dlfferenL operaLlng
sysLems. 1he Longfleld Academy lad sLudy, for example, suggesLed LhaL a 1:1 soluLlon, fully
managed by Lhe school, uslng a slngle CS mlnlmlsed Lechnlcal problems and areas llke Leachlng,
learnlng and admlnlsLraLlon also beneflLed because all sLudenLs were able Lo use Lhe same Lools and
apps, ln conLrasL Lo '8rlng ?our Cwn uevlce' (8?Cu) models where sLudenLs and sLaff mlghL be uslng
a varleLy of dlfferenL devlces, from SmarLphone Lo lads, brlnglng wlLh Lhem a 'rafL of Lechnlcal and
managemenL lssues and assoclaLed resource cosLs' (Pelnrlch, 2012). 1he Longfleld pro[ecL Leam
(Pelnrlch, 2012) also argued LhaL lads ln parLlcular offered slgnlflcanL beneflLs over slmllar 'osL-C'
LableL devlces lnsofar as lL offered a 'conslsLency of operaLlng sysLem and lnLerface and Lhe
avallablllLy of apps' as well as on 'lssues of securlLy, backup, resLore and llfecycle supporL' whlch only
Apple was currenLly provldlng. WhllsL Lhls may have been Lrue as of summer 2012, when Lhe
Longfleld reporL was publlshed, as lndlcaLed earller ln Lhls reporL, Samsung and oLher LableL devlce
and CS makers are rapldly pushlng slmllar educaLlon-focused packages LhaL could soon compeLe
wlLh Apple ln Lhls area (Samsung, 2012, Learnad, 2013).
ln Lhls respecL, Lhe rapld pace of developmenL ln Lhe area of LableL compuLlng ls a key lssue for
schools as Lhey plan for fuLure Lechnology needs and one LhaL requlres a 'robusL and sysLemaLlc
approach' (8urden eL al., 2012) and a process of conLlnuous evaluaLlon.
CnCClnC LvALuA1lCn
1he key uk sLudles (8urden eL al., 2012, Clarke, 2012, 8LSA, 2012, Pelnrlch, 2012) on lads ln Lhe
classroom suggesLed Lhree lmporLanL phases ln evaluaLlng Lhe lnLegraLlon of LableL devlces lnLo Lhelr
schools:
! lte-lmplemeototloo pbose - sLraLeglc plannlng, famlllarlsaLlon wlLh devlce and
use/user conLexL(s) Lhrough lnlLlal Leacher/sLakeholder workshops, evaluaLlng
exlsLlng Lechnology lnfrasLrucLures and devlce ownershlp daLa, preparlng/engaglng
wlLh relevanL sLakeholders - parenLs, sLudenLs, Leachers, school managers, and Lhe
wlder communlLy, e.g. local auLhorlLles, supporL charlLles, Lechnology advlsers and
researchers, devlslng lmplemenLaLlon plan.
! loltlol toll oot - evaluaLlng use of lad and apps for Leachlng and learnlng, lncludlng
homework and lnformal learnlng, use ln home-school or dlsLance conLexLs, ongolng
evaluaLlon of lmpacL on percepLlons - across sLakeholder groups, monlLorlng and
supporLlng lssues - Lechnlcal, pedagoglc, soclal, economlc, ongolng resourclng and
supporL for Leachlng, learnlng and Cu, e.g. Lhrough speclally seL-up pro[ecL Leams,
regular dlscusslons aL sLaff brleflngs, classroom observaLlons of Leachers and
learners, Leacher use of onllne lad research neLworks, eLc..
! oJ of pbose tevlew - full phase revlew, usually aL end of year, Lo monlLor progress
and revlew lssues arlslng, and Lo seek sLakeholder vlews, e.g. uslng surveys,
lnLervlews, sLudenL focus groups.

