This is a patchwork assignment where this section is the second part of the patchwork. The first patchwork was a mini-review of two articles from chosen area (impact of IPads on teaching and learning at KS2). Patch 2 (this one) requires you to find ‘An interesting and relevant example of practice in your chosen specialist area [c.500 words] This should be a descriptionand reflection of a specific teaching resource, approach or activity of your choice which you have used, observed or foundwithin literature (eg using an item from TES Resources or practice such as using new technologies to provide studentfeedback) – setting out its key points and value to your chosen specialist area, with reference to literature.’THIS HAS BEEN TAKEN FROM THE ASSESSMENT CRITERIA After discussing this with my lecturer, we agreed that the resource that I will analyse is an IPad. This is what my lecturer said: iPad would be fine as that means you are looking at technology in general as a support for learning. You need to find an article that discusses the use of iPads in the classroom – so you will then critique the technique used, impact of use, implications of use etc so its something that has been done before you will then use to guide your own lesson plan. Therefore, for the second section, you must find a journal article (within the UK as I am UK based) that discusses the use of IPads in the classroom. Once you have found this, you must critique the technique used, impact of use, implications of use etc. You must also refer to the lecture PPTs for this, as whilst doing the above, you must also include theories (behaviourist and social constructivism) and surface learning, deep learning etc. I HAVE ATTACHED A PATCH 2 EXAMPLE – PLEASE LOOK AT THIS, MILLS IS THE ARTICLE THAT IS BEING USED IN THE EXAMPLE- REFER TO THIS AS THE EXPECTATION. THE FINAL POINT IS REALLY IMPORTANT – VERSION 7 DOCUMENT HAS THE TWO MINI REVIEWS FOR PATCH 1. PATCH 2 NEEDS TO INTERWENE WITH PATCH 1.IN THE MINI REVIEW 1, I SAID THE FOLLOWING: It could also be insinuated that the research makes little use of the SAMR model but instead identifies key themes of iPad use (Geer et al, 2017). The findings of this study (Geer et al, 2017), which suggests that iPads enable collaborative learning, coincides with Kayes (2017) viewpoint where the use of technology can transform learning to develop a social constructivist approach. Harasim (2017) uses the Vygotskian framework of learning to state that learners actively construct their knowledge through collaborative interaction. As a result, I aim to move from a behaviourist approach to a social constructivist approach where collaborative approaches are utilised to construct knowledge and ensure active participation (Steiner and Mahn, 2013). THE POINT OF MOVING FROM BEHAVIOURIST TO SOCIAL CONSTRUCTIVIST MUST BE REITERATED IN PATCH 2 AND DEEP LEARNING. PLEASE REFER TO THE EXAMPLE, PATCH 2 EXAMPLE, TO SEE HOW THIS HAS BEEN DONE IN THE EXAMPLE – YOU NEED TO DO IT LIKE THIS AS WELL.
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