Today I received a very positive evaluation back from a pupil and teacher who have been evaluating some equipment, and I thought I'd share it: seems like a nice way to end the term. (Mark is not his real name.)

Background

Mark is a Primary 6 pupil who attends his local primary school. Mark has cerebral palsy which affects his fine motor control, and although he has good ideas, he does tire easily when he writes by hand. He has support from staff to help him lay out his written work, and also on occasion for scribing, but this does mean he relies on staff and is not independent. Staff say that his reliance on others is also affecting his self-esteem. Mark has some difficulties with spelling and also with maths, organisation and spatial skills. Despite these barriers to learning, Mark is an enthusiastic member of the class.

Mark has tried specialist pencils and pencil grips, and writing adaptations. He was referred to CALL for advice on assistive technology to help him to learn and work more independently and productively.

Following an assessment, we loaned a Toshiba netbook computer with Co:Writer 6 and Inspiration software, plus an EasiSpeak microphone, for Mark and his teacher to evaluate. The assessment had shown that Co:Writer has the potential to help Mark write more independently, and with greater accuracy. Co:Writer should also reduce his fatigue and help him to produce higher quality work. (Click here to find out more about Co:Writer and word prediction).

Inspiration was suggested to help Mark organise his work. We loaned a headset microphone for Mark to record his ideas directly into Inspiration, and the portable Easi-Speak recorder, because his verbal output is currently better than his written output.

(Both Inspiration and Co:Writer 6 are available for reduced cost under a special licence for Scottish Schools, from Education Scotland.)

This is what Mark and his teacher thought of the technology.

Class teacher evaluation

1.    What impact has the netbook had on the pupil’s ability to access the curriculum?

There was an immediate impact on Mark’s enthusiasm and attitude to attempt and produce work.

Used for:

• Word processing: planning, drafting and publishing. Mark is more able and willing to work independently on these three steps without an adult scribe. Mark is eager, and able, to be involved in adding to his Co-writer word bank. 
• Typing answers to spelling activities – a task which Mark dislikes when he is writing by hand. He now produces work of a higher level.
• Spelling has improved.

An adult currently scaffolds Mark’s work by asking questions about his text, to encourage him to develop his answers/writing. It is planned that if the teacher is checking/marking Mark’s work in his absence, s/he will insert the questions into his text. This will enable Mark to develop his work in line with his peers, working in their jotters.

Mark enjoys paired work with the netbook.  Previously, being left handed the mouse was cumbersome and this was awkward when he was working with a partner.

2. How has it impacted on his/ her written work (quantity and quality), in comparison with what s/he was able to produce without it?

Mark has immediate success which encourages him to keep on task. He is willing to expand and build on his work after further class discussion or  with an adult. 

Previously Mark found typing laborious but Co-writer is changing his attitude and he is very willing and able to type for a much longer period. He finds the netbook keyboard easier to manipulate. It is anticipated that this will be helped further with touch typing lessons.

Mark now copes with thinking up his answers/ideas, typing and spelling. This has resulted in better and lengthier pieces of work produced quicker. Previously these tasks were done separately.

Mark’s work is legible. He willingly shares it with peers, allowing them to read it independently of Mark.

3. Has it helped him/her to develop the four capacities of Curriculum for Excellence?

1. Successful learner.Mark is able to show and do the best he can.  He thinks of new ideas and is more interested in tackling writing activities by himself.
2. Confident individualMark is happier and more confident. His  self-esteem has been raised.
3. Effective contributorMark is no longer excluded by the position of the computer system. Previously he had to sit with his back to the class because of the location of the computer.Peers are more ready to allow Mark to tale a role in ‘scribing’ .Mark is able to type his ideas and share with peers, who previously found his handwriting very difficult to read.
4. Responsible citizen.Mark is much more confident about working as part of a group during tasks that require planning/writing. Mark takes the responsibility of looking after the netbook seriously, and making sure it is switched on/off when needed.

4. Any further comments....

The netbook and software have much more potential for enabling Mark to be included more into the class and to access literacy activities.  As I, and assisting adults, become more familiar with it, and Mark learns to touch type, I foresee that we will be able to take full advantage of the equipment.

Mark’s evaluation

This form is to help you think about the use and effectiveness of the writing tools you have tried out and to compare the technology with handwriting and jotters.  Fill in the evaluation form when you feel you have a good idea about what it is like to use the devices(s). Please send a copy of the form to CALL.