lAuS Anu 1LACPL8S
21
1eachers have been qulck Lo Lake up lad Lype appllcaLlons and Lhere are many examples of Lhelr
use Lo be found ln pracLlLloner blogs (Swanson, 2013, age 8urdlck, 2013, Andrews, 2013),
dlscusslon forums and lnformal pracLlLloner neLworks (Cllksman, 2013). 1hls presenLs a challenge as
well as an opporLunlLy: auLhors rarely dlscuss bow Lhe appllcaLlons Lhey have used were lnLegraLed
lnLo pracLlce effectlvely and lL can be hard for Leachers Lo know whlch of Lhe many opLlons avallable
would be besL for Lhem and Lhelr learners. 1he beneflL of many of Lhe recenLly emerglng sLudles on
lad plloLs ln Lhe uk (8urden eL al., 2012, Clarke, 2012, Pelnrlch, 2012) and oLher schools worldwlde
(nMC, 2012, uLLCu, 2011) ls LhaL some of Lhese lssues are flnally beglnnlng Lo be addressed ln a
more sysLemaLlc, pracLlcal way. ln Lhls secLlon of Lhls reporL, we deal wlLh general lssues ln relaLlon
Lo Leachers and lads, lncludlng Leacher percepLlons of Lhe devlce, Leacher Cu and poLenLlal
changes Lo Lhe Leacher's professlonal role ln Lhe classroom.
1LACPL8 L8CL1lCnS Cn lAu uSL
ln Lhe 'lads ln ScoLland' sLudy, 8urden eL al. (2012) found LhaL Leachers felL LhaL uslng lads Lo
supporL Leachlng and learnlng ln Lhe classroom enhanced Lhe learnlng experlence and Lransformed
Lhelr Leachlng pracLlce.
1eachers were parLlcularly enLhused aL Lhe way ln whlch lads Lranformed access Lo and use of
Lechnology ln Lhe classroom. 1he moblllLy, porLablllLy and general ease of use as well as rapld one-
Louch access Lo Lools (compared wlLh Llme consumlng loglns and resource-booklng requlremenLs for
neLworked compuLers) enabled 'a wlder range of learnlng acLlvlLles Lo rouLlnely occur ln Lhe
classroom. 1he avallablllLy of a wlde range of apps and connecLlvlLy Lo cloud compuLlng as well as
Lhe lmmedlacy of communlcaLlon (vla emall, faceLlme, eLc.) wlLh sLudenLs afforded by Lhe omnl-
presenL lads enabled Leachers Lo explore alLernaLlve acLlvlLles (3u, lnLeracLlve, mulLlmodal, vlrLual
Lours, eLc.) and forms of assessmenL (8urden eL al. 2012).
ln addlLlon, Leachers felL LhaL Lhe use of lads ln Lhe classroom caused Lhem Lo reLhlnk Lhelr
professlonal role and faclllLaLed greaLer collaboraLlon beLween Lhemselves and sLudenLs as co-
learners ln parLnershlp wlLh each oLher, and wlLh sLudenLs learnlng lndependenLly of Lhe Leacher as
well as lncreaslng peer-Lo-peer learnlng and menLorlng (8urden eL al., 2012).
CLher sLudles produced slmllar flndlngs. AL Longfleld Academy ln kenL, for example, Leachers also
ldenLlfled Lhe beneflL of 'noL havlng Lo worry abouL flndlng a compuLer' and spoke of how personal
ownershlp of lads enabled Lhem Lo use Lhe Lool noL only Lo supporL Leachlng and learnlng buL also
for admlnlsLraLlon and daLa purposes such as Laklng reglsLraLlon, plannlng lessons, faclllLaLlng LargeL
seLLlng and enabllng sLudenLs Lo see lmmedlaLely Lhe resulLs of Lhelr learnlng. 1hey also felL LhaL Lhe
devlces enabled Lhem, as Leachers, Lo promoLe lndependenL learnlng, Lo dlfferenLlaLe learnlng more
easlly for dlfferenL sLudenL needs and Lo easlly share resources boLh wlLh sLudenLs and wlLh each
oLher. AL Lhe same Llme, Lhey dld ldenLlfy lack of Llme Lo develop relevanL resources, e.g. Leacher-
auLhored l8ooks and lack of budgeL for pald-for apps as an lssue whllsL, aL Lhe same Llme, expresslng
a deslre for more 'sub[ecL-speclflc' apps. AcLlvlLles whlch were noL yeL wldespread ln Lhe school buL
whlch were seen as useful developmenLs for Lhe fuLure were use of performance vldeos for
assessmenL and peer revlew (for boLh sLudenLs and Leachers), self-revlew and peer assessmenL ln
general, peer Leachlng, Lhe creaLlon and use of revlslon maLerlals, use of voLlng sysLems and game-
based learnlng (Pelnrlch, 2012).
