WEEK 5: Hardware and Software Choices in the Primary Years

Source: https://msp2l1160225102310.blob.core.windows.net/ms-p2-l1-160225-1023-13-assets/Students_Globe_en-US.png

Over the past few years, my role has had significant impact upon the hardward and software decisions we have moved forward with on the Primary Campus. From Year 3 students bring their own device to school. We specify a 2-in1 touch screen device, with a stylus, operating Windows 10. When making these decisions, I considered the best ways for younger students to work and how they could best be supported by technology. 

Touch capability and a stylus were two things that I considered valuable for younger learners. The use of a pencil is already largely automated in student brains, so a pen interface can easily leverage these existing patterns (Oviatt, 2012). Further to this, Oviatt (2012) states that digital pen interfaces are better suited for expressing spatial content. Younger students often do not have the fine motor developed for making use of trackpads. Reaching out and touching is very natural to them and mirrors what they have learnt to do on mobile devices, which many are exposed to from an early age these days.

Source: https://www.groovypost.com/wp-content/uploads/2014/12/Fix-Surface-Touchscreen.png

The nature of a 2-in1 device means that it can be used as a tablet or as a full laptop. This is highly enabling for younger students who can then detach their keyboards and move around the classroom with their device to film or take photographs. ​

The Learning Tools found natively in a variety of Microsoft software applications, also provide students with disability or learning difficulties the opportunity to take ownership over their own learning. Roblyer and Doering (2014) describe these tools as assistive technology, which are technology tools that offer increased opportunities for learning, productivity and independence (p. 434). ​In her research study, McKnight (2017, p. 5) reported significant gains in students’ reading and writing when using the Immersive Reader and Dictation in Microsoft’s Learning Tools. The capability of the tools to provide equity through access, support student choice and personalised learning was also highlighted (p. 6). 

Source: https://classtechtips.com/wp-content/uploads/2018/06/Microsoft-Learning-Tools-in-Action-Immersive-Reader.png

References:

McKnight, K. (2017). Leveling the playing field with Microsoft Learning Tools. Washington, DC: RTI, Centre for Evaluation and Study of Education Equity. Retrieved December 16, 2018, from http://edudownloads.azureedge.net/msdownloads/Learning_Tools_research_study_BSD.pdf

Oviatt, S. (2012). Computer interfaces and the impact on learning. Redmond, USA. Retrieved December 19, 2018, from http://download.microsoft.com/download/0/1/2/012FC5FD-750F-4BDE-96EA-83BC0199EC51/Microsoft_Computer_interfaces_and_their_impact_on_learning_widescreen.pdf 

​Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into teaching. Harlow, United Kingdom: Pearson Education Limited.