Use a scale of 1 to 10. Score 1 if that factor is so bad that you would not dream of ever considering it. Score 10 if it is so brilliant that you could not do without it.

Please write any other comments here:

1. Makes me feel I can keep up when working with the rest of the class.

2. I am really missing being able to use Inspiration to plan my writing and make a summary of what I read. [This was because Mark had been using a school netbook without Inspiration for a short time.]

3. Co-writer and inspiration really help me to get on with my work. I am looking forward to using it again in Primary 7. 

4. I don’t mind sorting mistakes and making my ideas bigger and better.

Thanks Mark and his teacher for these positive and helpful comments!

Paul

Quite a few people have been asking if candidates can use iPads to complete the SQA Digital Question Papers. Previously, the answer was 'no' partly because SQA prohibited use of iPads in the same way they do not allow mobile phones in the exam room. However, this policy has now changed and some pupils at Cedars School of Excellence in Greenock did use their iPads to access the digital papers this year. 

PDF Expert

The SQA Digital Question Papers are PDF files which can be read using many different apps including, for example, iBooks and Adobe Reader, but for digital exams we suggest PDF Expert which is the only app we have found that actually lets you type your answers into the digital paper answer boxes. PDF Expert lets you open the digital paper, type into the answer boxes, highlight and underline text, and add drawings and notes to the exam paper. Completed papers can be printed, saved and emailed. Cedars used PDF Expert on their iPads for the 2012 exams.

The digital papers work very well for question and answer exam papers which require short text answers. The screen shot shows how text can be typed into the answer boxes on an Intermediate 1 Computing Paper. To 'tick' the answer box, you tap with your finger.

The answer boxes can only accept text and so maths and science, where the learner has to produce equations and formulae, can be tricky to do digitally. 

With a stylus, it is possible to draw diagrams, graphs and maths and science expressions on the digital paper although I still don't find it as easy as using a pencil and paper, personally (must be an age thing?). Note that candidates have the option of writing their drawings and equations on the digital paper, or on a paper copy.

The second screen shot shows my scrawled attempt to draw a graph and work through an equation with the stylus. 

Security

1.  
2. Back up the iPad. 
3. Delete all the apps on the iPad that are not required in the assessment. This leaves the apps required for the assessment (e.g. PDF Expert, maybe Pages etc,) plus the built-in Apps on the device. 
4. Delete all photos, music files, videos, contacts, reminders and other documents. Clear the browser history.
5. Go into Settings > Mail, Contacts, Calendars and delete all the accounts. This prevents access to Mail, Contacts and Calendar.
6. Remove any 3G SIM card.
7. Prevent access to the school Wi-Fi using the school network settings. Check that there are no other wi-fi internet access points available.  
8. Turn off Bluetooth: Settings > General > Bluetooth > Off.
9. Now you need to prevent access to the built-in Apps, which are Newsstand, iMessages, Mail, Safari, iBooks, FaceTime, PhotoBooth, Reminders, Photos, Music, Videos
10. Go to Settings > General > Restrictions.
11. Click on Enable Restrictions and enter a passcode
1. Turn off any apps that you don’t want the candidate to be able to access (i.e. all of them). This will remove the following apps from the iPad screen: Safari, YouTube, Camera, FaceTime, iTunes, Ping and installing and deleting apps. Note this still leaves Mail, iMessage, Calendar and Contacts that the pupil could access the internet to find previously hidden answers, which is why you need to prevent access to wi-fi or the internet.
12. Allow Changes: 
1. in Location, Don’t Allow Changes (this stops the iPad connecting to Wi-fi hotspots or devices)
2. In Accounts, Don’t Allow Changes (this prevents anyone adding a new mail or other account)
13. Turn off Auto-Correction and spellchecking (unless you have permission to use them):
1. Settings > General > Keyboard > Turn off Auto-Correction and Check Spelling
2. (Note that the candidate can easily turn them back on – we haven’t found a way to prevent this.)
14. You should now have an iPad with:
1. no stored files, emails, photos, videos, sound recordings or other documents;
2. only the apps which are required for the assessment;
3. no spellchecking or auto-correct;
4. no access to the internet or wi-fi;

and so the iPad should be secure.

If you have an iPad why not download some past papers from SQA's web site, try them out, and let us know what you think.