22
1LACPL8 Cu
WhllsL some (Pelnrlch, 2012, Penderson & ?eow, 2012) ldenLlfy Leacher Lralnlng as a necessary
supporL for effecLlve lnLegraLlon of LableL devlces ln classrooms (coverlng Lechnlcal, pedagoglc, soclal
and economlc aspecLs of Lhe devlce), 8urden eL al., (2012) suggesL LhaL requlremenLs for 'formal'
Lralnlng of Leachers should be mlnlmal, wlLh Leachers learnlng lnsLead Lhrough experlenLlal learnlng,
vlrLual pracLlLloner neLworks and communlLles of pracLlce. 1hey dld, however, feel LhaL some form
of lnlLlal famlllarlsaLlon wlLh Lhe devlce was lmporLanL ln geLLlng Leachers sLarLed. ln some schools,
e.g. Longfleld Academy ln kenL (Pelnrlch, 2012) and Calgary Sclence School ln Canada (nMC, 2012) a
dedlcaLed school lmprovemenL programme encouraglng sLaff Lo share experlences and reporL on
flndlngs was lncluded ln lnlLlal lmplemenLaLlon and on-golng evaluaLlon plans. 1hese ranged from a
slmple sharlng of experlences for 3-10 mlnuLes aL regular sLaff brleflngs (Andrews, 2012) Lo more
formal reporLlng of case sLudles (eLronech, 2012, uLLCu, 2011).
WhaL Lhe research does lndlcaLe LhroughouL ls LhaL Lhere are recognlsable phases ln Leacher
famlllarlsaLlon wlLh Lhese devlces and Lhelr lnLegraLlon lnLo classroom acLlvlLy, wlLh examples
ldenLlfled as:
lnlLlal famlllarlsaLlon wlLh Lhe LableL devlce - lL's feaLures, funcLlonallLy and resources
(lncludlng sLorage and ln-devlce Lools such as camera, audlo, vldeo and communlcaLlon
funcLlons as well as lL's poLenLlal for Leachlng and learnlng),
locaLlng and undersLandlng apps and Lhe apps markeLplace, lncludlng undersLandlng and
negoLlaLlng lssues around Lhe use of free apps (e.g. lnapproprlaLe adverLlslng),
ldenLlfylng, lnsLalllng and uslng approprlaLe and televoot apps LhaL supporL Leachlng and
learnlng ln general and currlcular (sub[ecL) conLenL more speclflcally,
ldenLlfylng apps LhaL supporL personallsed and/or collaboraLlve learnlng, lncludlng Lhose
LhaL can caLer Lo learners wlLh addlLlonal needs (e.g. auLlsm, dyslexla, eLc.),
ldenLlfylng ways LhaL LableL devlces can be used beyond baslc Leachlng and learnlng, e.g.
for dlsLrlbuLed learnlng, monlLorlng and assessmenL, pasLoral care, daLa managemenL,
faclllLaLlng sLudenL volce (e.g. voLlng, surveys, noLlceboards), vlrLual exchanges or Lours,
and engaglng wlLh Lhe wlder learnlng communlLy (oLher schools, exLernal experLs, eLc.),
creaLlng, uploadlng and sharlng Leachlng resources (for sLudenLs and peers).

1hls recognlsable phases for Lhe general roll ouL of lads ln schools ls also reflecLed ln Lhe process
lmplemenLaLlon, as deLalled elsewhere ln Lhls reporL.
lAuS Anu A8Ln1S
As wlLh many of Lhe sLudles emerglng from uk lad early adopLlng schools, ln Lhose schools
researched by 8urden eL al. (2012) as parL of Lhe 'lad ln ScoLland' programme, made use of basellne
and exlL surveys Lo galn daLa on parenLal aLLlLudes Lowards Lhe lad lloL. 1hey found LhaL mosL
parenLs felL confldenL ln helplng Lhelr chlldren use Lhe lad Lo supporL learnlng ln Lhe home. Cne
lmporLanL flndlng, echoed also ln Lhe SouLh korean LableL lnlLlaLlve (Saenz, 2011), was a concern ln
some parenLs (noL held aL Lhe basellne survey sLage) of young prlmary school learners LhaL Lhelr
chlldren's lncreased use of Lechnology aL home and school mlghL acLually be deLrlmenLal Lo Lhelr
23
academlc work more generally. Cverall, however, 83 of parenLs felL LhaL Lhe lad plloL had been
valuable and lndlcaLed, amongsL oLher Lhlngs, LhaL lL led Lo lncreased engagemenL and lnLeresL ln
learnlng, galns ln knowledge and Lechnology skllls, more Llme spenL on homework and offerlng more
opporLunlLy Lo make learnlng relevanL and auLhenLlc (8urden eL al., 2012).
