Mobile Teaching and Learning Good Practice: 2008-2009 Case Study Outline Headings

Title of Case Study: Keys for Opening Doors

Institution: St Anthony’s SchoolAuthor: Miss Ruth AspdenDate: 01.07.09

Keywords: learning difficulties/disabilities, learner confidence, Nintendo DS, ASD

Learning context: School

Technologies used: Nintendo DS

Introduction/overview: Ewan has a diagnosis of Autism with associated Speech and Language difficulties. He is in the ASD department which has a group of 14 pupils all with a diagnosis. The pupils have a key worker and there is a ratio of two pupils to one adult ratio. Ewan is a verbally able pupil who can read and write but has difficulties with social understanding. Ewan is working within the P levels and NC level 1 or 2 for some subjects.

Intended outcomes: Ewan finds turn-taking and sharing things very difficult. He also lacks motivation to learn in certain tasks. It was hoped that also using the Nintendo DS he would share his ideas and talk more without realising it.

Addressing the challenge: The device was used in two ways. One: to allow pupils to get used to using the device with the package as it stands i.e. Nintendogs for free choice time. This was done specifically to allow the pupil to get used to how the device

1 Fig 2 Ewan using pictochat

Fig 1 St Anthony’s Welcome Page

worked but also as a motivator to complete paper type activities set by the key worker that may be less motivating for the pupil.

Two: to specifically use pictochat to send messages backwards and forwards between the pupil and the key worker (fig. 2).

Outcomes and Benefits: Ewan was able to use the device successfully and independently for his free choice activity taking care of the dog. He was also motivated to complete work. Ewan was able to take turns with his key worker. The device also provoked interest from other pupils and therefore the peer

cooperation and collaborative working and turn taking/vocalisations and conversations were way beyond what we were expecting (fig. 3).

The Food Technology teacher used the devices to enable students to follow various recipes. “The immediate effect was that the learners were able to progress at their own speed. The Nintendos enabled them to go forwards and backwards without always asking me for help. They alsmost immediately became more independent and less dependent on me…The children were so excited and motivated…They needed stands though and we came up with idea of designing some …we had a discussion, the children came up with some ideas and then made them in Design Technology..they work brilliantly..do you think there might be a market for the..?” (Fig. 4).

Learner’s reaction: Positive and well received. Ewan was able to use it independently and with other peers or a key worker. Ewan was highly motivated by the device. He also seemed to develop more tolerance of some of the other pupils in the group after he had shared the pictochat with them.

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Fig 4 St Anthony’s Nintendo Stands

Fig 3 Peer-to-peer (via Bluetooth)

“For work time I did maths on pictochat with my key worker. I learnt about harder numbers. For Nintendo dogs you can give the dog a bath and feed it.”

“You can practice how to do maths. You can use it to write down and ‘talk’ to each other to take turns. It’s sometimes fun.”

Teacher’s reaction: The key worker was highly motivated by the device and positive. She was keen to see if it could be used with other pupils to promote learning with them too. This could be built into a pupil’s individual schedule of work on a daily basis to promote their self esteem, confidence, turn taking, conversational skills and independent working depending on what the device was used for and when.

“The equipment is engaging and motivating. Pupils are keen to use it as it is something they are familiar with and associate with fun. The pictochat option can be used to develop turn-taking skills and co-operative and collaborative working.” “Very motivating and easy to use.”

Managers’ reactions: Management were keen to know of the great progress being made by using mobile learning devices.

Key messages and lessons learned: Nintendo Dogs needs a quieter environment and so can be difficult to use if the environment is busy. Pupils can become possessive over the equipment; however this also brings in waiting their turn and sharing. Pupils can become so engrossed in the Nintendo DS that they find it difficult to switch off and return to the more traditional methods of learning. The device however does support concentration skills.

Next steps: To continue to build it into his individual programme to develop turn-taking

and conversational skills. To build in more devices to work more collaboratively with peers. To investigate using the device in other ways to promote specific areas of

learning for pupils on the autistic spectrum.

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Fig 2 Nintendo use wireless Bluetooth

Materials, resources and links: (Please include links to videos uploaded to MoLeTV (www.moletv.org.uk), resources uploaded to MoLeShare (www.learningtechnologies.ac.uk/moleshare)

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