ln Lhe lk&? '1ableLs for Schools' sLudy, Clarke (2012) found LhaL parenLs felL LhaL home-school
communlcaLlon had been lmproved wlLh Lhe lnLroducLlon of 1:1 LableL devlces. Some parenLs
lndlcaLed greaLer engagemenL wlLh Lhelr chlldren's learnlng wlLh Lhelr chlld feellng 'proud' Lo share
work wlLh Lhelr parenLs, a flndlng also upheld ln Lhe norweglan lad sLudy (Casparlnl, 2011). arenLs
of puplls aL one school ln Lhe lk&? sLudy - Alex PunLer ln 8ralnLree, Lssex were found Lo be poslLlve
abouL Lhe ldea of LableLs and felL LhaL Lhe ablllLy Lo 'have everyLhlng ln one place and noL havlng Lo
carry round heavy school bags' was a ma[or beneflL (Clarke, 2012). 1hls flndlng echoes Lhlnklng ln
oLher pro[ecLs, such as Lhe e-LexLbook/LableL lnlLlaLlve ln SouLh korea (Saenz, 2011). Concerns ralsed
by parenLs ln Lhe lk&? relaLed Lo fears abouL breakage, LhefL, loss or mlsuse of Lhe devlces by
chlldren, however, by Lhe end of Lhe flrsL year, Lhese had dlsslpaLed somewhaL (Clarke, 2012).
AL Longfleld Academy ln kenL, a parenLal survey was conducLed aL Lhe end of Lhe flrsL year of Lhe
lad lnlLlaLlve. uesplLe recelvlng only a small number of responses, some key concerns of parenLs
were neverLheless hlghllghLed. erhaps unsurprlslngly ln Lhe currenL cllmaLe of ausLerlLy, a key
concern for parenLs was cosLs, wlLh nearly half of respondlng parenLs feellng LhaL Lhe scheme dld
noL represenL good value for money. arenLs were concerned aL Lhe lengLh of Lhe leaslng perlod (3
years) and Lhe long-Lerm cosLs of ongolng paymenLs (16 per monLh), parLlcularly for famllles wlLh
more Lhan one sLudenL aL Lhe school. 1hey were concerned also abouL Lhe llfecycle of Lhe machlne
and posslble furLher expense ln fuLure upgrades. Cne parLlcularly dlsgrunLled parenL lndlcaLed LhaL
Lhey 'felL bullled lnLo parLlclpaLlng ln Lhe lease scheme' (Pelnrlch, 2012).
1he avallable sLudles suggesL LhaL key quesLlons LhaL arlse for parenLs relaLe Lo Lhe beneflLs and
lmpllcaLlons of lad use, how Lhey wlll be used Lo supporL Leachlng and learnlng generally and
homework, exams and revlslon as well as more pracLlcal concerns relaLlng Lo use, mlsuse, securlLy,
llfecycle, Lralnlng and supporL and, above all, cosLs Lo parenLs. ln Lhls respecL, emerglng sLudles show
LhaL early, ongolng engagemenL wlLh parenLs LhaL lncludes opporLunlLles Lo dlscuss and negoLlaLe
approaches Lo lmplemenLaLlon, as well as Lo learn more abouL Lhe beneflLs of Lhe Lool have a hlgh
lmpacL on accepLance and overall success of Lhese lad lnlLlaLlves.

lAuS Anu LLA8nL8S
1he research on lad use and adopLlon overwhelmlngly reporLs LhaL LableL devlces llke Lhese have a
poslLlve lmpacL on sLudenLs' engagemenL wlLh learnlng. WhllsL Lhere are some mlnor concerns
ralsed abouL poLenLlal overuse or dlsLracLlng lnfluence (Saenz, 2011), mlsuse (Clarke, 2012) and a
lack of confldence or skllls ln some sLudenLs (88C, 2013, Penderson & ?eow, 2012) Lhese flndlngs are
far ouLwelghed by Lhose whlch reporL on lncreased moLlvaLlon, enLhuslasm, lnLeresL, engagemenL,
lndependence and self-regulaLlon, creaLlvlLy and lmproved producLlvlLy (nMC, 2012, 8urden eL al.,
2012). Many reporL, more speclflcally, on sLudenLs' ablllLy Lo conLrol Lhelr own learnlng ln ways noL
posslble before (Casparlnl, 2011, Pelnrlch, 2012, nMC, 2012) whllsL oLhers reporL sLudenLs' own
vlew LhaL 1:1 ownershlp of LableL devlces provldes Lhem wlLh easy access Lo resources and apps LhaL
24
can help Lhem collaLe and organlse noLes and supporL maLerlals whlch, ln Lurn, lmproves Lhelr
producLlvlLy (Pelnrlch, 2012).
Such poslLlve flndlngs are, however, conLrasLed wlLh reporLs from early adopLers LhaL polnL Lo
learner dlfflculLles ln uslng Lhe lad's Louchscreen lnLerface for exLenslve LexL-based lnpuL
(Penderson & ?eow, 2012), and ln uslng app-based Lools Lo capLure and collaLe lnformaLlon. As a key
beneflL of Lhe lad ls lLs porLablllLy, Lhe ldea of 'aLLachlng' perlpherals such as a wlreless keyboard Lo
address Lhese lssues ls anaLhema Lo some (Penderson & ?eow, 2012). More recenL research,
however, does noL appear Lo see Lhese lssues as problemaLlc, pushlng Lhe ldea LhaL Lhe lad ls [usL
'one Lool amongsL many' and LhaL lL should noL be expecLed Lo do everyLhlng (Clarke, 2012, 88C,
2013).
ln Lerms of learner confldence wlLh LableL devlces llke Lhe lad, a ma[orlLy of recenL sLudles suggesL
LhaL mosL sLudenLs flnd Lhem easy Lo use (e.g. Pelnrlch, 2012). CLhers suggesL LhaL some sLudenLs,
and parLlcularly younger learners, may requlre lnlLlal supporL noL only ln deallng wlLh Lhe feaLures
and funcLlonallLy of Lhe devlce - lncludlng how Lo flnd, download and use apps (Casparlnl, 2011) as
well as how Lo creaLe and access accounLs and sLorage ln 'Lhe cloud' (Allen, 2011), e.g. uslng dropbox
(Pelnrlch, 2012) - buL also ln Lerms of how, when and where LableL devlces can be used Lo supporL
learnlng (88C, 2013, Penderson & ?eow, 2012).

23
Ak1 S: 1nL kLSLAkCn CCN1Lk1
As conLexL for Lhe rlslng demand for lads and lad-llke devlces ln schools, ln Lhe secLlon LhaL
follows, we provlde a summary revlew of key Lrends and developmenLs ln Lhe adopLlon and use of
'osL-C' LableL devlces flrsLly ln Lhe global conLexL, followed by a brlef overvlew of Lhe currenL
slLuaLlon ln Lhe uk.
SCPCCL-8ASLu lAu S1uulLS: CLC8AL CCn1Lx1
1here has been conslderable Lake up of lads ln k-12 educaLlon ln Lhe uS slnce Lhe lnLroducLlon of
Lhe devlce by Apple ln 2010. lorbes llsLs ln CcLober 2012 reporL 70 ouL of Lhe Lop 100 rollouLs of
lads by enLerprlse are ln k-12 educaLlon (Lal, 2012). A reporLed 1.3 mllllon lad devlces havlng been
sold Lo Lhe educaLlon markeL by Apple as early as !anuary 2012. Some school dlsLrlcLs, such as
McAllen CounLy ln 1exas, have pushed for a dlsLrlcL-wlde rollouL of lad devlces, desplLe Lhe hlgh
lnlLlal lnvesLmenL cosL (Sherman, 2012). CLhers have Laken a more cauLlous approach, wlLh small-
scale plloLs ln lndlvldual schools focuslng on Lhe use of apps and LableLs Lo supporL varlous acLlvlLles
around Leachlng and learnlng as well as communlcaLlon and admlnlsLraLlon.
1he recenL Porlzon reporL on emerglng Lechnologles ln k-12 educaLlon (nMC, 2012) provldes useful
examples of how lads are belng used ln such schools:
for lnLeracLlve learnlng (lleosoot clty lemeototy 5cbool, llotlJo) real-Llme communlcaLlon
and feedback beLween Leachers, sLudenLs and parenLs,
use of apps Lo supporL sLudenLs wlLh speclal needs, e.g. auLlsm (8elle vlew lemeototy
5cbool, vltqlolo),
soclal and communlcaLlon needs (Aoboto 5cbool, MotylooJ) and
for homework, assessmenL and gradlng (loJl uolfleJ 5cbool ulsttlct, collfotolo),
AL Snoqualmle valley School ulsLrlcL ln WashlngLon lads are used Lo ldenLlfy sLudenL and Leacher
Lralnlng needs and Lo faclllLaLe Leacher neLworklng (Meeks, 2011) whllsL sLudenLs aL 8oslyn Plgh
School on Long lsland use Lhem for dlglLal porLfollos and lnLeracLlve learnlng (no, 2012).
Llsewhere, and as early as 2007, Lhe SouLh korean MlnlsLry of LducaLlon announced lLs lnLenLlon Lo
push for a uS$2 bllllon governmenL-funded mandaLory dlglLal currlculum ln all of Lhe counLry's
schools by 2013. 1he plan had a sLrong focus on dlglLal LexLbooks, cloud compuLlng and LableL Cs
(Saenz, 2011). 1he hope was LhaL learners would noL only beneflL from llghLer schoolbags buL LhaL
Lhey would also develop enhanced lnformaLlon skllls and pracLlces, and obLaln access Lo new
learnlng medla noL prevlously avallable ln prlnL LexLbooks, e.g. mulLlmedla, web-based supporL
sysLems, 3u lnLeracLlvlLy and dlsLrlbuLed conLenL sLorage 'ln Lhe cloud'. llve years on Lhe program,
lnlLlally plloLed ln 30 schools, has meL wlLh some successes and some unanLlclpaLed and less
welcome ouLcomes. 1he provlslon of governmenL-funded Samsung Calaxy LableLs Lo learners has
dellvered on Lhe deslre Lo make e-LexLbook conLenL readlly avallable. 1he dlglLal LexLbook program
has, however, also led Lo:
concerns abouL posslble damage Lo sLudenL healLh (lnLerneL addlcLlon, depresslon, vlslon
problems),
a percepLlon LhaL Lhese 'dlglLal devlces are Loo pervaslve', and
26
LhaL a 'young generaLlon of LableL-carrylng, smarLphone-obsessed sLudenLs mlghL beneflL
from less exposure Lo gadgeLs, noL more' (Parlan, 2012).
Alongslde Lhese developmenLs, however, Lhe SouLh korean LableL manufacLurer Samsung has been
able Lo develop and Lrlal an educaLlon speclflc 'learnlng hub' - Lhe Samsung SmarL School SoluLlon -
for lLs LableL devlces (Chosun llbo, 2012). lloLs are belng run lnlLlally ln SouLh korean schools and,
more recenLly wlLh CeeLer Mlddle School ln Memphls, uSA (Samsung, 2012) and LoreLo Secondary
School ln kllkenny, lreland (8urke, 2012). Samsung's SmarL School SoluLlon ls a fully lnLegraLed one-
Lo-one learnlng plaLform LhaL enables Leachers Lo creaLe an lnLeracLlve learnlng envlronmenL uslng
devlces such as Lhe Calaxy noLe 10.1 LableL, a 63-lnch lnLeracLlve e-board and an AllShare CasL
uongle Lo allow for wlreless sLreamlng of conLenL. 1he soluLlon comprlses Lhree lnLegraLed sysLems:
an lMS (lnLeracLlve ManagemenL SoluLlon) LhaL allows Leachers Lo conLrol lnLeracLlve
lessons, lncludlng Lhe ablllLy Lo lock down sLudenL screens,
an LMS (Learnlng ManagemenL SysLem) provldlng course maLerlals such as e-books, apps,
LlmeLables, school noLlces, forums and
an SlS (SLudenL lnformaLlon SysLem) Lo Lrack sLudenL aLLendance, grades, eLc.
ln Canada, Lhe AlberLa governmenL hosLed an evenL for educaLors ln CcLober 2011 Lo explore Lhe
use of lads ln schools and Lo dlscuss Lhe opporLunlLles, challenges and emerglng lessons learned
from lmplemenLaLlon of lads as a supporL for Leachlng and learnlng ln local classrooms (AlberLa,
2011).
ln AusLralla, Lhe vlcLorlan governmenL has been runnlng an lads Lrlal ln con[uncLlon wlLh Apple. 1he
'lads for Learnlng' lnlLlaLlve saw 700 lads dlsLrlbuLed on a 1:1 basls Lo sLudenLs aL nlne schools and
one hosplLal school. 1he Lrlal ls supporLed by a web-based pro[ecL slLe offerlng a wlde range of
resources, lncludlng flrsL-hand accounLs from lad educaLors, lncludlng school-based case sLudles,
app revlews, reporLs and oLher guldellnes documenLlng a wlde range of uses and ways of lnLegraLlng
lads ln Lhe classroom (uLLCu, 2011).
ln new Zealand, one early adopLlng lad school, Lhe 8edoubL norLh rlmary School ln Auckland
(Penderson & ?eow, 2012) had prevlously used neLbooks and Lurned Lo lads due Lo Lhe range of
apps avallable. 1hls lad case sLudy ls a parLlcularly sLrong example of one school's consldered
lmplemenLaLlon sLraLegy for Lhe use of lads belng shared by small groups as parL of a larger class
seL.
An early lad-adopLlng rural elemenLary school ln norway provldes a slmllar (and usefully
conLrasLlng) case sLudy on Lhe lnlLlal lmplemenLaLlon of lads ln Lhe classroom wlLh groups of
chlldren (Casparlnl, 2011). Whereas ln Lhe new Zealand sLudy, managemenL of Lhe roll ouL was
essenLlally a Lop-down affalr, ln norway, Lhe opposlLe was Lhe case, aL leasL lnlLlally, wlLh much
freedom regardlng cholce of apps and use of Lhe devlces belng glven Lo sLudenLs. 1aken LogeLher
Lhese Lwo sLudles provlde a useful overvlew on Lhe use of lads 1) only aL school and 2) beLween
home and school, wlLh a focus on managemenL of devlces, selecLlon of apps and Lhe lmpacL of
devlce 'ownershlp models' on learners.
8efore concludlng Lhls secLlon, lL ls worLh reLurnlng brlefly Lo Lhe Samsung/Apple slLuaLlon ouLllned
earller as Samsung's foray lnLo LableL-based learnlng plaLform/school managemenL sysLem sofLware
could mean LhaL lLs Calaxy LableL range could become a serlous lad compeLlLor ln Lhe near fuLure.
27
Samsung's educaLlon-focused plloL ls ln sLark conLrasL Lo Lhe lad plloL programmes run by Apple
whlch have Lended Lo focus more on real-world conLexLuallsaLlon of educaLlonal apps, l.e. as a sub-
caLegory of a wlder app famlly raLher Lhan a 'closed' educaLlonal sysLem remlnlscenL of Lhe
deskLop/lapLop C generaLlon. Lach sysLem has lLs own beneflLs and llmlLaLlons. 1he Samsung
offerlng wlll be famlllar Lo schools' exlsLlng pracLlces for managlng learnlng and oLher school-relaLed
Lasks. 1he Apple offerlng, meanwhlle, offers a more 'open' sysLem capable of llnklng learners Lo Lhe
wlder knowledge communlLy vla sysLems llke l1unesu. Apple, however, has Lhe advanLage of a head
sLarL ln Lhe educaLlonal research sLakes wlLh lnlLlal research daLa beglnnlng Lo emerge from lLs early
plloL sLudles around Lhe world, many of whlch feaLure ln Lhls reporL. Samsung and, lndeed, oLher
Androld-sLyle LableL devlce players have yeL Lo prove Lhe robusLness, sLablllLy and overall uLlllLy of
Lhelr sysLems, wlLh llLLle research havlng belng publlshed Lo daLe. lL ls clear, however, LhaL Lhere ls
an emerglng baLLle for LableL-based educaLlon, whlch has yeL Lo be foughL ln Lhe 'osL-C' LableL
arena. WhllsL lads conLlnue Lo be regarded as 'leadlng edge' cosLs are hlgh on Lhe agenda and,
lnsofar as schools generally have LlghL budgeLs and llmlLed resources, lL remalns Lo be seen who wlll
wln Lhe baLLle.
!udglng by recenL reporLs ln newspapers and early research reporLs by Lhe 8rlLlsh LducaLlonal
Suppllers AssoclaLlon (8LSA, 2012) and Lhe naLlonal AssoclaLlon of Advlsors for CompuLers ln
LducaLlon (nAACL, 2012) Lhe slLuaLlon regardlng lad adopLlon ls currenLly Lrendlng [usL as
'hoLly' ln uk educaLlon as elsewhere.
SCPCCL-8ASLu lAu S1uulLS: uk
ln a speech Lo Lhe Schools neLwork Annual Conference ln uecember 2011, Lhe uk SecreLary of SLaLe
for LducaLlon, Mlchael Cove, suggesLed LhaL As we move Lo a world where we expecL every chlld
wlll have a LableL, Lhe naLure and range and Lype of conLenL LhaL can be dellvered wlll be all Lhe
greaLer."
ln conLrasL Lo Lhls somewhaL opLlmlsLlc sLaLemenL regardlng LableL ownershlp, ln a recenL survey by
Lhe 8rlLlsh LducaLlonal Suppllers AssoclaLlon and Lhe naLlonal LducaLlon 8esearch anel, 82 of
schools saw fundlng as a barrler Lo Lhe upLake of LableLs ln schools (8LSA, 2012). ln Lhe same survey,
and desplLe recenL governmenL pollcy glvlng schools freedom and auLonomy Lo choose lC1 Lools and
resources approprlaLe Lo Lhelr needs, 61 of prlmary and 39 of secondary schools felL lL was
lmporLanL Lo walL for Lhe governmenL Lo supporL adopLlon of Lhese devlces.
1he survey, carrled ouL ln May 2012, also carrled Lhe message LhaL a ma[orlLy of schools (72) wanL
more evldence LhaL LableLs are sulLable for Lhe classroom before Lhey wlll supporL adopLlon of Lhe
devlces. uesplLe Lhls noLe of cauLlon, a hlgh number of respondenLs: 66 of prlmary schools and
70 of secondary schools admlLLed Lo an awareness of apps belng used ln Lhe classroom.
key concerns ralsed by respondenLs were: fundlng (82), securlLy and managemenL of devlces
(83), value and rlsk of damage (73), and lssues relaLlng Lo Lhe lnsLallaLlon of and fundlng for apps
(71).
AgalnsL Lhls general background, Lhree key research reporLs provlde emerglng flndlngs on Lhe
lmplemenLaLlon of lads ln early adopLlng schools LhroughouL Lhe uk.
28
ln ScoLland, Lhe 'lloJ lo 5cotlooJ sLudy was carrled ouL by Lhe unlverslLy of Pull ln assoclaLlon wlLh a
varleLy of ScoLLlsh schools (prlmary, secondary, sLaLe and lndependenL) and Lhelr local auLhorlLles
(8urden eL al., 2012).
ln Lngland and norLhern lreland, Lhe '1oblets fot 5cbools sLudy was carrled ouL by lamlly klds and
?ouLh and reporLed on lad adopLlon ln Lhree plloL schools: Ponywood CommunlLy School ln Lssex,
Longfleld Academy ln kenL and Wallace Plgh School ln 8elfasL (Clarke, 2012).
A more deLalled reporL on Lhe Longfleld Academy lad pro[ecL was also produced by nAACL and 9lne
ConsulLlng (Pelnrlch, 2012).
ln addlLlon Lo Lhese hlgher proflle case sLudles, uk Lelevlslon and newspapers are lncreaslngly
reporLlng on whole-school roll ouLs of lads Lo sLudenLs on a 1:1 basls, lncludlng schemes aL
Clevedon CommunlLy School ln 8rlsLol (1hls ls 8rlsLol, 2011), 8osseLL School ln ParrogaLe (Mall
Cnllne, 2012) and Lhe Lssa Academy ln 8olLon (88C, 2013).
Lach of Lhese sLudles has been referred Lo ln more deLall ln Lhe maln body of Lhe reporL. ln
summary, however, key lessons from Lhese global and uk-focused sLudles Lurn aLLenLlon on: Lhe
raLlonale for LableL adopLlon, roll ouL models and sLraLegles for lmplemenLaLlon, fundlng, ownershlp
models, sLraLeglc plannlng, Lechnlcal requlremenLs, Leachlng and learnlng, devlce llfecycle, skllls
Lralnlng and Leacher Cu, securlLy, rlsk and pro[ecL evaluaLlon.

29

ALNDICLS
8LlL8LnCLS
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